Clinical Field Experience C: Mini-Lesson Implementation

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Allocate at least 4 hours in the field to support this field experience.

Part 1: Mini-Lesson Plan

Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Clinical Field Experience C: Science Mini-Lesson Plan” template. If applicable, integrate relevant health standards or learning into your lesson. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the standards.

The “Science Mini-Lesson Plan” includes:

  • Science standard and grade level
  • Learning objectives
  • Instructional strategy
  • 100-150 word description of a science learning activity
  • Formative assessment

Part 2: Mini-Lesson Plan Implementation

After completing the “Clinical Field Experience C: Science Mini-Lesson Plan,” share it with your mentor teacher for feedback. Revise the lesson plan based on the mentor teacher’s feedback.

Provided permission, teach the created lesson plan to the group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine understanding).

If you are not able to implement the lesson, speak with your instructor for an alternate assignment.

Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 3: Reflection

In 250-500 words, reflect and discuss the process of using pre-assessment data to develop a lesson plan. Discuss the following:

  • How does data support the developed instruction, selected strategies, and differentiation strategies to meet learning needs?
  • What modifications supported the learning outcome?
  • What considerations need to be made regarding ethical issues when using student personal, background, andClinical Field Experience C: Science and Health Mini-Lesson Plan

     

    Part 1: Science and Health Mini-Lesson Plan

    Science and health standard:

    Grade level:

     
    1-2 learning objectives:

     

     
    Instructional strategy:

     
    Description of the learning activity that successfully integrates science and health (100-150 words):

     

     

     

     
    Formative assessment:

     

     

     

    Part 3: Reflection

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Module 1: Translating Early Language Experiences Into School Success

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Assignment 1

Some of the ideas that stuck out for me were Dr. Brenda Fitzgerald (2014) opening her TedTalk with the statement, “Language is the essence of being human.” In addition, the information from the latest research conducted by the McGovern Institute indicating that it is not necessarily about the sophistication of the words used, but the engagement of the child in conversation that included “turn-taking” In the course of our teaching career, we may have very little to do with changing someone’s SES, we can affect a parent and child’s ability to have regular and meaningful conversations (2018).

Please consider all the information you consumed from the 6 sources provided to respond:

  • How is the exposure to language translating into a language gap, and more importantly, how does that affect the long term academic success in school?
  • What have your experiences been with language in school and at home?
  • Explain in-depth the 3 big ideas you are taking forward from this material and will use in your future work with children and parents?
  • Finally, what questions will you pose to your peers to further the “turn-taking” conversation as we all grow linguistically?

Remember, to use the sources provided to support your response. It is also important to cite your sources by providing an in-text citation as well as a reference list.

References

Fitzgerald, B. (2014, June 03). Improving early child development with words. TEDxAtlanta. Retrieved July 15, 2019, from https://www.youtube.com/watch?v=y8qc8Aa3weE&t=466s

Gabrieli, J. (2018, February 14). McGovern Institute for Brain Research at MIT: Beyond the 30 Million Word Gap. Retrieved July 15, 2019, from https://www.youtube.com/watch?v=CNJQGbNbI-8

Assignment 2

M2: Oral Language-The Great Predictor

 

Before children are able to formally decode words on a page, the experiences they have developing oral language skills greatly influence their mastery of language and may impact their success in school. On pgs. 41-42, your text cites research outcomes that support this statement.

Part 1 of DB Prompt: imagine yourself as a teacher who is explaining to your students’ parents the importance of meaningful oral language experiences. Use details from the theorists Piaget and Vygotsky. Briefly explain in your own words the Constructivist view and the Social Interactionist view on language development. Although your book says these 2 theories are at odds with each other, how might they complement each other? How can you use elements of both in your approach to developing learning experiences for your students?

For part 2 of this DB Prompt: How can you develop engaging and meaningful opportunities for your students to develop richer oral language? Give an example of an activity, whether it aligns with either the Constructivist view, the Social Interactionist view, or both.

Reutzel, D. R., & Jr., R.B. C. (2018). Teaching Children to Read (8th Edition). Pearson Education (US).less
No Plagiarism

700.1PBP PROFESSIONAL COMMUNICATIONS AND ETHICAL BEHAVIOR PROJECT

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700.1PBP PROFESSIONAL COMMUNICATIONS AND ETHICAL BEHAVIOR PROJECT

This project is designed to evaluate your knowledge of The Teacher.  You will apply your knowledge of the role and expectations of the professional educator to the characteristics and ethical behaviors learned in the coursework. This project is aligned with Standard 6D of the Texas Approved Educator Standards, and the Texas Administrative Code 19 TAC §228.35(b)(2).

PROJECT DIRECTIONS

This project has three tasks, each representing a different facet of the role of the professional educator. Task 1 evaluates your ability to recognize and respond to violations of the Texas Educator Code of Ethics. Task 2 evaluates your ability to communicate professionally and appropriately with parents. Task 3 evaluates your ability to respond appropriately to your colleagues. Your paper will be evaluated on multiple criteria, including your thorough response to each of the prompts, including your ability to write professionally. To successfully complete this project and avoid resubmission, you must review the rubric with which you are evaluated.

You will submit your responses to each of the tasks in one document. The Canvas grading system does not recognize two or more documents within a submission — it only sees the first document. This is why all three parts must be in one document. You must use the TNT 700.1P Professional Communications Response Guide to respond and submit.

Here is a short example Download short example project for you to review to understand what is expected to pass this project.

Text Box: TNT 700.1P PERFORMANCE BASED ASSESSMENT RESPONSE GUIDE

TASK 1— The Texas Educator Code of Ethics: Read the instructions and both scenarios and write a paragraph of at least 1/2 page for each scenario, responding to the prompts. Answer the three questions at the end of each scenario, in which you*identify the behavior(s), if any, that you believe violate standards in the Educator Code of Ethics. You must cite the standard from the Code of Ethics, using the letter, number and exact language of the standard. * Explain your reasoning in the selection of the standard(s) or your reasoning if you believe no standards were violated. Additionally, *describe an alternate behavior that is detailed and appropriate to take in that situation. Use professional language, spelling and grammar in your response.

1. Scenario 1 Response:

2. Scenario 2 Response:

TASK 2 – Effective Communication with Parents: Read the scenario in part 2 regarding the parent communication. Respond to the parent in a paragraph or two. Your response should reflect effective communication skills such as setting aside judgement and remaining calm. Address the parent’s concerns and assert yourself through your values. Use professional language, spelling and grammar.

TASK 3 – Effective Relations with Colleagues: Read the scenario provided and in a paragraph or two, describe how Ms. Jeffries should handle the situation. Read the questions following the scenario and incorporate your responses to the questions in the paragraph. Your response must be in the form of a professionally written paragraph.

Curriculum Matrix

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Curriculum Matrix

Category Clinical Med.

Differential Diagnosis; Initial and Long-term Management

 Human Behavior Basic Science Prevention Ethics Economics Cultural Sensitivity
Learning Issues              

The assignment is to develop a curriculum matrix on the topic of your choice.  It can be completely about Culturally Appropriate Care, Social Determinants of Health or Health Disparities or that can be just one component of the curriculum matrix like the example. You may change column headings to more appropriately fit your topic or discipline, for example it could be more about bedside care or health promotion/disease prevention.  You may also use it to develop the learning objectives for the learning activity you are designing for your final project.   It does not have to be as complex as the fever rash example or the example from the Washington article (although that article will be a good guide to developing the matrix.).

Curriculum Matrix: A 15 y/o with Fever and Rash

Category Clinical Med.

Differential Diagnosis; Initial and Long-term Management

 Human Behavior Basic Science Prevention Ethics Economics Cultural Sensitivity
Learning Issues Viral vs. bacterial illnesses

Bacteremia vs. Localized Infection

Meningitis

Meningoccocemia

Antibiotic choice

Treatment of Disseminated Intravascular Coagulation (DIC)

Reconstructive Plastic Surgery

 

 Adolescent Social History

Effect of previous sibling or child death

PTSD from serious or critical illnesses

 

 Pharmacology of antibiotics and vasopressors

End organ effects of DIC

Clotting Cascade

Viral and bacterial causes of sepsis and meningitis

 

 Prophylaxis of Meningoccus

· Family

· Friends

· School

· Health Care Personnel

 

 Living Wills

End of Life Issues

Adolescent informed consent i