Clinical Field Experience C

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art 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, and learning data to inform instructional planning?

Submit the “Clinical Field Experience C: Science Mini-Lesson Plan” and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic.  Directions for submitting can be found on the College of Education site in the Student Success Center.

Clinical Field Experience B: Science and Health Pre-Assessment

Part 1: Pre-Assessment and Implementation

Grade level of mentor class:

 

Standards being taught in mentor class:

 

Description of unit being taught in mentor class:
150-200 word description of Pre-assessment:
Feedback from mentor teacher:

 

Part 2: Reflection

 

 

 

 

 

© 2018 Grand Canyon University. All Rights Reserved.

Brainstorming And Beginning Research

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Name:

Course:

Date:

Instructor:

Expository Essay: Brainstorming and Beginning Research

Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you complete all sections of this worksheet.

Part 1: Select a Topic – Pick One

Below are lists of essay topics to use for the expository essay please highlight/bold your topic choice so your instructor will know your selection.

 

1. Three services Veterans need to successfully return to civilian life

2. Three characteristics of good leaders

3. Three ways bullying can negatively impact children

4. Three ways technology can impact communication

5. Three issues found in a large classroom

6. Three services the Christian church can provide the community

 

Part 2: Brainstorming Strategies

Read: Topic 1 Lecture.

Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:

https://lc.gcumedia.com/unv104/the-writing-process/index.html

Complete: In box 1, use the brainstorming method of “Free Writing”.

 

Brainstorm Method: Free Writing:

Set a timer for 10 minutes and complete your free write brainstorm activity in this box to show your work.

 

 
 

 

Part 3: Research Strategies – Key Words & Phrases

Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part 1.

Step 2: Combine keywords to come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and is covered on page 15 of the course eBook.

An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.

 

Example Tables

 

Keywords pulled from brainstorming Boolean: Phrases from Keywords
1. Online Learning 1. Online Learning AND Education
2. Student Success 2. Online Learning AND Student Success
 

Keywords pulled from brainstorming

  

Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 15 of the course eBook
1. 1.
2. 2.
3. 3.

 

 

Part 4: Define Sub-topics

State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.

1. Sub-topic 1:

2. Sub-topic 2:

3. Sub-topic 3:

Part 5: Navigating the GCU Online Library

Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.

Before starting this section, review the short walk-through tutorial on the GCU Library. http://tutorials.gcumedia.com/mediaElement/library-walk-through-tutorial/library-walk-through-tutorial-v1.1.php

Step 1: How to Access the Library

There are a number of ways to access the library’s website; here is one path to reach the Library Research & Resources page:

Please click on the following link: http://library.gcu.edu/

Question 1: On the Library Research & Resources Page, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.

1.

2.

3.

 

Step 2: Finding Journal Articles

For this section, you will be searching using LopeSEARCH. LopeSEARCH is a federated search that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSEARCH.

1. On the Library Research & Resources page, click the link Find Journal Articles.

2. Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

3. Sign in if prompted, using your GCU Username and password.

Question 2: Provide the title of the first journal article that is listed in the results.

 

 

 

 

 

Step 3: Article Details

In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.

1. Click on the title of the first article you found in Step 2.

2. Scroll down this page and find the Article Abstract.

Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.

 

 

 

 

Step 4: Permanent and Persistent Links

Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.

1. On the same page where you found the abstract, look to the right for the Tools column.

2. Click on the link that says Permalink.

3. A box will pop up above the article title with a permanent link.

Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy.

 

Step 5: Using Library Databases to Cite Articles

Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.

Note: Remember, GCU Style required for your undergraduate coursework is a simplified version of APA. It is possible for there to be errors in the reference citations available in the GCU Library database, so check the GCU style manual located in the Student Success Center: The Writing Center to ensure your reference is properly formatted.

1. On the same page where you found the abstract look to the right for the Tools column.

2. Click on the link that says Cite.

3. A box will pop up above the article title with different citation styles.

Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the GCU Style Guide, where should you include this information in your essay?

 

 

 

 

 

 

 

 

Part 6: Gather Resources

Step 1: Go to the GCU Library website and start a search for peer-reviewed journal articles.

· On the Library Research & Resources page, click the link Find Journal Articles.

· Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

· Sign in if prompted, using your GCU Username and password.

 

Step 2: Complete the table below using the 3 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.

An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.

Example

Peer-reviewed article 1 Title of Resource: Factors influencing adult learners’ decision to drop out or persist in online learning. Boolean terms/ Keywords Used: Online Learning AND Student Success
Permalink http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site
Abstract The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR]
APA Reference Park, J., & Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal Of Educational Technology & Society, 12(4), 207-217.

 

Peer-reviewed Article 1

 

 Title of Resource: Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 
   
Peer-reviewed Article 2

 

 Title of Resource:

 

 Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 

 

 

Peer-reviewed Article 3

 

 Title of Resource:

 

 Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 

 

 

© 2016. Grand Canyon University. All Rights Reserved.

Culture And Environment Analysis

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As a teacher you will have many students and they will all come with a different story.  Environmental factors and health care will look different in each one of the students.  It is very important to identify and address the diverse needs without stereotyping the child.

Part 1: Class Profile Analysis

Analyze the “Class Profile,” paying specific attention to environmental and cultural factors related to the following areas:

  • Parental involvement
  • Socioeconomic status
  • English language learners
  • Medical issues
  • Ethnicity

In 500-750 words, summarize the strengths and needs of the class in relation to the above factors and share how this data will guide you in your lesson planning and communication and collaboration with families.

Part 2: Lesson Plan Adaptation

Analyze the “Healthy Living Lesson Plan” and consider how you could differentiate the lesson activity based on the needs and strengths of the class depicted in the “Class Profile.” Complete the “Healthy Living Lesson Plan” by including differentiation for the following groups of students:

  • English language learners
  • Students with special needs
  • Students with gifted abilities
  • Specific needs depicted in the “Class Profile”

Below the “Healthy Living Lesson Plan,” describe in 250-500 words how you would differentiate the lesson activity for typical and atypical development and explain your reasoning.

Submit your analysis and lesson plan adaption as one submission.

Phoneme /K/ Lesson Plan

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Design a whole group lesson on the phoneme /k/ appropriate for “Class Profile” kindergarten students using the “COE Lesson Plan Template.” The lesson should focus on reading aloud basic sight words beginning with the phoneme /k/ and include differentiation for language development and communication skills of individuals with exceptionalities for students who have IEPs in the “Class Profile.”

In addition, compose a 250-350 word reflection, rationalizing your differentiation strategies based on the “Class Profile” students.

Support your rationale with 2-3 scholarly resources.

Submit both the lesson plan and summary as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the exceptions for successful completion.