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:

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.

  • 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.

Graduate Education Assitance

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***Please read the directions carefully, must be original work and must be APA Formatted!*** Attached you will find chapters 1-2 for guidance, but you must use

scholary references!!

Understanding the major theories, principles, issues, and applications of adolescent development and learning will inform your instructional practice. Your understanding of these concepts will prepare you to communicate with families about the development milestones of their children.

Develop a 500-750 word digital brochure for your current or future students’ parents and families. Your goal is to inform and prepare families regarding the major developmental milestones they can expect to see in their child. Design your brochure to inform them of the major theories and concepts regarding adolescents and their development, including how parents can be involved and actively participate in their child’s development.

Outline the following in your brochure:

Describe the developmental period of adolescence, including the sub-periods of early adolescence, middle adolescence, and emerging adulthood. Provide specific examples of typical school-related behavior found within each sub-period.

Provide an overview of the key theories related to adolescence, including the biological, psychoanalytical, cognitive, and social learning views of adolescence. Acknowledge key theorists and their major contributions.

Outline and define the roles of nature/nurture, continuity/discontinuity, and early/late experience and their effect on adolescent development and classroom learning.

Use digital brochure format, including a title, headings/bullets, and graphics as appropriate. Support your findings with a minimum of three scholarly resources.

Brainstorming And Beginning Research Worksheet

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Access and complete the “Brainstorming and Beginning Research Worksheet” assignment.

  1. To assist you with this assignment, be sure to review the “The Writing Process” media; this is a great resource for you to use as you create your essay throughout the course.
  2. Access and complete the “Brainstorming and Beginning Research” worksheet. This assignment will walk you through the writing process steps of choosing a topic, brainstorming techniques, research strategies, and research.

Submit the completed assignment to the final assignment drop box by the end of Topic 1 (Sunday, by 11:59pm, Arizona Time).

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.

Shaping School Culture

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Case Study: Shaping School Culture  

In most cases, school leaders start their tenure focusing on the school’s culture. As you know from your previous assignments, the readings in the program, and from your professional experiences thus far, a school’s culture can be complex and deeply embedded in the beliefs, language, and behaviors of the stakeholders. Remember, culture is a major theme in the ELCC and PSEL standards. Moreover, your position as a new school leader will have an effect on the school’s culture (simply because of the change in leadership). As you get closer to finishing this degree program, consider how you will begin your future tenure as a school leader.

Read the “Shaping School Culture” case study to inform the assignment.

Part 1: Case Analysis

In 375-words, respond to the case study by addressing the following:

1. Brief summary of the case

2. Issues to be resolved

3. Stakeholders involved in the issues

4. One or two existing laws or court rulings that relate to the issues

5. District policies that relate to the issues

6. Possible solutions to the issues

7. Solutions chosen to resolve the issues

8. Action steps (2-5) for implementing each solution, including a timeline for each step

9. Potential moral and legal consequences of each solution

Part 2: Rationale

Support the case analysis with a 450-word rationale explaining the solutions you chose and how each solution:

· Is designed for continual and sustainable school improvement to improve student outcomes.

· Demonstrates cultural competence and responsiveness in decision-making, school planning, and meeting the needs of students.

· Addresses difficult issues related to meeting students’ needs while promoting a culture of collaboration, trust, learning, and high expectations.

· Strives to build and sustain positive relationships between school representatives, students, families, and community partners, when their needs conflict.

Cite the case as well as 3-4 scholarly resources.

APA. RUBRIC:

(10) Case Analysis 1-3: Summary, Issues, Stakeholders: Analysis skillfully and convincingly summarizes the case, identifies the issues to be resolved, and identifies the stakeholders involved in the issues.

(10) Case Analysis 4-5: Laws and Policies: Identifies compelling existing laws or court rulings and district policies related to the issues.

(20) Case Analysis 6-8: Solutions and Action Steps: Identifies exceptional solutions to resolve the issues and insightfully selects ideal solutions for resolving the issues. Action steps and timeline are thoughtful and realistic.

(10) Case Analysis 9: Consequences: Moral and legal consequences of proposed solutions are thorough and proficiently explained.

(30) Rationale: Rationale compellingly explains how the proposed solutions are designed for continual and sustainable school improvement; demonstrate cultural competence and responsiveness in decision making, school planning, and meeting the needs of students; address difficult issues related to meeting students’ needs while promoting collaboration, trust, learning, and high expectations; and strive to build and sustain positive relationships between school representatives, students, families, and community partners.

 

 

 

Case Study: Shaping School Culture

 

You have served as an assistant principal for one year in a middle school (grades 4-8) that has received a grade of “D” as a school accountability label. Due to recent changes and the retirement of the principal, you apply for the open position and the Superintendent selects you to be the principal for the next school year. Your knowledge of your internal and external community, along with the various school and district systems, plays a critical role in your summer planning for the upcoming school year.

 

Your school has had a reputation of being a “tough” school. Your student body is made up of mostly lower-income families who live primarily in single-family homes, condominiums, and federally subsidized apartments. Demographically, the school is culturally diverse, with Hispanic students making up the largest ethnic group. You also have the highest African American student population within the district. The school has approximately 700 students, 33 full-time general education teachers, 1 full-time special education teacher and 1 gifted education teacher. Your teaching staff has remained stable in key areas, but you know that you will need to hire seven teachers across the grade levels. A large percentage of your teachers are experienced veterans, many of whom have outlived at least 14 administrators that have come through the campus.

 

As you sit in your office in July, you become overwhelmed as you begin sifting through numerous piles of information – student achievement data, the School Improvement Plan (SIP), discipline data, teacher observations, the previous principal’s files, etc. You know you have to find ways to positively influence your outcomes, in particular student achievement, as you are considered by the state as being in need of school improvement. You also know that your student achievement outcomes will not change unless the student discipline data improves. Bottom line, it is obvious that students are missing a tremendous amount of instructional time due to behavioral issues and the assigned consequences. Where do you begin?

References

“Holistic School Leadership: Systems Thinking as an Instructional Leadership Enabler,” by Shaked and Schechter, from SAGE (2016). https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/0192636516683446

 

School Culture and Leadership of Professional Learning Communities,” by Carpenter, from Emerald Insight (2014).

https://www-emerald-com.lopes.idm.oclc.org/insight/content/doi/10.1108/IJEM-04-2014-0046/full/html

 

Kickboard. (12 C.E., Summer 2017). Seven-Year Study Identifies the Most Essential Behaviors for Creating a Positive School Culture; Results Discussed in New Report from Kickboard. Business Wire (English).

(Which student behaviors have the greatest impact in creating a safe, supportive learning environment? An analysis of more than 152 million student behavior instances collected over seven years by educators in 645 schools has enabled researchers to identify the most essential behaviors in creating a positive school culture. The behaviors are categorized in a new compendium called the Positive School Culture Inventory™ (PSCI).)

 

Paterson, J. (2018). Got Spirit? Involve the entire student body to reap the benefits of school pride and create a positive school culture. Principal Leadership, 7.

 

Manchester, K., & Sexton, T. (2018). Integrating Formative Assessment Into School Culture: How one school increased teacher collaboration, enhanced trust and transparency, and improved student performance. Principal Leadership, 18(8), 54–57.

(The article discusses the teacher collaboration and ideas needed for a school to increase it, including the development of trust and transparency keeping the focus on the improvement of performance of each student. It also discusses the usability of assessment data for the sake of helping teachers to successfully address the student-need based curriculum targeting and steps schools followed to create a formative assessment culture.)

 

Mungal, A. S., & Sorenson, R. (2019). A Dozen Daily Do’s: Successful principals delegate, communicate, create, and anticipate. Principal Leadership, 19(5), 50–53.

(The article discusses the personality trait of the successful and productive principals. Topics mentioned include the integration of educational technology to organize the workplace, responsibility of the principals to focus on the daily priorities and tasks in the schools and the interaction between the school community and the business leaders.)