A graphic organizer is a visual representation of how concepts or components in a system relate to each other. A goal of this course is to develop an easy reference of the forms and function of assessments in a graphical format that makes the most sense to you. The graphic should evolve as you gather more information, so consider how additional elements may be incorporated.
Develop a graphic organizer that features standardized assessments, formative assessments, summative assessments, and self-assessments. The graphic organizer should be a unique creation that reflects your understanding of the variety and multi-functionalities of different assessments.
Provide at least two examples for each assessment.
Describe when it is most appropriate to use each type of assessment. Provide examples and explanations.
Prepare your design as if it would appear on a school district’s staff development website. Make it visually engaging, informative, and interactive.
SAMPLE ANSWER
Forms and function of assessments
Two examples for each assessment.
Most appropriate to use each type of assessment
1
Standardized
Assessments
Achievement Assessments
Achievement assessments are created to evaluate how deep and wide a student has acquired in class based on a given area of study. An example includes the Stanford-Binet Intelligence Scales employed to evaluate the IQ, (Romberg, Wilson and Khaketla, 2011).
Scholastic Aptitude Assessments
Types of assessments are developed to evaluate the collective ability to learn and to predict academic performances in the future. Some of these assessments include the SAT that evaluates the word power or vocabulary terminologies (Stenmark, 2012).
2
Formative assessments
Quizzes
These are short directed assessments that present a quantitative data concerning students in terms evaluating the student’s topic comprehension. For instance, in the middle of a unit of algebra, a short contest can be given to ascertain if learners have a grasp of the basics (Stenmark, 2012).
Exit Slips
These are tiny papers on which learners are expected to ascribe or react to a query before exiting into another class. For instance, if you read through the responses and notice that student have a firm grasp of the concept, you can advance on. The approach will certainly change if the opposite is the truth (Romberg, Wilson and Khaketla, 2011).
3
Summative Assessments
Exams
Exams are used to quantify what students know and certainly what they do not understand. In addition, they assess learning and also function as a comparison for standards, such as class aggregates. They include scores, which tend to suggest the quality of the curriculum.
Graded Projects
Graded projects are used periodically; they however, do not have immediate influence on instructional quality. For instance, if the math educator serves you with an algebra exam towards the end of the semester, he/she may be able to understand your level of comprehension after marking the exam .
4
Self-assessments
Questionnaire
Used to evaluate the performance with a view to improving skills and abilities. For instance, if the school want to change using a certain methodological approach in teaching students, a quantitative study can be commissioned where students becomes respondents. The feedback obtained through the questionnaire will help determine if the method should be upheld or not (Romberg, Wilson and Khaketla, 2011).
Survey
Used to obtain comprehensive performance appraisal in terms of how a company is fairing on. The feedback helps the company to change business strategy.
References
Romberg, T.A., Wilson, L. & Mamphono Khaketla (2011). “The Alignment of Six Standardized Tests with NCTM Standards”, an unpublished paper, University of Wisconsin-Madison. In Jean Kerr Stenmark (ed; 2010). Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions. The National Council of Teachers of Mathematics (NCTM)
Stenmark, J.K (2012). Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions. Edited by. Reston, Virginia: The National Council of Teachers of Mathematics (NCTM)
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a literature and Internet search for information about curriculum development and change in your content area of interest(math). Create a timeline that includes at least eight events that shaped curriculum development from a historical perspective in your selected content area. Write 100- to 200-words describing the importance of each event. Include an APA-formatted reference page
SAMPLE ANSWER
The curriculum development was shaped by the use of convectional approach that emphasized on the notion that entailed usage of mathematical ideas, and techniques that could aid in solving problems in an easier way. Despite all this, there was the need of tutor to give guidance where required. This method was an advancement from the pedagogical consideration that was earlier used.
Classical education was known to shape the future of curriculum in mathematics field due to the fact that it encouraged use of deductive reasoning mainly the paradigm teaching in days before. Rote learning was a new advancement in the curriculum where one could repeat what has been taught or even memorize it at his own free time (Scholarstic, 2014). Rote learning was initially known to be the multiple tables and formulas used in the math’s field. The new rote learning was now supported by mathematical reasoning to find solutions to problems.
Exercisers was a new method enforced for learners to understand learning skills better. Problem solving was an event that shaped the curriculum where math’s ingenuity was solved through setting students to be open-ended in tackling them. The student’s prior understanding is more build through the use of math’s problem solving technique.
The new math changed the curriculum following that it encouraged the use of set theories in solving problems, a method known to have been introduced by Tom Lehrer’s. In older days, learners were up to getting the right answer until when new math technique was introduced as it aimed at ensuring that a person’s knows what he is doing rather than getting the right answer. There was the use of conventional approach used in math’s solving problems. Relational approach was used in the curriculum and it advocated for usage of class topics in problem solving. Unlike before, this method enlightens students to apply math to real live happenings outside classroom work as events take place on a daily basis. The standards-based approach was more concerned on helping students to understand ideas and procedures whereby, it was most applied to college students. Unlike before where this method was not formalized, it was now made formal by the national council of all math’s teachers in the whole of United Kingdom (Scholarstic, 2014). This is to show that curriculum in mathematics has well been shaped to date.
For this essay (entry) it is required to maintain a weekly journal, documenting important aspects of leadership they encounter over the duration of the module. Entries into the journal may include examples of leadership personally witnessed or insights gained through readings or class discussions.
1)I want 2 entries each one is around 100 words, and each entry is in separate word document.
2)Entries should be placed in a journal.
3)Entries should be based on your learning experience after reading the attached files.
4)You are free to follow your own format as long as it is logically structured.
5)Note:To prepare for this essay please read the required articles that is attached.
SAMPLE ANSWER
Journal Entry
Journal Entry 1: Authentic Leadership
Authentic Leadership
A key aspect of leadership that I encountered over the duration of the module was authentic leadership. I learned what authentic leadership means and what it encompasses. Authentic leadership entails realizing that one’s followers have great potential and that by allowing them to exploit this potential, they can be more productive and self-independent (Mital & Dorfman 2012). Leaders who exemplify authentic leadership give emphasis to strong self-knowledge, high levels of integrity, as well as a profound understanding of mission or purpose. I also got to learn about some people in the aviation industry who exhibit or have exhibited authentic leadership. These are Sunil Joshua, the Commercial Training Manager at Etihad Airways who empowered his trainers to a level where they did not depend on him to run their daily routines, and Paul Asquith of British Airways who formulated a duty segregation approach aimed at encouraging participation of employees in decision making.
Journal Entry 2: Servant Leadership
Servant Leadership
I have also learned about what servant leadership is all about and what a person who demonstrates this leadership approach should exemplify. Servant leadership models, as Mittal and Dorfman (2012) pointed out, are anchored in the human drive of a person to bond with other people and contribute to the society’s betterment. Servant leadership accentuates service motivation as exhibited by empowering and developing individuals with humility and empathy, and this emphasis distinguishes this leadership framework from others (Mittal & Dorfman 2012). Servant leaders are also listening. I learned that the servant leadership framework can bring about significant benefits to the way the business is developed and operated and can positively affect the company’s bottom line. A leader who exemplifies servant leadership may actually privilege the relationship between the follower and the leader although this leadership framework focuses less on attaining wider change goals.
References
Mital, R., & Dorfman, PW 2012, Servant Leadership across Cultures. Journal of World Business, 47(4): 555–570.
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Implementation of Teaching Plan and Critical Reflection
Implementation of Teaching Plan and Critical Reflection
Order Instructions:
Implementation of teaching plan and critical reflection. (this assessment is base on the last assessment order number is 112255)** Word count 2500
The assessment requires you to critically reflect on your teaching after conducting a session using simulation.
Write a critical reflection on the implementation of your teaching plan for this session including your teaching experiences and the evaluation strategies you implemented. The paper needs to 1. Identify the outcomes of your reflection; and 2. demonstration evidence of critical reading, synthesis and application of findings from the literature to underpin the critical reflection.
It requires:good use of a board range of relevant and recent literature. Some critical analysis but mainly description.
SAMPLE ANSWER
Implementation of Teaching Plan and Critical Reflection
Teaching is part of the obligation of the nursing profession and also a necessity for any nursing career. Therefore teaching is part of the mandate of nursing career. The teaching entails all the actions that are geared towards enhancing effective learning process (Oermann & Heinrich, 2005).The teaching process should therefore ensure that the targeted people are meeting their personal learning objectives. When the individual objectives are not met then the process of implementing the teaching plan is not met. The evaluation process then follows through the reassessment and replacement of all the teaching activities with other approaches (Beyea & Slattery, 2006).
Implementation of the teaching plan is a constantly changing process for both the nurse and the learner. This is simply because both parties exchange ideas and feelings. In most instances for any effective implementation of a teaching process, there should always be the establishment of a good relationship between the teacher and the learner (Jones & Lathlean, 2007). This is simply because the learner always recognizes the teacher as the person with all the knowledge required whereas the teacher respects the learner as the person required to meet the set down goals. As such, the interaction is only enhanced through exchange of ideas that are relevant and critical to the subject matter especially when there is trust and respect between both parties (Titler, 2008).
The main aim of teaching and learning is to ensure that there is active involvement in the health care and also adherence to the laid down procedures. The implementation of the teaching plan therefore ought to be respected by both the learner and the teacher. The moment the teaching commences, the whole process ought to continue smoothly without any interference until the objective is met or until a decision is made to alter the objectives (Burns & Grove,2001).
The implementation of the teaching plan exposed me to various challenges which gave me experience in the process of implementation of the teaching plan. Through critical reflection, I came to understand what the learner requires in order to understand what is being taught. All the learners’ requirements ought to be assessed critically before commencing any teaching process. This should be done through utilization of all the available sources of information about the student. Some of the reliable sources of information could be the background information from their former schools (Kern et al., 2014). Since some students are not sure about the skills they want to acquire, it is appropriate to identify those skills in order to make the learning process more effective and student friendly. Those who are adults need assurance that they are part of the teaching and learning process. This gives them the confidence and surety that what is being taught is every day happening( Montgomery & Bailey, 2007).
In addition, the ability of the students to learn and grasp information varies. It is therefore very critical that each student’s ability to learn is assessed. This is simply because the age of persons does not determine maturity. Both maturities psychologically and emotionally has to be assessed. This is also accompanied by assessing the student’s strengths. The strengths of a student therefore relates to the past academic performance. This is mostly enhanced through the adoption of the anticipatory guidance. In this case the student is psychologically prepared for any unfamiliar processes in the teaching event. This ensures that anxiety is eliminated hence the student is able to concentrate on the learning process (Drisko & Grady,2012).
The teaching plan is a very effective means of disseminating information to students. This is simply because time is well utilized hence enhances the students learning. For the implementation plan to be very effective therefore ought to involve development of both short term and long term objectives for each lesson besides coming up with an effective scale to measure the performance. As soon as the objectives are very clear, one needs to start from the most important objective. The development of the objective should in most cases include the students since they are the beneficiaries of the whole plan (McKimm $ Jollie,2003).
The teaching plan should therefore be so detailed in relation to what one wants to teach. The content in the teaching plan should be related to the teaching strategies and the activities that are intended to be carried out by the learners. This is due to the fact that, most students appreciate and relate well to the teachings that allow them to actively participate. The teaching should be well planned to fit within the limited time. Teaching for short hours and frequently gives the student’s opportunity to reflect on what they are taught in class hence eliminates boredom (Duff,2010).
The teaching approach varies from one instance to the other. The teaching could be individual based or group based. This is because some of the objectives may require individual student for easier understanding whereas other objectives require group discussion. This should be followed by a written contract with each student (Airasian et al.,2001). Despite the fact that the contract is not legally binding, it encourages and motivates both the teacher and the learner towards achieving the set down objectives. The contract simply outlines the responsibility of the teacher and the learner. However, the contract should not intimidate the student in anyway whatsoever but help to motivate them to work hard (Klein & Sorra, 1996).
Strategies for effective implementation of a teaching plan
The process of implementation of a teaching plan requires varied amount of time. Perhaps, the whole process of implementation requires one to use both the interpersonal skills and also good communication skills. It is discouraged to use very complicated language when handling the students in order to avoid students from developing negative attitude towards that course. The students ought to feel secure in order to enhance understanding. Therefore the environment should be friendly free from any external interference. External interference could include poor ventilation in the teaching room and the chairs that are not very comfortable. Teaching aids enhance understanding hence ought to be provided before any teaching commence (Burns & Grove,2001). Some of the teaching aids include posters. The teacher should also be able to disseminate the information to the students in an organized manner through various strategies that aid in teaching. The teaching process ought to be systematic to ensure that the student is not getting confused. Similarly, the teacher has to be flexible and willing to adopt new ideas. This should be done through the reevaluation of the whole teaching plan and adjusting here necessary (Caffarella & Merriam, 1999).
Evaluation of the strategies used in the implementation of the teaching plan.
The strategies used in the implementation of the teaching plan were very effective. The strategies involved ensuring that each student learning objectives have been realized. In order to achieve this, each student was observed in order to ascertain that everything taught is practiced. In some instances, the comments that come directly from the students are very critical, this is through stating whether the lesson was understood or not. Some patients were asked direct questions especially direct questions which beg for a response. This reflects the student’s level of understanding of that particular topic. The students were also required to practically perform all the processes taught in order to be sure that they are conversant with all the practical lessons (Raider-Roth, 2005)..
The teaching process besides learning was also very effective. As soon as each session ended, the effectiveness of the whole teaching process was evaluated. The main process was through ensuring that the implementation plan reviewed as soon as possible. This was done through identification of both the strengths and weakness of the whole teaching process. Afterwards, the student’s feedback was sort through the use of questionnaires (Bastable, 2003).
The teaching plan was eventually revised. This is because in some instances some areas required revision. The revision is part of the whole process hence does not symbolize failure in the implementation process (Caffarella, 2002). The revision was done through changing some of the information thus the teaching strategies due to unrealistic objectives. In some cases the information was so sophisticated hence could not be easily understood by the students. In cases where the time scheduled for learning was inconvenient for learning, it was rescheduled (Carr, 2005).
For maximum realization of the laid down objectives, all the processes involved in the teaching and learning were noted down. This is through documenting the fact that the learning process took place. In addition, any problem encountered or if the learning process failed to occur was also documented (Raider-Roth, 2005).
Factors which affect the teaching implementation plan
The factors which affect the teaching implementation process ought to be assessed in order to have a successful teaching strategy. Some students have past problems during their development process. A child who had problems either psychological or intellectual could transfer the same problem to class. Those students who are very young will have understanding problems as compared to their adult counterparts. This is simply because adults can easily relate things to their past experiences. The educational level of the student is also a key factor since it ensures that the teacher is aware of the student’s weaknesses (Caffarella, 2002).
Moreover, those students with very bad past experiences with learning are directly influenced in their learning process. Those students with physical challenges will not learn well unless those problems are handled. For those students with hearing problems of seeing challenges, the teaching has to be planned effectively to cater for their needs besides taking care of their emotional health problems. The emotional status of the students is very essential hence has to be stable for effective learning (Brookfield, 1995).
The economic status of the learner has a direct implication on how the students perform in class. The teacher has to ensure that the economic challenges being experienced by the learner are well sorted before any learning process. In addition, the students have to be taught on how to be responsible. They need to be taught on how to plan and also involved in the learning arrangement process. This encourages and promotes self responsibility and control. Some students have got very bad perception about themselves. They need to be helped to improve on how they perceive themselves before embarking on any teaching activity (Airasian et al.,2001).
Furthermore effective implementation of the teaching plan is directly affected by the student’s attitude towards learning. Despite the fact that the students attitude towards learning is challenging to measure, the students need to be encouraged on the importance of learning. This could be done through establishment of a good relationship that would improve that bad attitude. Some students are not well motivated towards learning (Brookfield, 1995). When this happens, the teacher has to discuss only those topics that will interest the student. In addition, the culture of the student is a very big factor in enhancing effective learning. Some cultures do not recognize education hence perceive it as a threat. The teacher should not attack any student because of the culture but rather appreciate each culture (Jones & Lathlean, 2007). Similarly, both the teacher and the student ought to have effective communication skills in order to enhance effective teaching and learning process. Before a teacher uses any printed material, they ought to be sure about the reading skills of the student. In addition, the level of English ability ought to be established (Kern et al., 2014)
Principles for effective implementation of a teaching plan
The principles are very relevant in meeting the needs of the students and achieving the desired goals of a particular teaching plan. For any sharing of information between the student and the teacher to be effective, there should be a good relation. This only occurs in situations whereby both parties have a common goal of exchanging and learning new concepts. This effective relationship is only realized through exchange of information. The exchange of ideas therefore ought to be continuous and in a constant manner in order to establish the good relationship between the teacher and the student. The teacher should be able to pass the information to the students in an effective manner for both small gatherings and huge gatherings (Jones & Lathlean, 2007).
The teacher has to be knowledgeable about the process of delivering the information. This ensures easier assessment of both spoken and nonspoken information. The process therefore enhances effective assessment of the students problems hence be able to come up with effective solutions. The whole process is only effective if the students are engaged in the formulation of the learning objectives. When the students are not involved, they tend to neglect and not value those objectives hence no learning would be realized. In some circumstances, the implementation exercise should involve different strategies including those that stimulate the sensory organs which are very essential in effective learning. In addition the materials being used for the learning process ought to be related to the past experience of the learner in order to enhance understanding. (Beyea & Slattery, 2006). Furthermore any proposal in terms of changing the behavior of the students has to be realistic especially relating to day to day activities. Since learning has to be flexible, more attention has to be put on management of time and also the surrounding which has a direct impact on the whole learning process (Jones & Lathlean, 2007). The laid down objectives are very necessary in ensuring that the whole learning process is effectively assessed. The moment the objectives of the learning process are not met, evaluation of the whole process ensures that new ideas are included for effective implementation (Oermann & Heinrich, 2005).
Conclusion
Implementation of the teaching plan is a measure of success in any teaching environment. For this to be effective one has to bear in mind all the available strategies for teaching in the initial planning stage. This implies that, one has to choose methods for teaching that are relevant to the student being targeted and for the teacher. The content is also important besides the type of learning that has to be adopted. This is basically determined by the laid down objectives of the whole course.
Moreover, the strategy adopted has to correlate with the individuals being handled. The strategy should also favor the teacher since the teacher is the main source of the information. Therefore when handling someone with reading challenges, then there is no need of using printed material. Students need is not supposed to be viewed as a drawback but rather as a challenge. It is a challenge that brings positive outcome; it should therefore be tackled by both the instructors and students from all tertiary institutions. Discussion on the other hand is not the best approach for instructing people with psychomotor skill rather one has to use a demonstration approach to relay the information. Those with seeing problems need one on one teaching. In addition, the teacher has to be very competent in order to use the discussion approach to relay information.
References
Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.
Bastable, S. (2003). Nurse as Educator: Principles of teaching and learning for Nursing Practice (Vol. 379). Sunburry, Massachusetts: World Headquarters Publishing.
Beyea, C.S., and Slattery, J.M. (2006). Evidence-Based Practice in Nursing. UK: HCPro Inc.
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Caffarella, R. (2002). Planning Programs for Adult Learners (2nd ed.). San
Burns, N., and Grove, s. (2001). The Practice of Nursing Research: Conduct, Critique and Utilization. 4th ed Philadelphia: W.B. Saunders Company.
Caffarella, M., & Merriam, S. (1999). Learning in Adulthood: A Comprehensive Guide (2nd ed., Vol. 2). San Francisco: Jossey-Bass. (Original work published 1991).
Carr, D. (2005). Personal and Interpersonal Relationships in Education and Teaching:
Drisko, J., and Grady, M. (2012). Evidence-Based Practice in Clinical Social Work. New York: Springer-Verlag.
Duff, B. (2010). Development and Evaluation of an Integrated Clinical Learning Model to Inform Continuing Education for Acute Care Nurses. 6(9) doi: 1685-1083
Francisco: Jossey-Bass.
Jones, L.T., and Lathlean, J. (2007). Belongingness: A prerequisite for Nursing Students’ Clinical Nursing. 24(3) doi: 469234-0002394
Keating, S. B. (2015). Curriculum Development and Evaluation in Nursing.
Kern, A., Montgomery, P., Mossey, S., and Bailey. P. (2014). Undergraduate Nursing Students’ Belongingness in Clinical Learning Environments: Constructivist grounded theory. 4(3) doi:10.530/jnep.v4n3p133.
Klein K.J., and Sorra, J.S. (1996). The Change of Innovation Implementation. The Academy Management Review 21(4) doi: 1055-1080.
McKimm, J., and Jollie, C. (2003). Facilitating Learning: Teaching and Learning Methods. London: London Deanery.
Montgomery, P., Bailey, P. (April, 2007). Field Notes and Theoretical Memos in Grounded Theory. Western Journal of Nursing Research. 29(1): 65-79.PMid17228061 http://dx.doi.org/101177/019345906292557.
Oermann, M. H., & Heinrich, K. (2005). Annual review of nursing education: Vol. 3, 2005. New York: Springer.
Raider-Roth, M. (2005). Trusting What you Know: Negotiating the Relational Context of Classroom Life. Teachers College Record, Columbia University. 0161-4681. pp. 587-628.
Titler, G.M., (2008). Patient Safety and Quality. US: Rockville (MD).
Virtue Ethical Perspective. British Journal of Educational Studies, 53(3), 255-271.
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• Based on concepts and theories learned and discussed in class, create a classroom management plan, incorporating effective behavior models and differentiated instructional strategies for learners with special needs and diverse learning styles.
• Identify strategies that address and respect the diverse cultures, linguistic backgrounds and/or exceptionalities of students in a P12 setting, and develop a plan accordingly. This plan should identify the major issues concerning diversity in the classroom, as discussed in this course and observed in the field experience classroom.
• Identify the techniques and strategies that you will use to address the needs of linguistically, culturally, and academically diverse learners, including the accommodations made to the learning environment
• Address how you will evaluate the effectiveness of your management strategies.
Open format follow APA guidelines : Brochure, PPT, Prezi, Paper.
SAMPLE ANSWER
The developing world has brought about the challenge of diversity in learning institutions. Diversity is the aspect that differentiates individuals from different backgrounds, belief system and educational environments. In a diverse learning environment, there are different groups of students and environments that teachers can be exposed to like the high achievers, mentally impaired and slow learners among others (Niles, 2005). As a teacher, it should be realized that there are different learners who should be handled differently to be successful in their learning environments. This paper looks into the diverse learning environments, cultures and backgrounds in terms of the strategies, behaviour models and techniques meant to accommodate diversity students.
THE GROUPS
BEHAVIORAL MODELS
INSTRUCTIONAL STRATEGIES
The mentally impaired
Class-wide peer assisted self-management program that brings in the sense of mentoring between different students in the class.
Role reversal tutoring could also be utilized to avoid immaturity that easily comes by.
Differentiation where students are given varied learning content, products and modes of reading.
Co-operative learning can also be utilized as such students lack sociable skills.
The attention deficit disordered students
Peer initiation training that improves the level of eye contact and other aspects meant to gain most out of such a group.
Differentiation strategies could be utilized where emphasis is on the key ideas, orderly mode of presentation and assessment to ensure maximum attention.
Here, cooperative learning should also be used to reduce classroom movement
The jigsaw method can also be utilized to ensure students are better in different modes.
The academically Gifted students
Here, peer initiation training can be used to improve the social skills of the students, increase accountability and develop interpersonal skills(Niles, 2005).
Cooperative learning that is meant to develop the student could be utilized in this case.
The emotionally disordered students
Role reversal tutoring is the model best suited for such students.
The jigsaw method could be incorporated in such a case to ensure that the groups can interact and learn in a conducive environment.
The other group of students include the learning disabled, hearing and sight disabled students who all require different modes of management and handling. The methods incorporated could be analysed through skilled individuals that read directions, specialized equipment provisions, tests presented and answered differently according to the special needs of the students (Niles, 2005)
References
Niles W.J. (2005).Building a Classroom Management Plan for Inclusive Environments: From Fear to F.E.A.R.TEACHING Exceptional Children Plus.Volume 2, Issue 1 https://files.eric.ed.gov/fulltext/EJ966530.pdf
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Do you know that what seems to be going on right now is really happening? How could you be mistaken? Is this a realistic possibility? Do you know that you’re
working on an extra credit essay for your philosophy course right now?
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Watch the Menindee methodhttp://m.youtube.com/watch?v=ZKaOcV4AiVw
Question 1: 150 words
Jan, one of the Aboriginal elders in the TV program, described education for their children as something they would fight for. Despite entrenched problems
with absenteeism and low academic outcomes they expected that their children would go onto finish year 11 and 12 and further studies.
Developing programs to improve Aboriginal children?s participation rates at school may seem to be unrelated to health and health promotion.
However, a person’s level of education is known to influence health outcomes and, as such, education is considered a social determinant of health.
With reference to the ‘Menindee method’ project profiled in the TV program explain the role of education as a determinant of health.
Question 2: 200 words
In the TV program Jan also stated that ?We do not expect anything less for our kids just because we?re in a remote country town.? Living in a remote location is known to contribute to inequity of access to health and other services.
Identify factors associated with living in remote areas of Australia which may contribute to inequity of access to health and other services and discuss how
they may impact on health outcomes for school age children and their families. In your answer you should discuss the relevant principles of PHC and refer to appropriate examples from the TV program to support your discussion.
Question 3: 200 words
The reporter in the TV program commented that a ?social network focused on the Menindee Central School? had been created. This type of intersectoral
collaboration is essential to the success of primary health care interventions aimed at preventing and resolving health-related problems and promoting
health.
Discuss intersectoral collaboration in the context of PHC and explain how intersectoral collaboration was used to promote the health of the Aboriginal
students at Menindee Central School (in the TV program), their families and the community.
Question 4: 200 words
In the TV program an aboriginal elder from ?The Firm? explained that a lot of government polices don?t suit particular communities and that they advocated for ?local solutions to local problems.? This approach reflects the primary health care principle of community participation, whereby individuals and community groups are valued for their local knowledge and assisted to participate in decision making processes that affect them.
Identify examples from the TV program that exemplify this ?local solutions to local problems? approach.
Using these examples, explain how community participation can be used as a strategy for promoting health.
Question 5: Poster
The TV program describes a cultural exchange program that is operating in the Menindee Central School, where the students get to meet students from other cultures, including students from China, Japan, Cambodia and also Sydney. Such cultural exchange programs foster the development of cultural sensitivity which is an important principle in PHC.
Imagine you are on your clinical placement in a community health centre. Your facilitator has asked you to create a poster which conveys the values of
cultural sensitivity within a PHC framework. The poster will be used to teach cultural sensitivity in preparation for cultural exchange program between
students at Menindee Central School and a visiting group of students from a High School in.
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Evaluation of Teachers and Shared Obligation on Salary There are 6 issues that have been settled (please read MHR522 – BargainingSimulation
Yellow Sheet Scans_1.pdf) and my parts are to do the Evaluation of Teachers and Salary
Evaluation of Teachers and Shared Obligation on Salary
(Mainly on Evaluation of Teachers and Shared Responsibility on Salary).
Please add/write/combine my file named " Madey’s parts – Salary and Evaluation of
Teachers (First Offer)" with " MHR 522 Collective Bargaining Outcomes" of
approximately 1.5 pages for each issue so the total will be 3 pages (FULL PAGES) and final
the paper will be 6 pages EXCLUDING TITLE PAGE AND REFERENCE PAGE. Please do some research and
put as many information as possible.
Observation of Characteristics of Good Teaching Assessable Task
Responses should contain at 2 Dot Points per question unless stated otherwise
Observation of Characteristics of Good Teaching
COMMUNICATION
Note the steps used by the teacher to explain a topic/issue.
Describe the type of language the teacher users, e.g. simple or complex vocabulary, use of jargon, etc.
How does the teacher present the information at a pace appropriate to the students?
What examples does the teacher use to illustrate points?
Does the teacher repeat point difficult to understand? If so, which points are repeated?
What other forms of communication does the teacher use apart from verbal, e.g. OHP, videos, YouTube?
Describe the tone of voice the teacher uses.
OBSERVATION OF CHARACTERISTICS OF GOOD TEACHING
Government research has shown that the following attributes characterize good teaching. Observe how your supervising teacher demonstrates the listed
characteristics. In the Text box give at least one example of how you saw this characteristic demonstrated
Well-organized and structured presentations of content relating to what students already know.
An ability to maintain order and establish a relaxed and comfortable atmosphere.
Awareness of students’ needs.
A willingness to help students and provide positive reinforcement and encouragement.
Consistently rewarding achievement.Active and positive interaction between the teacher and students.
Providing a variety of activities to make students think.
Obtain a copy of your school’s Discipline Policy.
Critique (approx 1000 words) the policy from the following perspectives:
How does it encourage positive students behaviour and promote positive relationships with the classroom?
What intervention strategies are included to manage disruptive behaviour?
From your observations this week what makes a " good learning" environment?
What teaching skills have you observed that you would incorporate into your lessons next week?
After reading the school’s discipline policy what discipline strategies appealed that you would incorporate into your teaching next week?
What discipline strategies would you reject and why?
Measuring the quality of higher education in universities in a country like Saudi Arabia may involve a series of steps that may culminate in compilation and assessment of resources that assist in supporting the academic programs and the institutional effectiveness in assessing the knowledge gained by the students who have enrolled at the university. These actions may involve the use of examinations, questionnaires, surveys or other methods of evaluating the performance of students.
Definition of the problem
The first step in measuring the quality of higher education would involve the definition of the problem. The nature of higher education is wide and it covers the performance of students in examination and projects evaluations, performance of the university graduates in the job market and the quality of research work that the students and their lecturers are engaged in.
Developing an approach to the problem
To measure student performance in examinations would involve rankings of students in terms of performance and the grades obtained. The average mean grade would then be calculated and the students who are below the average mean grade would be counted and compared to the total number of the students who sat for the examination.
The performance of the university students in the job market can be measured by the use of a questionnaire which can be sent to various organizations within Saudi Arabia or the regions or country’s where the bulk of the university students are employed. These questionnaires would contain questions that relate to the performance and evaluation of the overall effectiveness of the university graduate in the job market.
The other measurement would be to gather views on the use of the universities data and research work and if the work done by the lecturers and the students has any relevance with the needs of the stakeholders in the market.
Formulating a Research design
To collect the performance of students during the examination would involve obtaining the performance registers of the students from the lecturers or heads of departments and compiling the required list of students and their corresponding grades and marks obtained.
To obtain the information on the performance of the students in the job market, then a questionnaire would be sent out to the companies where the university graduates have been employed to be filled by their supervisors.
The importance of the universities research work can also be evaluated by the use of a questionnaire which can be sent to all the prospective users of the university’s research work to gauge the importance of the work.
Doing fieldwork and collecting the data
To obtain the average mean grade of students who sat for the university examination would involve the collection of the examination results for a number of years. These would involve physical examination of the universities records after obtaining permission from the university’s administration to conduct the exercise. The marks or grades of students who are below the average mean grade would then be counted and compared to the total number of the students who sat for the examination (Franklin, 2012).
The questionnaires sent to the employers and the university’s stakeholders can be retrieved physically by the data collectors. Interviews can also be conducted on the overall performance of the university’s graduates from the general public or from other interested sectors of the economy.
Preparing and Analyzing the Data
If the percentage of the total number of students who have achieved more than the average mean score is higher than 50% then performance of the university would be considered average if it’s higher then it would be considered to be even better. However, if a large number of students who sat for the examination have lower averages than the average mean score then the performance of the university would be considered to be below average.
The questionnaires obtained from the companies on the performance of students in the job market would be analyzed and the average assessment made on the average performance of the students in the market i.e. if the performance is excellent, fair or below average.
The usefulness of the university’s research would also be evaluated on the basis of the questionnaires obtained from the prospective users of the research work. The importance of the research work would then be measured i.e. whether they are useful or not.
Preparing and Presenting Data
Once the information has been analyzed, the information can be presented in the form of a pie chart which may reflect the percentage rankings of student’s performance at the university and their performance in the job market. The opinion of the stakeholders on the usefulness of the university’s research work can also be included on the presentation. Other forms of presentations may also be included like bar and line graph to indicate the historical performance trend of the students average performance in their past examinations and also in the job market.
In case of high school education the measurement of quality education would be restricted to the performance of students in their examinations and their performance at the university level. Some students join the job market soon after graduating from high school but the number is not so high.
The first step in measuring the quality of higher education in high school would also involve the definition of the problem. The nature of higher education is not so wide in high schools and it covers the performance of students in high school examination and at the university colleges.
Data collectors will have to be involved in physical examination of the high school examination registers and also the universities records to compare their performance. These should be done after obtaining permission from the school’s or the university’s administration to conduct the exercise. The marks or grades of students who are below the average mean grade would then be counted and compared to the total number of the students who sat for the examination.
Once the information has been analyzed and processed, the information can be presented in the form of a bar charts or pie chart to reflect the percentage rankings of student’s performance in school and at the university level. Other forms of presentations may also be included like bar graph and line graph to indicate the historical performance trend of the student’s average performance in their past examinations in both institutions.
Data misuse has been utilized to raise concern on the effects of the global warming and climatical changes. The information obtained from research facilities on global warming have been alarming and at times they have caused fear and panic among the affected people. Information concerning the effect of melting ice bergs in Greenland and the depletion of the ozone layer due to global warming’s have caused some nations to embrace the green economy movement where most products are recycled to prevent the cutting of trees and the use of electric vehicles have also being tried in some countries in a bid to cut down on carbon dioxide emission.
The other case also involved the Australian meteorologists who fudged their data by replacing the actual temperatures with artificial figures. But the Australian Bureau of Meteorology (ABM) claimed that the choice of instruments and calibration methods led to the discrepancies.
