SMALL GROUP LESSON 1 SMALL GROUP LESSON 2 Field Experience B: Small Group Lesson Babita Mohabir GCU SEC 580 June 10, 2020 Small Group Lesson I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind. When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context. The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa ...

1. SMALL GROUP LESSON
1
SMALL GROUP LESSON
2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because
it yielded the desired results proving that it was carefully
crafted right from the beginning. My goal at the end of the
lesson was to offer a good learning experience to the learners,
and I achieved that. I was able to put into perspective all the
factors which played a huge role in influencing the learning
outcomes of the learners in the small group. I executed the
lesson plan effectively. I engaged the learners and strengthened
their understanding of the course content. By sharing the lesson
plan with the learners through highlighting a visible agenda on

2. the board about what they will be learning and doing during
class time, I was able to keep them on track. I made a conscious
effort to maintain eye contact in class, and this enhanced the
involvement of the learners with the course content. I conveyed
the content and instructions in a clear and specific manner so
that the learners with poor listening comprehension were not
left behind.
When attempting to put a point across in class, I ensured that
my voice was loud enough and clear. This, coupled with the
developed rules and regulations, enabled me to successfully
maintain a degree of order and control in the class, and fully
grasped the attention of the learners. Using relevant examples
and analogies to demonstrate the mathematical concepts was
successful as the learners were able to understand the topic
more. I also succeeded in building a rapport with the learners
thanks to the warm and friendly class atmosphere that I created.
Additionally, I was successful in time management. I did not
run out of time as all that I had planned to cover was completed
within the stipulated timeline. Using a collaborative approach
for teaching also succeeded in boosting involvement among all
the learners. In regard to the improvements, apart from winding
up the lesson by simply summarizing the main points learned, it
would be a good idea to conclude by also previewing the next
lesson. This means briefly striking a connection between the
finished concept and the next coming concept. A combination of
summarizing and previewing would spur the interest of the
learners in the coming lesson and enable them to connect the
various ideas within a much larger context.
The other improvement would have been establishing strategies
to obtain learners’ feedback in order to gather insight into any
shortcomings in my teaching technique. The lesson plan was
effectively assessed since I had created several productive
questions for each learning concept which I was to use to check
for understanding, noted down the answers which I expected
from the students, then went back to my list of learning
objectives to determine whether the responses generated by the

3. students were in line with the learning outcomes. In week 4, I
would ensure that I incorporate the use of more visuals in my
learning plan as a way of making the class lessons more
interesting, as suggested by Clementi and Terrill (2017).
References
Clementi, D., & Terrill, L. (2017). The keys to planning for
learning: Effective curriculum, unit, and lesson design.
American Council on the Teaching of Foreign Languages. 700
South Washington Street Suite 210, Alexandria, VA 22314.
Rubric Assessment
Top of Form
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. Criteria
No Submission
0 points
0 %
Emerging (F through D Range) (1–10)
10 points
10 %
Satisfactory (C Range)
11 points
11 %
Proficient (B Range) (12–13)

4. 13 points
13 %
Exemplary (A Range) (14–15)
15 points
15 %
Includes all assignment components and meets graduate level
critical thinking. A purpose statement is identified for the
response.
Add Feedback
Student did not submit assignment.
Work minimally meets assignment expectations. No purpose
statement is provided.
Assignment meets some expectations with minimal depth and
breath. Purpose statement is vague.
Assignment meets most of expectations with all components
being addressed in good depth and breadth. Purpose statement is
present and appropriate for the assignment.
Assignment meets all expectations with exceptional depth and
breath. A comprehensive purpose statement delineates all
requirements of the assignment.
/ 15
/ 15
*
Criterion score has been overridden
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. Criteria
No Submission
0 points
0 %
Emerging (F through D Range) (1–10)

5. 10 points
10 %
Satisfactory (C Range)
11 points
11 %
Proficient (B Range) (12–13)
13 points
13 %
Exemplary (A Range) (14–15)
15 points
15 %
Integrates and understands assignments concepts and topics.
Add Feedback
Student did not submit assignment.
Shows some degree of understanding of assignment concepts.
Demonstrates a clear understanding of assignment concepts.
Demonstrates the ability to evaluate and apply key assignment
concepts.
Demonstrates the ability to evaluate, apply and integrate key
assignment concepts.
/ 15
/ 15
*
Criterion score has been overridden
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. Criteria
No Submission
0 points
0 %
Emerging (F through D Range) (1–10)

6. 10 points
10 %
Satisfactory (C Range)
11 points
11 %
Proficient (B Range) (12–13)
13 points
13 %
Exemplary (A Range) (14–15)
15 points
15 %
Synthesizes, analyses, and evaluates resources to apply concepts
in the assignment.
Add Feedback
Student did not submit assignment.
Does not interpret, apply, and synthesize concepts and
strategies.
Summarizes information gleaned from sources to support major
points, but does not synthesize. Provides minimal justification
to support major topics. Uses one credible resource in the
assignment.
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Uses a minimum of two credible resources in
the assignment.
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Uses three credible resources for the
assignment, including at least one scholarly peer-reviewed
resource.
/ 15

7. / 15
*
Criterion score has been overridden
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. Criteria
No Submission
0 points
0 %
Emerging (F through D Range) (1–2)
2 points
2 %
Satisfactory (C Range)
3 points
3 %
Proficient (B Range)
4 points
4 %
Exemplary (A Range)
5 points
5 %
Uses correct spelling, grammar, and professional vocabulary.
Provides credible resources using correct APA format.
Add Feedback
Student did not submit assignment.
Contains many (≥5) grammar, spelling, punctuation, and APA
errors that interfere with the reader’s understanding.
Contains a few (3–4) grammar, spelling, punctuation, and APA
errors.
Uses correct grammar, spelling, and punctuation with no errors.
Contains a few (1–2) APA format errors.
Uses correct grammar, spelling, and punctuation with no errors.

8. Uses correct APA format with no errors.
/ 5
/ 5
*
Criterion score has been overridden
Rubric Total Score Total Total Score
Clear Override
/ 50
/ 50
*
Criterion score has been overridden
Overall Score
Overall Score
No Submission0 points minimum
Clear Override
Emerging (F through D Range)1 point minimum
Clear Override
Satisfactory (C Range)35 points minimum
Clear Override
Proficient (B Range)40 points minimum
Clear Override
Exemplary (A Range)45 points minimum
Clear Override
Overall Feedback
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CASE 36
The Electronic Medical Record: Efficient Medical Care or
Disaster in the Making?
Dale Buchbinder
You are the Chief Information Officer (CIO) of a large health
care system. Medicare has mandated that all medical practices
seeking Medicare compensation must begin using electronic
medical records (EMR). Medicare has incentivized medical
practices to place electronic medical records in their offices by
giving financial bonuses to medical practices that achieve
certain goals. These EMR systems are supposed to allow
communication between practitioners and hospitals, so medical
information can be rapidly transferred to provide more efficient
medical care. The EMR will enable physicians to allow access
to the records of their patients by other providers. Eventually
these records are supposed to be easily accessed so any
physician or hospital will have complete medical information on
a patient.
The physician practices in your health care system have been
mandated to use the Unified Medical Record System (UMRS).
The UMRS was designed by a central committee; all hospital -
owned physician practices have been mandated to use the
system. As part of the incentives, Medicare will add dollars

10. back to each practice when they meet goals for reaching
meaningful use (MU). MU has been defined by the U.S.
Department of Health and Human Services (n.d.) as “using
certified electronic health record (EHR) technology to:
• Improve quality, safety, efficiency, and reduce health
disparities
• Engage patients and family
• Improve care coordination, and population and public health
• Maintain privacy and security of patient health
information.”
It is a step-by-step system requiring “electronic functions to
support the care of a certain percentage of patients” (Jha,
Burke, DesRoches, Joshi, Kralovec, Campbell, & Buntin, 2011,
p. SP118).
One of the hospitals in your system has many primary care and
specialty practices; however, the UMRS system was designed
primarily for the primary care practices. The committee that
developed UMRS did not take into account the needs of the
specialty practices, which are significantly different from the
primary care practices. This issue has been brought to the
forefront by several medical specialists who have stated UMRS
is not only cumbersome, but also extremely difficult to use.
UMRS also does not give the specialist the information he
needs. Specialists noted that after UMRS was implemented, it
took them approximately 10 to 15 minutes longer to see each
patient. Since an average day for a specialist consists of seeing
between 20 and 25 patients, adding 10 to 15 minutes per patient
adds 200 to 250 additional minutes, or 3 to 4 hours more each
day. And, the physician cannot see the same number of patients
each day. In reality, this represents a 30% decrease in
productivity because of the amount of time it takes to use
UMRS. Now the specialist office schedules constantly run
significantly later than they should, and patients become
unhappy and impatient. Several of the specialists reported that a
number of patients have gotten up and left without being seen.
In short, the mandate to use UMRS has impacted the efficiency

11. and productivity of the subspecialists and specialists, further
decreasing revenues for the system.
In addition, all of the physicians have complained the UMRS
does not communicate well with other electronic medical record
systems, or even the hospital’s own patient information
systems. There is no real integration of the medical databases as
intended, levels of meaningful use are unclear, and in some
areas, difficult to achieve, again because the UMRS was
tailored to primary care practices’ prescribing patterns.
Specialists, particularly surgeons, do not write a large number
of prescriptions. Surgeons have been mandated to write
electronic prescriptions to reach meaningful use; however, in
many cases this is not appropriate for surgical patients.
All of these issues and concerns were reported to the central
committee that created UMRS in response to federal mandates
and financial incentives. The committee responded it cannot
modify the system to make it more friendly to specialists and
subspecialists, despite the fact that procedures performed by the
subspecialists account for substantial revenues. Revenues are
down and the morale of the specialists and subspecialists has
plummeted to the point that many are talking about taking early
retirement or leaving the system. Still, the committee refuses to
fix the problems. Since you are the CIO of the entire health care
system, the situation is now in your hands. What will you do?
Discussion Questions
1. What are the facts in this situation?
2. What are three organizational issues this case illustrates?
3. What are the advantages and pitfalls to EMR? Should all
types of practices be required to use the same system? What
role should physicians play in selecting and developing an EMR
system to fit their individual practices? Provide a rationale for
your responses.
4. Is there a way to bring consensus and standardize the EMR
systems without alienating productive physicians who bring
large revenues to the hospital? How can the dilemma of
inefficiency and patient dissatisfaction be prevented? Create

12. and present a plan for how EMR could be implemented in a
system with multiple types of practices. Be sure to address the
issues of physician specialty, productivity, and satisfaction, as
well as patient satisfaction.
5. What steps should the CIO take in the future to prevent
these types of issues from occurring again? Provide your
reflections and personal opinions as well as your
recommendations and rationale for your responses.
ADDITIONAL RESOURCES
Borkowski, N. (2011). Organizational behavior in health care
(2nd ed.). Sudbury, MA: Jones and Bartlett.
Buchbinder, S. B., & Buchbinder, D. (2012). Managing
healthcare professionals. In S. B. Buchbinder & N. H. Shanks
(Eds.), Introduction to health care management (2nd ed., pp.
211–247). Burlington, MA: Jones & Bartlett.
Cresswell, K., Worth, A., & Sheikh, A. (2012). Integration of a
nationally procured electronic health record system into user
work practices. BMC Medical Informatics and Decision Making,
12, 15.
Fallon, L. F., & McConnell, C. R. (2007). Human resource
management in healthcare: Principles and practices. Sudbury,
MA: Jones and Bartlett.
Hudson, J. S., Neff, J. A., Padilla, M. A., Zhang, Q., & Mercer,
L. T. (2012). Predictors of physician use of inpatient electronic
health records. American Journal of Managed Care, 18(4), 201–
206.
Jha, A., Burke, M., DesRoches, C., Joshi, M., Kralovec, P.,
Campbell, E., & Buntin, M. (2011). Progress toward meaningful
use: Hospitals’ adoption of electronic health records. The
American Journal of Managed Care, 17(12 Spec No.), SP117–
SP124.
Mandl, K., & Kohane, I. (2012). Escaping the EHR trap—The
future of health IT. The New England Journal of Medicine,
366(24), 2240–2242.
Morrison, E. E. (2011). Ethics in health administration: A
practical approach for decision makers (2nd ed.). Sudbury, MA:

13. Jones and Bartlett.
Shen, J. J., & Ginn, G. O. (2012). Financial position and
adoption of electronic health records: A retrospective
longitudinal study. Journal of Health Care Finance, 38(3), 61–
77.
Tiankai, W., & Biedermann, S. (2012). Adoption and utilization
of electronic health record systems by long-term care facilities
in Texas. Perspectives in Health Information Management, 1–
14.
U.S. Department of Health and Human Services. (n.d.). EHR
incentives & certification: Meaningful use definition &
objectives. Retrieved from http://www.healthit.gov/providers -
professionals/meaningful-use-definition-objectives
Yan, H., Gardner, R., & Baier, R. (2012). Beyond the focus
group: Understanding physicians’ barriers to electronic medical
records. Joint Commission Journal on Quality & Patient Safety,
38(4), 184–191.
Field Experience A: Unit Plan Briefing
1
LESSON PLAN REFLECTIONS
2
Field Experience A: Unit Plan Briefing
Babita Mohabir
GCU
SEC 580

14. June 3, 2020
Lesson summary and focus
The lesson will be mainly based on operations, algebra, and
mathematical analysis. The primary function will be ensuring
that the student is able to understand and handle the
transactions with ease. At the end of the lesson, the student
should be in a position of applying skills and knowledge’s
gained in the course of the submission. Majorly in the planning
processes, the experience should attain its objective of
enhancing confidence to learners as far as mathematical
problems and algebra are concerned. This part focuses more on
achieving learners’ altitude perception and commitment to the
topic of discussion. (Glatthorn, Boschee and Whitehead, 2019).
Classroom and student factors
Leaning processes should take place in a clean and safe
environment; this means that the methods of learning should
pose a positive performance. In these cases, there should be a
practical demonstration of communication skills and a real
environment that depicts learning in progress. Ethical standards
and a legal guideline of education principles should be strictly
followed. A systematic explanation of the concept, quality, and
mathematical discipline should be followed. Attaining a
sustainable and successful troubling program, students should
depict a positive prevailing attitude, tones, and moods. Having
a positive mindset and well-planned lessons will give a
welcoming and supporting based learning that has taking place.
Throughout the learning processes, I will endure interaction and
norms of academic have been strictly followed. It will also give
a chance for students to share concepts and ideas that will
improve understanding and nurture upcoming skills (Gronlund

15. & James, 2013).
National standard, policy, and assessment
When teaching groups effective and efficient lesson plans,
support intervention should be put in place. The development
of rules and regulations will play a significant role in creating a
conducive environment for learners. It will provide boundaries
and a safe climate; opportunities create a self-guarantee and
correct choice. Students should be able to understand and ask
questions where an explanation has not been well explained.
The addition and subtraction of algebra will integrate
objectives, equations, drawings alongside other applications
(Kassing & Jay, 2013).
After the lessons assessment question will help to determine if
the student has comprehended facts. It will test if the process
that was used in teaching was valid or not. The quiz will give
the measure and success of the applied approach.
References
Glatthorn, A. A., Boschee, F., & Whitehead, B. M.
(2019). Curriculum leadership: Strategies for development and
implementation. SAGE.
Gronlund, G., & James, M. (2013). Focused observations: How

16. to observe young children for assessment and curriculum
planning. Redleaf Press.
Kassing, G., & Jay, D. M. (2013). Dance teaching methods and
curriculum design. Human Kinetics.