Amy Haddad: Difficulty Paper Handout for Students
•Download as DOC, PDF•
1 like•3,565 views
Sample Difficulty Paper Assignment for the PHA 456 Ethics in the Health Professions course in a DPham program.
Report
Share
Report
Share
![PHA 456 Ethics in the Health Professions
Small Group Writing Assignment – Difficulty Paper
Directions: After your group has finished viewing and evaluating all of your
group’s videotapes, work individually and together as the directions indicate to
complete the following tasks. Choose someone in the group to take notes and
type up your difficulty paper. A hard copy of the paper is due in the class period
after your small group meets, and [a virtual copy will be posted] by class time on
the same date. Indicate on the paper the name of the group, secretary, and
members of the group. The secretary is responsible for submitting the paper and
for distributing copies of the paper to each member of the group. Everyone in the
group will receive the same grade for the paper (worth 4 points/paper for a total
of 12 possible points).
Step One: Take a few minutes to individually think about what was the most
difficult part of the clinical simulation. You can just name these or write them
down. The secretary should keep track of the discussion. Share what you have
written with each other and see if there is any common ground regarding the
difficulties you have identified. If there are commonalities, focus on one of them.
If not, choose one of the difficulties that is of interest to the group and focus on it
as you discuss the following questions. (1 pt)
Step Two: Why was this difficult? You may brainstorm here and just write down
the general discussion of why you found the problem difficult. (1 pt)
Step Three: Discuss ideas about what you could do to resolve this. What plans
would help you come to terms with it whatever the difficulty is? Agree on one
plan that you think is the best resolution and write this down. (1 pt)
Step Four: Now look at the resolution that you have all agreed is the best and
propose arguments that someone could make against your choice. Write down
one of these arguments and how you would respond to it. (1 pt)](https://image.slidesharecdn.com/haddaddifficultieshoforstudents-141201164528-conversion-gate01/85/Amy-Haddad-Difficulty-Paper-Handout-for-Students-1-320.jpg)
Recommended
Brainstorming - A Class Session Design Guide
Brainstorming - A Class Session Design GuideCenter for Teaching & Learning - University of Minnesota
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.Brainstorming
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
Effective classroom learning activities
The document discusses designing effective classroom learning activities. It explains that active learning is based on the ideas that learning requires effort and people learn differently. There are many activities that can promote active learning across disciplines and class sizes, including case studies, collaborative learning, think-pair-share, debates, games/simulations, minute papers, and having students teach or generate exam questions. These activities vary in complexity and require less time to implement but can still be highly effective for student learning. Instructors are encouraged to be creative in their choice and use of active learning activities.
Using Bloom's Taxonomy to Foster Critical Thinking
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
Alex Clapson - Action Learning Sets
Action Learning Sets can offer a powerful framework to problem solve & develop our practice.
This brief article describes a simple to follow method.
Facilitative Leadership
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Self-Reflection
This document provides information about subscribing to Adobe FrameMaker XML Author 12 for $19.99 per month. It allows for best-in-class XML/DITA authoring with full DTD support. Industry experts have provided positive reviews of its capabilities. Clicking "Learn more" provides additional details about FrameMaker XML Author 12.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Recommended
Brainstorming - A Class Session Design Guide
Brainstorming - A Class Session Design GuideCenter for Teaching & Learning - University of Minnesota
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.Brainstorming
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
Effective classroom learning activities
The document discusses designing effective classroom learning activities. It explains that active learning is based on the ideas that learning requires effort and people learn differently. There are many activities that can promote active learning across disciplines and class sizes, including case studies, collaborative learning, think-pair-share, debates, games/simulations, minute papers, and having students teach or generate exam questions. These activities vary in complexity and require less time to implement but can still be highly effective for student learning. Instructors are encouraged to be creative in their choice and use of active learning activities.
Using Bloom's Taxonomy to Foster Critical Thinking
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
Alex Clapson - Action Learning Sets
Action Learning Sets can offer a powerful framework to problem solve & develop our practice.
This brief article describes a simple to follow method.
Facilitative Leadership
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Self-Reflection
This document provides information about subscribing to Adobe FrameMaker XML Author 12 for $19.99 per month. It allows for best-in-class XML/DITA authoring with full DTD support. Industry experts have provided positive reviews of its capabilities. Clicking "Learn more" provides additional details about FrameMaker XML Author 12.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Reflective thinking
An empowered teacher is a reflective decision maker who finds joy in learning and investigating the teaching/learning process. Reflective thinking involves three levels - technical, contextual, and dialectical. The technical level focuses on skills and meeting outcomes, while the contextual level examines choices in relation to student needs and theory. The highest level, dialectical reflection, addresses moral and ethical issues through disciplined inquiry. Effective reflection ranges from simply describing past experiences to critically questioning assumptions and social issues related to teaching.
Active learning
This document discusses various active learning strategies for student engagement. It begins by recommending assessing students' prior knowledge through surveys or reflection journals to understand their current level of understanding. It then provides examples of focused reading, concept mapping, interactive games, and having students draw quotes to analyze. Additional strategies discussed include having students demonstrate concepts creatively in groups, critical debates where positions are switched, and designating student roles in "analytic teams" such as proponent, critic, and facilitator. The document concludes by referencing additional resources on active learning strategies.
STRATEGIES TO TEACH AND LEARN
Cooperative and collaborative learning involves teamwork to achieve shared goals. In the classroom, students work together in small groups to help each other learn through developing solutions and understanding different perspectives. Effective cooperative learning groups have 3-5 diverse students, clearly defined shared goals and responsibilities, and provide accountability among all members.
The Global Studio -- Reflective Writing
This document provides guidance on writing an individual reflective report for a global studio project. It discusses reflective practice and using a reflective approach to evaluate the project process and outcomes. Key areas the report should cover include describing goals, skills developed, and lessons learned from working with an international team. The document also offers tips on structuring the report, potential problems to address, and techniques for keeping a reflective notebook to help capture experiences over time.
Reflective thinking
Reflective thinking involves experiencing something, thinking about what happened, and learning from the experience. It is a process of self-awareness, self-improvement, and empowerment. Two key models of reflective learning are Kolb's learning cycle, which involves experiencing, reflecting, thinking, and testing ideas, and Schon's model of reflection-in-action during an experience and reflection-on-action afterwards. Reflective thinking leads to better understanding of strengths and weaknesses as well as identification of areas for improvement.
LIN presentation
1) The document discusses empowering student learning through knowledge production rather than consumption. It advocates for active, producing students through group activities, peer learning, and developing generic skills.
2) Examples of in-class active learning activities are described, like role plays and conceptualization exercises. Benefits include reduced assessment load and more feedback.
3) Assessment is aligned with the active learning methodology through exams focusing on higher order skills and applied, creative questions. Blogs are also used for assessment to encourage independent, reflective thinking.
Effective questioning - abridged version
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Q
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
Reflection activity examples
Presentation by Matt Lindsey, Kansas Campus Compact on Reflection Activities for the MCC STEM sub-grantee meeting
Conflict
Definitions of Conflict Resolution, Negotiation and Mediation. A detailed examination of all six steps of conflict resolution with an introduction to forgiveness.
Reflective Writing
Presentations delivered by Barbara Whetnall, Academic Librarian at Loughborough University
Email: B.Whetnall@lboro.ac.uk
Differentiated Instruction with HOTS
The document describes a professional development session that provided teachers with strategies to develop differentiated instruction using higher order thinking skills. The session introduced three strategies - cubing, think dots, and canned questions - and provided examples of how each could be used with different content areas. The objectives were for teachers to be able to use the strategies to create engaging, differentiated activities aligned with standards and student needs. The session also discussed connections to SIOP components and Marzano instructional elements.
Effective Questioning
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Questioning 18th june
The document discusses strategies for asking higher-order questions that go beyond basic recall and promote deeper thinking and learning. It provides examples of question stems to probe for clarity, challenge thinking, bridge ideas, reflect on learning processes, extend understanding, and personalize responses. Asking higher-order questions can help with feedback, setting challenges, encouraging metacognition, peer assessment, clarifying lesson objectives, generating discussion, and reviewing lessons.
Pedagogical Strategies for Synchronous Learning
This document provides an overview of Anthony C. Holderied's presentation on pedagogical strategies for synchronous learning at the Global Learning Technology Conference in Wilmington, NC on October 11, 2013. The presentation agenda includes building student engagement through icebreaker activities and facilitating group interaction using tools like interactive whiteboards and breakout rooms. It also discusses assessing synchronous learning through polling, peer assessment, and quizzing. Specific engagement strategies, instructional challenges, and best practices are outlined for each topic.
Does your feedback feed forward?
This slideshow was used for my formative feedback workshop at the JALT 2008 International Teaching and Learning Conference in Tokyo, Japan
Group Discussion Success Tips Tricks
Group Discussion, GD Tips, Tricks, How to crack Group Discussion, Interview tips, Admission to b school,
How to fit an elephant into a cool box: Programme Assessment re-visited
TESTA has shown the value of looking beyond modules to the big picture of assessment and feedback in higher education. This presentation looked at TESTA's three big ideas: (1) Modules as the wrong metaphor for student learning; (2) Matching assessment and feedback to educational paradigms which enable learning; (3) Beyond content as curriculum.
2016 reflective writing for professional practice
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
Debriefing
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
The document outlines steps for team-based problem solving and decision making including: defining the problem, creating alternative solutions, evaluating alternatives to select the best option, and implementing the solution while following up. It also describes a team building activity where groups build the tallest free-standing tower out of balloons and tape within 5 minutes to explore collaboration.
Understanding groups
The document provides information about groups and effective participation in groups. It discusses the types, purposes, and benefits of groups. It also outlines the typical stages of group development and roles that individuals take on in groups. The document emphasizes the importance of planning, problem-solving, and having discussions in a cooperative and organized manner. It notes that disagreements can be productive if handled well. It describes an assignment where students will work in groups to write, film, and present a mock 10-minute news broadcast with different segments. They must decide responsibilities and have initial plans submitted.
More Related Content
What's hot
Reflective thinking
An empowered teacher is a reflective decision maker who finds joy in learning and investigating the teaching/learning process. Reflective thinking involves three levels - technical, contextual, and dialectical. The technical level focuses on skills and meeting outcomes, while the contextual level examines choices in relation to student needs and theory. The highest level, dialectical reflection, addresses moral and ethical issues through disciplined inquiry. Effective reflection ranges from simply describing past experiences to critically questioning assumptions and social issues related to teaching.
Active learning
This document discusses various active learning strategies for student engagement. It begins by recommending assessing students' prior knowledge through surveys or reflection journals to understand their current level of understanding. It then provides examples of focused reading, concept mapping, interactive games, and having students draw quotes to analyze. Additional strategies discussed include having students demonstrate concepts creatively in groups, critical debates where positions are switched, and designating student roles in "analytic teams" such as proponent, critic, and facilitator. The document concludes by referencing additional resources on active learning strategies.
STRATEGIES TO TEACH AND LEARN
Cooperative and collaborative learning involves teamwork to achieve shared goals. In the classroom, students work together in small groups to help each other learn through developing solutions and understanding different perspectives. Effective cooperative learning groups have 3-5 diverse students, clearly defined shared goals and responsibilities, and provide accountability among all members.
The Global Studio -- Reflective Writing
This document provides guidance on writing an individual reflective report for a global studio project. It discusses reflective practice and using a reflective approach to evaluate the project process and outcomes. Key areas the report should cover include describing goals, skills developed, and lessons learned from working with an international team. The document also offers tips on structuring the report, potential problems to address, and techniques for keeping a reflective notebook to help capture experiences over time.
Reflective thinking
Reflective thinking involves experiencing something, thinking about what happened, and learning from the experience. It is a process of self-awareness, self-improvement, and empowerment. Two key models of reflective learning are Kolb's learning cycle, which involves experiencing, reflecting, thinking, and testing ideas, and Schon's model of reflection-in-action during an experience and reflection-on-action afterwards. Reflective thinking leads to better understanding of strengths and weaknesses as well as identification of areas for improvement.
LIN presentation
1) The document discusses empowering student learning through knowledge production rather than consumption. It advocates for active, producing students through group activities, peer learning, and developing generic skills.
2) Examples of in-class active learning activities are described, like role plays and conceptualization exercises. Benefits include reduced assessment load and more feedback.
3) Assessment is aligned with the active learning methodology through exams focusing on higher order skills and applied, creative questions. Blogs are also used for assessment to encourage independent, reflective thinking.
Effective questioning - abridged version
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Q
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
Reflection activity examples
Presentation by Matt Lindsey, Kansas Campus Compact on Reflection Activities for the MCC STEM sub-grantee meeting
Conflict
Definitions of Conflict Resolution, Negotiation and Mediation. A detailed examination of all six steps of conflict resolution with an introduction to forgiveness.
Reflective Writing
Presentations delivered by Barbara Whetnall, Academic Librarian at Loughborough University
Email: B.Whetnall@lboro.ac.uk
Differentiated Instruction with HOTS
The document describes a professional development session that provided teachers with strategies to develop differentiated instruction using higher order thinking skills. The session introduced three strategies - cubing, think dots, and canned questions - and provided examples of how each could be used with different content areas. The objectives were for teachers to be able to use the strategies to create engaging, differentiated activities aligned with standards and student needs. The session also discussed connections to SIOP components and Marzano instructional elements.
Effective Questioning
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Questioning 18th june
The document discusses strategies for asking higher-order questions that go beyond basic recall and promote deeper thinking and learning. It provides examples of question stems to probe for clarity, challenge thinking, bridge ideas, reflect on learning processes, extend understanding, and personalize responses. Asking higher-order questions can help with feedback, setting challenges, encouraging metacognition, peer assessment, clarifying lesson objectives, generating discussion, and reviewing lessons.
Pedagogical Strategies for Synchronous Learning
This document provides an overview of Anthony C. Holderied's presentation on pedagogical strategies for synchronous learning at the Global Learning Technology Conference in Wilmington, NC on October 11, 2013. The presentation agenda includes building student engagement through icebreaker activities and facilitating group interaction using tools like interactive whiteboards and breakout rooms. It also discusses assessing synchronous learning through polling, peer assessment, and quizzing. Specific engagement strategies, instructional challenges, and best practices are outlined for each topic.
Does your feedback feed forward?
This slideshow was used for my formative feedback workshop at the JALT 2008 International Teaching and Learning Conference in Tokyo, Japan
Group Discussion Success Tips Tricks
Group Discussion, GD Tips, Tricks, How to crack Group Discussion, Interview tips, Admission to b school,
How to fit an elephant into a cool box: Programme Assessment re-visited
TESTA has shown the value of looking beyond modules to the big picture of assessment and feedback in higher education. This presentation looked at TESTA's three big ideas: (1) Modules as the wrong metaphor for student learning; (2) Matching assessment and feedback to educational paradigms which enable learning; (3) Beyond content as curriculum.
2016 reflective writing for professional practice
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
Debriefing
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
What's hot (20)
How to fit an elephant into a cool box: Programme Assessment re-visited
How to fit an elephant into a cool box: Programme Assessment re-visited
Similar to Amy Haddad: Difficulty Paper Handout for Students
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
The document outlines steps for team-based problem solving and decision making including: defining the problem, creating alternative solutions, evaluating alternatives to select the best option, and implementing the solution while following up. It also describes a team building activity where groups build the tallest free-standing tower out of balloons and tape within 5 minutes to explore collaboration.
Understanding groups
The document provides information about groups and effective participation in groups. It discusses the types, purposes, and benefits of groups. It also outlines the typical stages of group development and roles that individuals take on in groups. The document emphasizes the importance of planning, problem-solving, and having discussions in a cooperative and organized manner. It notes that disagreements can be productive if handled well. It describes an assignment where students will work in groups to write, film, and present a mock 10-minute news broadcast with different segments. They must decide responsibilities and have initial plans submitted.
Building team resilience activities
A handout from http://www.workehow.com/career/21-tips-for-team-building-activities/386/ team building ideas to help dynamics of team
Climate Change 5
The document provides information and instructions for a mock United Nations debate on solving global warming. Students will be split into groups representing different countries/organizations and must prepare opening statements arguing their position on possible solutions. They will then participate in a conference where they can discuss compromises and try to find the best overall outcome. The purpose is for students to apply their knowledge on climate change and consider different perspectives.
Climate change 5
The document provides guidance for students to prepare for a mock United Nations debate on solving the problem of global warming. It outlines the lesson objectives which are to prepare positions for the debate and create arguments. Students will be split into groups representing different countries/organizations and must decide on a solution that best suits their represented group's needs. They will then develop an opening statement to present at a conference where discussions will take place between the groups.
IST7100 –IT Policy & Strategy Team Project A Problem Solving Propos.docx
IST7100 –IT Policy & Strategy Team Project: A Problem Solving Proposal
You will be assigned to work in a group of 1-2 or 2-3 classmates. Then, you will begin to investigate possible timely information technology policy and strategy interests, situations, or needs to suggest to the group look for areas that need improvement and can be solved with outstanding leadership and innovation.
Introductions.
As soon as you are assigned to a group, meet with the other group members to introduce yourself, to exchange email addresses, phone numbers, and class/work schedules. You may want to look for possible meeting times out of class. Time will be allotted for meeting in group rooms online.
Solution
-selection
. Meet to consider individuals’ suggestions about information technology policy and strategy related problems. Discuss alternative choices and come to a consensus on the ONE problem the group will deal with.
Only then, begin to discuss possible solutions to the problem. Discuss the extent, origins, and possible causes of the problem, consider alternative solutions, and select the solution that seems most practical and that meets these criteria:
Entails research that can be done by all group members
Is acceptable to all group members
Is complex enough to generate a proposal whose body is at least fifteen pages long.
If the group cannot achieve consensus on a solution, go back and select another problem.
Assign someone to take or record this discussion; it will grow into the proposal’s “Background” and “Statement of Need” sections.
Division of Work.
At the same meeting or at soon after, decide who in the group will gather what data and how. The group must make sure the work is divided fairly.
The “Questions for Problem-Solving Proposals” suggest what information will be needed. You may need to cover other areas not listed. To gather data, you will probably use some or all of the following:
Articles on successes of a similar solution elsewhere
Observations
Interviews
Questionnaires/Surveys, etc.
On-going Meetings.
Meet regularly (electronically/phone/otherwise) to share data. Each group member should provide all other members with copies of a brief outline of his/her findings to data. Also discuss and resolve any problems in data-gathering that arise.
·
5. What if the group feels that one member isn’t doing what he/she has agreed to do?
Then the group needs to find the reason. If the reason is convincing, assign him/her another, equal task. If all else fails, see the instructor. If the instructor intervention fails, the student will probably not complete the course.
·
6 What if a student drops the course and the group is now short a person?
Contact the instructor immediately. Adjustment will be made.
·
7.
Proposal Organization.
After each group member has had time to read all members’ work and make written comments on the content, verify that all needed questions have been answered so that everyone understands what every ...
Conflict: To Know It Is To Love It
This document outlines an agenda for a workshop on conflict resolution. The workshop will define conflict, discuss various types of conflict and resolution strategies. It will teach techniques from crucial conversations including stating one's path, asking muting probing questions, and asking humanizing questions. Participants will practice identifying conflict types and resolution strategies from past experiences and role play conversations using crucial conversation techniques. The goal is to provide tools and skills for addressing and managing conflict in teams.
Group fun with toobeez low cost activities
The document describes an activity called "Robot Writer" where groups of 2-8 people try to write a word together using a pen attached to a contraption made of tubes. Variations make the task more difficult, such as writing in cursive, adding mazes, or only allowing one person to see. The objectives are to brainstorm solutions, create something as a group, and discuss the experience. Guidelines, instructions, safety tips, and debriefing questions are provided to facilitate the activity.
Class 13 1 a
This document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through brainstorming problems, proposing solutions, choosing one problem/solution pair to focus on, and planning research needed to support their argument. The homework outlined is to further develop their draft essay proposing a solution to the problem.
FCT Mitrovica - Mariska KAPPMEIER
Presentation by Mariska Kappmeier (University of Hamburg): "More Than Words – Establishing Sustainability in Group Discussion", at Forum for Cities in Transition annual conference, Mitrovica, 24-28 May 2010
design_thinking_lesson_presentation.pptx
This powerpoint provides step-by-step instructions for teaching a introductory design thinking lesson. It outlines an 8 step process for students: 1) understanding the problem, 2) sketching the user, 3) brainstorming what the user says/thinks/feels/does, 4) grouping ideas, 5) identifying user needs, 6) brainstorming solutions, 7) choosing a solution, and 8) presenting. The goal is for student groups to work through this process to design a solution for an issue in their community that addresses a user's needs. The document emphasizes that there are no wrong ideas and encourages students to think creatively.
How i use Blackboard Discussion Boards
The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Ewrt1 a w15 class 13
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.
Reflective writing for Professional Practice
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand in 2018.
Advance research method
This document discusses the nominal group technique (NGT), which is a structured method for small groups to generate ideas, discuss them, and come to a consensus without one person dominating. The summary is:
The nominal group technique (NGT) is a method for structured small group discussions to generate ideas, discuss them, and prioritize them to reach consensus. It involves individuals privately writing down ideas, then sharing in round-robin format without debate. Ideas are then discussed and privately voted on to determine the highest priorities of the group. NGT encourages participation and prevents domination by any one person. It has advantages of generating more ideas and achieving consensus over traditional group discussions.
Class 13 1 a
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to develop their essay draft, including choosing a problem, listing possible solutions, selecting the most promising solution to explore further, and planning follow-up research needed to support their argument. The homework outlined is to further develop various sections of their essay draft addressing a problem and proposing a solution.
Class 16 vocab game
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing Essay #4 on proposing solutions, and an in-class writing exercise to identify problems. Students will then choose a problem, propose solutions, discuss them in groups, and choose the most promising solution to further develop for their essay. The homework involves drafting portions of the essay describing the problem and outlining potential solutions.
Compare and Contrast Personal Learning Theory
This document provides instructions for an activity where students will compare and contrast their personal learning theories with others in their group. They are asked to identify similarities and differences between theories, list common and different factors on a wiki page, and discuss these factors by explaining why they should be included or excluded from the group's collaborative learning theory. The goal is for the group to broaden perspectives on collaborative learning factors through open discussion.
Class 16 vocab game
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through a process of identifying a problem, brainstorming multiple solutions, choosing the most promising solution to develop, and planning follow up research needed to support their proposed solution essay. The homework outlined is to draft sections of the essay proposing and developing a solution to an identified problem.
Class 18 f online
This document provides an agenda and instructions for Essay #4 from an EWRT 1A class. It outlines that the essay should propose a solution to a well-defined problem faced by a community or group, addressed to those who can help solve it. Students are instructed to choose the problem they explored previously and write additional paragraphs describing it in detail. They should then list and explore multiple potential solutions, choosing one working thesis to focus on explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. The homework is to post a draft including these elements by the next class meeting.
Similar to Amy Haddad: Difficulty Paper Handout for Students (20)
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
IST7100 –IT Policy & Strategy Team Project A Problem Solving Propos.docx
IST7100 –IT Policy & Strategy Team Project A Problem Solving Propos.docx
More from Center for Teaching & Learning - University of Minnesota
Microaggressions Table
Microaggressions Table adapted by Patricia A. Burak, Ph.D., Tae-Sun Kim, Ph.D., Amit Taneja, Doctoral Candidate - all at Syracuse University, 2009. Based on Derald Wing Sue's “Racial Microagressions in Everyday Life: Implications for Clinical Practice.” American Psychologist (2007): 271- 286.
Amy Haddad: Analysis of Difficulty Paper Assignment
Amy Haddad: Analysis of Difficulty Paper AssignmentCenter for Teaching & Learning - University of Minnesota
The document is a description of the adaptation of Rizzi-Salvatori's "difficulty paper" for use in small groups after students viewed each others videotaped interactions with standardized patients in a required ethics course in a Doctor of Pharmacy program.Bloom's Cognitive Domain - Matrix & Examples
Bloom's Cognitive Domain - Matrix & ExamplesCenter for Teaching & Learning - University of Minnesota
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.Teaching Critical Thinking - Template for Mapping Course Plans
Teaching Critical Thinking - Template for Mapping Course PlansCenter for Teaching & Learning - University of Minnesota
Critical thinking is defined differently in different contexts and is learned through various experiences. Teaching critical thinking involves activities that develop traits like open-mindedness, analysis, and evaluation. Assignments that test critical thinking allow students to apply these traits to demonstrate their understanding.Teaching Critical Thinking
This document outlines an upcoming teaching enrichment series session on critical thinking. The session will be led by Anita Gonzalez and cover definitions of critical thinking, two perspectives on teaching it, and mapping critical thinking skills. Critical thinking is defined as reasoning dispassionately and using evidence to solve problems and draw conclusions. It involves both general skills like logic as well as discipline-specific skills. Effective teaching of critical thinking engages students with specific critical thinking skills within a knowledge base.
Best practices for large lecture courses with diverse student learners
Best practices for large lecture courses with diverse student learnersCenter for Teaching & Learning - University of Minnesota
The document outlines best practices for teaching large lecture courses with diverse student learners. It recommends putting together a complete syllabus, fostering active learning, and giving captivating lectures. It also suggests making the large class feel small by interacting with students, forming small groups, and learning students' names. The document advises encouraging questioning, bringing in student backgrounds, connecting concepts to other disciplines, cultivating multicultural learning, being available to students, reaching out to struggling students, personalizing the course, and getting student feedback.Large Enllment Courses: Suggestions from Students
Large Enllment Courses: Suggestions from StudentsCenter for Teaching & Learning - University of Minnesota
The document provides teaching suggestions from students' perspectives, including dos and don'ts. It suggests that professors should respect student confidentiality, check prerequisites, adhere to the syllabus, avoid running over class time, post important announcements and grades online, clearly explain grading systems upfront, avoid publicly humiliating students, state exam times clearly, and proofread exams.Setting Positive Tone: Top 10 List
1. Set a positive tone by being fully prepared, treating students with respect, and showing enthusiasm for the subject matter. Your attitude will significantly impact students' experience.
2. Assume all students are capable and motivated, though not necessarily to learn the specific subject. Do your best to engage students and facilitate different levels of learning without forcing any student to achieve a high grade.
3. Be considerate of students' busy schedules by planning reasonable workload and following university guidelines. Changes to expectations can disadvantage some students.
Strategies for Beginning to Establish a Digital Presence
Strategies for Beginning to Establish a Digital PresenceCenter for Teaching & Learning - University of Minnesota
Strategies for Beginning to Establish a Digital Presence
Tuesday, November 12, 3:00 - 5:00pm | 3-180 Keller Hall
Participants in this session will discuss strategies for making use of social media to build a scholarly digital presence and establish professional networks as scholars, researchers and teachers. Participants are encouraged to bring laptops or mobile devices.Bryan Mosher: Text Messaging as Feedback Tool 2013 ADT Conference
Bryan Mosher: Text Messaging as Feedback Tool 2013 ADT ConferenceCenter for Teaching & Learning - University of Minnesota
The document discusses using text messaging as a feedback tool in a large lecture mathematics course. The professor trialled allowing students to text him questions during class. Over 40 conversations occurred with 18 unique students, mostly about math concepts. Student surveys found texting created a welcoming environment and some students were more comfortable asking questions this way. For future use, the professor plans to better advertise the system and provide examples for sending math notation by text.Course Design: Learning Outcomes
On create learning outcomes that will can be the foundation for the rest of your course development. Slides in support of workshop described at http://wp.me/p1Mdiu-rQ.
Teaching tips donald liu
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
Teaching that sicks Jane O'Brien slides
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
Teaching that sticks! Christina slides
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
Teaching that Sticks - Ilene's slide set
This document outlines principles and practices for creating memorable presentations and courses. It discusses beginning a presentation with stories to engage learners and provides an overview of key concepts like aligned course design, active learning, creativity, and intended learning outcomes. The document notes that learning refers to significant and measurable changes in capability, understanding, knowledge, practices, attitudes or values. It also explores how to apply principles of aligned course design to draw on sticky teaching practices and provoke meaningful learning through well-designed course objectives, assessments and activities.
Active Learning: Matching Activities to Outcomes
Active Learning: Matching Activities to OutcomesCenter for Teaching & Learning - University of Minnesota
Slides supporting workshop presented at the Institute on the Environment's 2012 Sustainability Across the Curriculum Workshop on 8 June 2012. Effective power point presentation guidelines
Effective power point presentation guidelinesCenter for Teaching & Learning - University of Minnesota
This single sentence document provides a URL link to an Adobe Presenter narrated presentation hosted on umconnect.umn.edu. The URL is https://umconnect.umn.edu/p68566488/.Interactive Teaching - 2012 PFF Retreat
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
Sticky Teaching - Ideas and Evidence from CTL Staff Retreat
Sticky Teaching - Ideas and Evidence from CTL Staff RetreatCenter for Teaching & Learning - University of Minnesota
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. Attendees are encouraged to consider how the presented model could be useful in their own teaching if supported by strong evidence.Let's Tweet Up - 18 April Workshop
This document provides an overview of using social media to build an academic digital identity. It discusses how platforms like Twitter can have a major impact if used effectively for timely communication, engagement, relationships and conversation related to academic activities. While academic work aims to engage people and spark debates, social media allows insiders to share their work more widely and outsiders to learn about organizations, creating more meaningful relationships between academics and their work/communities. Resources are listed on personal learning networks, hashtags, academic tweeters and using blogs to share research.
More from Center for Teaching & Learning - University of Minnesota (20)
Amy Haddad: Analysis of Difficulty Paper Assignment
Amy Haddad: Analysis of Difficulty Paper Assignment
Teaching Critical Thinking - Template for Mapping Course Plans
Teaching Critical Thinking - Template for Mapping Course Plans
Best practices for large lecture courses with diverse student learners
Best practices for large lecture courses with diverse student learners
Strategies for Beginning to Establish a Digital Presence
Strategies for Beginning to Establish a Digital Presence
Bryan Mosher: Text Messaging as Feedback Tool 2013 ADT Conference
Bryan Mosher: Text Messaging as Feedback Tool 2013 ADT Conference
Sticky Teaching - Ideas and Evidence from CTL Staff Retreat
Sticky Teaching - Ideas and Evidence from CTL Staff Retreat
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Amy Haddad: Difficulty Paper Handout for Students
- 1. PHA 456 Ethics in the Health Professions Small Group Writing Assignment – Difficulty Paper Directions: After your group has finished viewing and evaluating all of your group’s videotapes, work individually and together as the directions indicate to complete the following tasks. Choose someone in the group to take notes and type up your difficulty paper. A hard copy of the paper is due in the class period after your small group meets, and [a virtual copy will be posted] by class time on the same date. Indicate on the paper the name of the group, secretary, and members of the group. The secretary is responsible for submitting the paper and for distributing copies of the paper to each member of the group. Everyone in the group will receive the same grade for the paper (worth 4 points/paper for a total of 12 possible points). Step One: Take a few minutes to individually think about what was the most difficult part of the clinical simulation. You can just name these or write them down. The secretary should keep track of the discussion. Share what you have written with each other and see if there is any common ground regarding the difficulties you have identified. If there are commonalities, focus on one of them. If not, choose one of the difficulties that is of interest to the group and focus on it as you discuss the following questions. (1 pt) Step Two: Why was this difficult? You may brainstorm here and just write down the general discussion of why you found the problem difficult. (1 pt) Step Three: Discuss ideas about what you could do to resolve this. What plans would help you come to terms with it whatever the difficulty is? Agree on one plan that you think is the best resolution and write this down. (1 pt) Step Four: Now look at the resolution that you have all agreed is the best and propose arguments that someone could make against your choice. Write down one of these arguments and how you would respond to it. (1 pt)