Earning straight A’s or 4.0 GPA in nursing school does not predict success on the NCLEX. To pass NCLEX, nursing students should plan to spend a minimum of 1-2 months studying – effective and targeted studying. The following tips can help.
Earning straight A’s or 4.0 GPA in nursing school does not predict success on the NCLEX. To pass NCLEX, nursing students should plan to spend a minimum of 1-2 months studying – effective and targeted studying. The following tips can help.
Week 5 JournalAs an educator, a large portion of learning and .docxco4spmeley
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Week 5 JournalAs an educator, a large portion of learning and .docxco4spmeley
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
7. On Pace reporting MC 5 --- 26.7% Make sure your numbers add up Do not include students dropped at school level ( You need email conformation from Michelle about this) DO INCLUDE students who are not working Don’t forget this is a MC weekend
8. Tutoring Have any students shown up?? Make sure we are posting tutoring times Each teacher archive a short lesson during tutoring time Make sure we are showing up
9. Revision updates From what we talked about last time here is what as been updated M1 CA1 (sponge bob) M2 CA1 (vocab assignment- removed) M2 CA2 (food webs) M2 MA2 (now the symbiosis assignment) M2 MA3 (removed) M3 MA1 (iden nutrients gizmo17 samples shorted to 7) M12 post test- Edited to fit lessons currently working on M3 CA1 (the Enzyme wiki) M3 MA2 (the comic)**
10. Not yet started Lesson 4 * removing cell theory notes & replacing with pro & Eu--- changing check your knowledge quiz to match M5 CA1 editing the amount of items from 105 M5 MA2 *-- Debbie found a great interactive lab to go here the entire assignment needs to be changed M5 post test * test needs to be checked & adjusted M6 CA3 removal & beef up other 2 CAs M6 MA1 * change so students do not cut and paste M8 CA3 removal & beef up other two CAs
11. This weeks eLC---11.1 What is curriculum alignment? a. Define curriculum alignment b. Identify the standards upon which your course relies. Access a copy of these standards and make sure every member of the eLC has access to the standards. c. Discuss the relationship between the standards for your course, your instruction, and assessments, and the elements of Webb's alignment system (found in Castro's presentation). These include categorical concurrence, depth-of-knowledge consistency, range of knowledge correspondence, balance of representation, and source of challenge. Do you see any similarities/differences?
12. This weeks eLC What are our roles? facilitator--someone who makes sure that everyone participates timekeeper--someone who makes sure everything is submitted on schedule standards expert--someone who is very familiar with your course standards and can be the reference "go-to" person if your eLC has a question. In addition, if your course has additional standards such as AP this person could be that expert. form expert--someone who is willing to keep check of your alignment google document (more about this later) and troubleshoot any problems other roles as appropriate for your course content.
![CR Biology eLC Meeting November 18th 8:00 pm Agenda ,[object Object]](https://image.slidesharecdn.com/bioelcmtg11-18-101206093429-phpapp01/85/CR-Bio-elc-mtg-11-18-1-320.jpg)
