This document provides an overview of the schedule and activities for Day 15 of Week Three of a Construction Foundation Course. The day includes reviewing material from the previous day, administering a CPR/First aid certification exam and providing study time for an upcoming quiz. It also outlines incorporating note-taking guides and vocabulary flashcards throughout the CPR/First Aid unit. The day finishes with a group reflection on students' experiences so far and having students write a short response to share with the Center Director.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
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.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
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.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
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In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
2. Week Three: Day 15 (Friday)
First and Second Hours (7:30 – 9:30) - 1
• Check-in: Shake hands. Remind students: binders, seating.
Start class.
• Review the day: Review the day’s activities from the list on the
board or chart paper.
• Binder check: This can be done at any time during the day.
THE FORMAT FOR FIRST AND SECOND HOURS IS
THE SAME AS DAY 11
3. Week Three: Day 15 (Friday)
First and Second Hours (7:30 – 9:30) - 2
120 minutes:
• Curriculum: Centers should choose a curriculum with nationally-
recognized certification, such as the American Red Cross or
American Heart Association.
• Instructors: Instructors for this curriculum unit may need to be
certified by the national organization. They do not have to be
health professionals, although that would be an asset.
• Length: There are 9 hours allotted for the curriculum unit plus
one additional hour on Friday for the certification exam (and
additional study prior to the exam, if time allows.) This may be
slightly longer or shorter than your traditional curriculum, so you
may need to adjust your timing slightly. Note that the Foundation
Course asks you to include trade vocabulary and note-taking (see
below) which may require a small amount of additional time.
CPR – First Aid
4. Week Three: Day 15 (Friday)
First and Second Hours (7:30 – 9:30) - 3
• Materials/equipment/textbooks: Most centers will have the
required materials, books, and equipment, as CPR/First Aid is
regularly taught as a part of CNA and other career technical
courses in Health occupations.
• Instructional strategies: Note-taking guides formatted like
Advance Organizers (i.e., questions column on the left, notes on
the right, summary at the bottom) should be used throughout the
CPR/First Aid unit, even if they haven’t been before. This will
- give students the information to study for the certification
test in a structure they’re used to, while emphasizing the
need to take notes on all material;
- hold students responsible for recording the main ideas in
films, demonstrations, and mini-lectures during the unit; and
- allow students to ask intelligent, targeted questions about the
material both at the time of presentation and in review.
5. Week Three: Day 15 (Friday)
First and Second Hours (7:30 – 9:30) - 4
• Trade vocabulary: In addition to the notes discussed above and
the traditional materials used in the course, instructors will
need to incorporate the CPR/First Aid vocabulary terms as
flashcards. There is no set list, as the terms may vary by
provider (e.g., Red Cross, American Heart Association) and by
region; however, there is a basic list we’ve compiled that is part
of the Part II – Vocabulary Cards section. If you include
additional terms, provide 3 x 5 cards for these. Ask students to
write the term on one side of the card and the definition on the
other side. Like the note-taking, use of this basic strategy is
important to ensure continuity in learning/practicing important
concepts.
• Stretch breaks: Incorporate as appropriate.
Snack Break (9:30-9:40)
6. Week Three: Day 15 (Friday)
Third and Fourth Hours (9:40 – 11:30) - 1
60 minutes:
• Review: If you have time, allow Work Teams to review the new
information from this morning.
• Test: Give the First Aid/CPR certification test and pass out
certificates.
First Aid and CPR Certification Tests
7. Week Three: Day 15 (Friday)
Third and Fourth Hours (9:40 – 11:30) - 2
• Study. Allow Work Teams to study for the Week 3 quiz for
approximately 30 minutes. Have them spend approximately 10
minutes on the vocabulary and 20 minutes on the questions from
their notes.
• Quiz. Give the Week 3 quiz (5 minutes) and review the answers (3
minutes).
.
Week Three Quiz
8. Week Three: Day 15 (Friday)
Third and Fourth Hours (9:40 – 11:30) - 3
15 minutes
• Reflect. Lead a whole-group reflection on the week, focusing on the
following questions for approximately 15 minutes:
- How does the reality of Job Corps compare to what you thought it
would be like before you arrived?
- In what ways are you different as a student here than you were in
traditional high school?
- What is the most interesting thing you’ve learned in the Foundation
Course so far?
• Write. Ask students to write 2 sentences on one of the above 3 topics.
Explain that their feedback will be shared with the Center Director so
he/she can know how they are doing since they arrived on center.
Share with a partner to edit
and turn it in.
Reflection
9. Week Four: Day 15 (Friday)
AFTER HOURS
• Academic extended day individual work (approximately 1 hour)
• Open Computer Lab
10. END
If you continue to click forward, you will see links to
presentations of similar content available through
slideshare.com
Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL