Identify Key Issues in Global HRM Based on the scenario in the previous weeks, you, as a consultant for an IT company, are tasked to deliver a PowerPoint presentation on critical issues in global HRM because the company has a business plan to launch a new marketing team in an Asian market, which will eventually expand and grow throughout all of Asia. Therefore, the CEO of the company asked you to summarize important HR topics and issues that should be considered in various HR practices, including recruitment, training, compensation and benefits, development, and performance evaluation. In this presentation, address the following: · Address at least three critical topics/issues that are relevant to the company’s business strategy and should be considered in global HRM. What are the topics/issues? Why is each issue important? · Point out how each topic/issue can be addressed from the perspective of HR. What are the roles of HR to address each topic/issue? What actions/initiatives are necessary? · Be sure to support your discussions with research findings. Length: 14 slides, not including the title and reference pages References: Include a minimum of 5 scholarly resources. Lesson Plan #edTPA Select a Class: Blue Blocks 1&2 Central Focus: NASPE Standards (Grade Level Outcomes): 1.-Psychomotor domain (standard 1) 2- Cognitive domain (standard 2/3) 3- Affective domain ( standards4/5) Date of Lesson: Student Learning Objective (SLO)( aligned to standards above) 1. 2. 3. “I can” statement for students. Essential Question(s) for the Lesson: Academic Language Demand (Language Function and Vocabulary): Vocabulary: Function: Syntax: Prior Knowledge: List Key Instructional Materials and Technology for Students and Teacher. Activity List activities to show progression from one to the other. Description of Activities and Setting (Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space -). Discuss what you and the students will be doing that supports diverse student needs. Assessment/monitoring/ observing students 1. Focus and Review 2. Fitness Activity 3. 4. 5. 6. 7. 8. Targeted Accommodations Differentiated instruction, assessment & Data decisions Student/Small Group Accommodations – How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.). To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the materia ...

1. Identify Key Issues in Global HRM
Based on the scenario in the previous weeks, you, as a
consultant for an IT company, are tasked to deliver a
PowerPoint presentation on critical issues in global HRM
because the company has a business plan to launch a new
marketing team in an Asian market, which will eventually
expand and grow throughout all of Asia.
Therefore, the CEO of the company asked you to summarize
important HR topics and issues that should be considered in
various HR practices, including recruitment, training,
compensation and benefits, development, and performance
evaluation.
In this presentation, address the following:
· Address at least three critical topics/issues that are relevant to
the company’s business strategy and should be considered in
global HRM. What are the topics/issues? Why is each issue
important?
· Point out how each topic/issue can be addressed from the
perspective of HR. What are the roles of HR to address each
topic/issue? What actions/initiatives are necessary?
· Be sure to support your discussions with research findings.
Length: 14 slides, not including the title and reference pages
References: Include a minimum of 5 scholarly resources.
Lesson Plan #edTPA
Select a Class:
Blue Blocks 1&2
Central Focus:
NASPE Standards (Grade Level Outcomes):
1.-Psychomotor domain (standard 1)
2- Cognitive domain (standard 2/3)

2. 3- Affective domain ( standards4/5)
Date of Lesson:
Student Learning Objective (SLO)( aligned to standards above)
1.
2.
3.
“I can” statement for students.
Essential Question(s) for the Lesson:
Academic Language Demand (Language Function and
Vocabulary):
Vocabulary:
Function:
Syntax:
Prior Knowledge:
List Key Instructional Materials and Technology for Students
and Teacher.

3. Activity
List activities to show progression from one to the other.
Description of Activities and Setting (Instructional Cues,
Strategies, and Learning Tasks, organization of students,
equipment, space -). Discuss what you and the students will be
doing that supports diverse student needs.
Assessment/monitoring/ observing students
1. Focus and Review
2. Fitness Activity
3.
4.

4. 5.
6.
7.

5. 8.
Targeted Accommodations
Differentiated instruction, assessment & Data decisions
Student/Small Group Accommodations –
How are you grouping your students based on the assessments?
How will you assess the IEP goals? List the accommodations
needed to assist students with disabilities in accessing the
content (e.g., having test instructions & questions read aloud;
allowing a scribe to record homework or test answers, etc.).
To differentiate instruction is to recognize students’ varying
degrees of background, prior knowledge, readiness
levels/abilities, language, and preferences in learning, interests,
and talents and to work with these differences in designing your
instruction. Differentiate instruction by content (what you will
teach), process (how the material will be taught and learned),
product (what the students produce at the end of the lesson to
demonstrate mastery), and/or learning environment (physical
layout of the classroom, use of space, groupings, etc.) to
account for the diversity in your classroom.
How will you measure the learning objective(s) for this lesson?
How will students demonstrate mastery? What evidence of
learning do you need to see?
Low-skilled students:
Medium skilled leaners
High-skilled students:

6. Or other type of disability needing accommodations
5. Evaluation, Review, and Closure
How will you review the standard and close the lesson?
How does today’s lesson connect to what students will be doing
next (e.g., tomorrow’s lesson)? (Let students see that your
lessons are connected.)
Principles, Research, or Theory
What principles, research, or theory support the activities and
assessments in this lesson?
Examples:
http://www.emtech.net/learning_theories.htm#Cooperative%20L
earning
Assessments
Type of assessment
Description of assessment
Modifications to the assessment so that all students could
demonstrate their learning.
Evaluation Criteria – What evidence of student learning (related
to the learning objectives and central focus) does the assessment
provide?
Psychomotor
Cognitive

7. Affective
Proposed Changes:
If you could teach this lesson again to this group of students in
your class, what changes would you make to your instruction?
Whole class:
Analyzing Teaching: What changes would you make to your
instruction-for the whole class and/or for students who need
greater support or challenge-to better support student learning
of the central focus? Assess Student Learning: Select one
assessment, give feedback to at least 3 (high, medium & low)
students, and discuss next steps
How will you provide specific, written feedback on assessments
that will guide further learning? Be sure to address students’
individual strengths (what they did well) AND continuous needs
(what they can focus on next time) relative to the learning
objective.
Sources/references: examples
Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical
Education: for Secondary School Students. 6th ed., Pearson
Education, 2015.
“‘Team Handball’ Written Test.” Team Handball Vocabulary
Test, LCMR School District,
lcmrschooldistrict.com/curriculum/pe/15.pdf.

8. 2
Lesson Plan #10
Select a Class:
Gold Blocks 1&2
Central Focus:
To learn the rules, skills, and game concepts to successfully
play team handball.
NASPE Standards:
S1.H1.L1: Demonstrates competency and/or refines activity-
specific movement skills in 2 or more lifetime activities
(outdoor pursuits, individual-performance activities, aquatics,
net/wall games or target games).
S2.H1.L1: Applies the terminology associated with exercise
and participation in selected individual-performance activities,
dance, net and wall games, target games, aquatics and/or
outdoor pursuits appropriately.
S4.H3.L1: Uses communication skills and strategies that
promote team or group dynamics.
Date of Lesson:
April 16, 2018
Learning Objective:
By the end of the lesson, the student will be able to demonstrate
the ability to defend the goal and to shoot on goal.
By the end of the lesson, the student will be able to define the
vocabulary words using technology as a resource.
By the end of the lesson, the student will be able to
communicate with peers in order to successfully participate in
team handball practice tasks.
“I can” statement for students.
I can shoot the ball into the goal and defend my peers’ shots
into the goal.
Essential Question(s) for the Lesson:
Will students be able to defend the goal in the game of team

9. handball?
Will students be able to shoot the ball into the goal during a
game of team handball?
Will students be able to communicate effectively in order to
have success in a game of team handball?
Academic Language Demand (Language Function and
Vocabulary):
Vocabulary:
Penalty throw: the penalty shot is thrown from a mark at a
distance of 7 meters from the goal after an infraction of the
rules has been committed
Goal: a pair of posts linked by a crossbar, with a net attached
behind it, forming a space into which the ball has to be sent into
in order to score
Throw-off: throw taken by the team that wins the coin toss and
chooses to start the game with the ball; player starting at center
court passes the ball to a teammate once the whistle is blow to
start play; repeated after every goal scored and after half-time
Throw-in: player throws the ball back into the court after it has
crossed one of the side lines
Function:
Students will be able to demonstrate the ability to defend the
goal and to shoot on goal.
Students will be able to define the vocabulary words using
technology as a resource.
Students will be able to communicate with peers in order to
successfully participate in team handball practice tasks.
Syntax:
The diamond shapes represent the players of each team, six
court players and one goalie (inside the crease). The crease is
designated by the blue semi-circle on each end of the court,
represented by the black box.

10. Prior Knowledge:
Students know how to use technology to complete their “Do
Now” activity. Students know the basic rules to team handball.
Students know how to pass.
List Key Instructional Materials and Technology for Students
and Teacher.
Do Now word wall, marker, soft foam balls, soccer style nets,
cones, Daily Lesson Board, Gold roster sheets, jerseys, time
clock, stereo
Activity
Description of Activities and Setting (Instructional Strategies
and Learning Tasks-Discuss what you and the students will be
doing) that supports diverse student needs.
1. Focus and Review
Students will have 10 minutes to complete their Do Now
activity. The teacher will use the Daily Lesson Board to go over
the day’s activities with students. The teacher will quickly
explain the warm up, passing activities, and culminating
activity with students.
The teacher will sign students’ Do Now activities. The teacher
will use the Daily Lesson Board to go over the day’s activities
with students.
2. Warm Up: Walk/Jog
Students will walk or jog around the perimeter of the
gymnasium for 4 minutes or the duration of one song.
The teacher will encourage, supervise, and play music. The
teacher will also make sure all equipment is set up properly.
3. Level/Task 1: Intro to Goal Tending & Defending
Students will meet the teacher in the center of the gymnasium to
discuss goal tending and goal defending. The teacher will ask
students to review the basic rules they have learned so far and
the teacher will fill in the gaps so that everyone is on the same
page. The teacher will highlight the rules about the crease, as

11. this lesson will be the first that students will be playing using
the crease and the goals.
The teacher will explain the goal tending and defending drills
that students will perform to practice their goal tending and
defending skills.
4. Transition: Small Groups
Students will be split by the teacher into two small groups. One
group will practice at one goal and the other group will practice
at the other goal.
The teacher will use a previously developed list to divide
students into 2 groups, making adjustments as necessary to
account for absences.
5. Task 2: Small Group Shooting
Each student in each group will pick up a ball from their goal
and practice using the different passes they learned to shoot the
ball into the goal. The passes most likely used to shoot the ball
into the goal, which are the ones students will practice, are the
baseball, sidearm, and jump.
The teacher will provide direction and feedback to students as
they practice their goal shooting.
6. Task 3: Small Group Goal Tending/Defending
Each group will divide themselves into half, one half will put
on a blue or purple jersey and the other half will put on a red or
black jersey. The blue/purple students will start as the
defenders, with one blue/purple student acting as the goalie.
The red/black students will be on offense first, working to pass
the ball back and forth and working to shoot into the goal.
Offensive students will be given different criteria they must
meet before attempting to shoot so that the defense will remain
engaged in the drill as well. At the teacher’s signal the students
will switch roles and the blue/purple students will be on offense
and the red/black students will be on defense. During this drill,
each group of students will only be working with one ball at a
time, the others will be nearby in case the one the group is
working with gets away.
The teacher will provide direction, helping each group to divide

12. themselves into half. The teacher will give the offensive teams
specific criteria they must meet before they can shoot the ball.
7. Task 4: Team Handball Mini Game
Students will complete the same drill, but now will be
competing for points. The offense scores a point when they
shoot the ball into the goal and the defense scores a point if
they make an interception or the goalie blocks the ball from
going into the goal. The teacher will no longer provide criteria
for the offensive team to meet. Whichever team (at either goal)
has the most points after 5 minutes wins. Then teams will
switch roles and play for another 5 minutes.
The teacher will provide supervision and feedback to students
as they work on their goal shooting and goal defending skills.
8. Task 5: Team Handball
All the students with a blue/purple jersey will play on one team
and all the students with a red/black jersey will play on the
other team. Students will use the basic rules of team handball
that they have learned, as well as the different passes, goal
shooting, and goal defending techniques they have learned.
Students will play games of 10 minutes.
The teacher will serve as the referee for the game, providing
direction and feedback to help students learn the game of team
handball.
IEP/504 Accommodations
Low-skilled students: These students will be allowed to play in
the drills and game with modified rules, such as taking 4 steps
instead of 3 and stepping 1 step inside the crease to make a
goal.
High-skilled students: These students will serve as team
captains/group leaders in both the drill and gameplay, working
to help develop the team strategy and assist the low-skilled
players on their team.
Closure
The teacher will discuss with students what they learned about
goal shooting and goal defending. The teacher will ask students
to review the rules and different passes they have learned,

13. specifically the passes they have learned that also double as
methods of shooting the ball into the goal.
The teacher will ask questions to guide students as they discuss
what they have learned about team handball so far as a means of
review and informal assessment.
Type of assessment (Informal or Formal)
Description of assessment
Modifications to the assessment so that all students could
demonstrate their learning.
Evaluation Criteria – What evidence of student learning (related
to the learning objectives and central focus) does the assessment
provide?
Informal-Cognitive
Discussion
The teacher will engage students in a discussion that allows
students to verbalize their knowledge of the basic rules of team
handball and the passes involved, specifically those passes that
can be used to attack the goal.
Do Now Words
Students will use technology to define team handball vocabulary
terms.
The teacher will provide additional guiding questions to
students who are not adept at answering questions aloud in a
group.
This assessment will provide evidence of whether or not
students are able to use technology to define team handball
vocabulary words and whether or not students are able to retain
the knowledge they’ve learned about the basic rules and skills
used to play team handball.
Informal-Psychomotor, Affective
Observation
The teacher will observe students as they perform the goal
shooting and defending drills and as they play team handball
and their ability to communicate with peers.
The teacher will modify observation criteria for those students
with an IEP or other special circumstances requiring

14. modifications.
This assessment provides evidence of whether or not students
are able to demonstrate the ability to goal tend and defend the
goal and whether or not students are able to communicate with
their peers in order to successfully participate in team handball
practice tasks.
Targeted Students Accommodations
As demonstrated in “IEP/504 Accommodations.”
Student/Small Group Accommodations – How are you grouping
your students based on the assessments?
Students will be grouped into heterogenous groups based on
informal assessments in this lesson.
Research & Theory:
Constructivism
Students will learn to internalize and apply the basic skills and
rules of team handball, particularly the skills of goal tending
and goal shooting and the rules regarding the crease.
Sources:
Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical
Education: for Secondary School Students. 6th ed., Pearson
Education, 2015.
“‘Team Handball’ Written Test.” Team Handball Vocabulary
Test, LCMR School District,
lcmrschooldistrict.com/curriculum/pe/15.pdf.