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This document contains a rubric for assessing students in PE and English as part of a CLIL (Content and Language Integrated Learning) program. The rubric includes criteria, indicators, assessment techniques/tools, and a 4-point assessment scale for evaluating students' knowledge of nutrition/exercise in PE, participation and rule following in PE activities, and ability to understand ideas and express themselves in English. The goal is to evaluate students' progress in both content areas and language skills through various assessment methods like observations, role-plays, graphic organizers, and note-taking strategies.
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1. The document outlines a daily lesson plan for a Physical Education class on lifestyle and weight management.
2. The lesson plan covers objectives, content, learning resources, procedures including reviewing concepts, presenting examples, discussion, practice, and assessment.
3. Procedures include activities assessing eating habits and physical activity, group discussions on healthy lifestyle practices, and a speech assignment on students' eating plans for healthy living.
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Lesson Plan 7
Running head: LESSON PLAN
Lesson Plan Assignment
School of Nursing
Month Day, Year
Your Name and Credentials here
Instructional Lesson Plan
Course: Pediatric Acute Care Nursing
Topic: Inpatient Nursing Management of Pediatric Diabetes
Date: Insert
Instructor: Insert Your Name and Credentials Here
Goal: Novice nursing staff will gain the knowledge and clinical skills necessary to provide safe and competent care to diabetic patients in the pediatric inpatient setting.
Context (learner group, learner characteristics, style, developmental level, learning theory):
Learner Group: Newly graduated RNs who have just been hired for the pediatric inpatient area are the target learners for this learning one hour session. This session is a portion of the 5-day pediatric acute care nursing course imbedded in their orientation.
Learner Characteristics: All the RNs have graduated from nursing school within the last nine months. Ten are female and one of the is a male. Ages range from early 20s to mid 30s. Seven students are Caucasian, two are African American, and two are Asian. English is the primary language of each of the students. As recent graduates, all of these RNs are eager to learn and prepare themselves for their new role as a RN in clinical practice. Students are autonomous and have a sound knowledge base related to this topic.
Learning Style: The target audienceis a combination of field-independent and field-dependent learners. Therefore, some students will prefer lecture but others will prefer group discussions. Several teaching strategies will be employed to ensure that mastery of the content is obtained.
Developmental Level: Learners fall into Erickson’s developmental stage of young adulthood. The psychosocial crisis in this stage is intimacy vs. isolation. Young adults continue in the formal operations stage of cognitive development. Physical development for most young adults is at its height; most young adults can master almost any psychomotor skill (Bastable, 2008).
Learning Theory: Cognitive Learning Theory is being utilized in this lesson plan. “Cognitive learning results in the development of perceptions and insight” (Bradshaw and Lowenstein, 2007, p.4). A change in thought patterns and actions then occurs as a result of this insight. As the target audience is motivated and eager to learn, cognitive learning is appropriate. Cognitive learning is an active learning process and research indicates that adults prefer self-directed learning (Bastable, 2008).
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At the completion of this one hour session, the novice nurse will:
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1. The document outlines a daily lesson plan for a Physical Education class on lifestyle and weight management.
2. The lesson plan covers objectives, content, learning resources, procedures including reviewing concepts, presenting examples, discussion, practice, and assessment.
3. Procedures include activities assessing eating habits and physical activity, group discussions on healthy lifestyle practices, and a speech assignment on students' eating plans for healthy living.
Lesson Plan 7Running head LESSON PLAN.docx
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Running head: LESSON PLAN
Lesson Plan Assignment
School of Nursing
Month Day, Year
Your Name and Credentials here
Instructional Lesson Plan
Course: Pediatric Acute Care Nursing
Topic: Inpatient Nursing Management of Pediatric Diabetes
Date: Insert
Instructor: Insert Your Name and Credentials Here
Goal: Novice nursing staff will gain the knowledge and clinical skills necessary to provide safe and competent care to diabetic patients in the pediatric inpatient setting.
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Developmental Level: Learners fall into Erickson’s developmental stage of young adulthood. The psychosocial crisis in this stage is intimacy vs. isolation. Young adults continue in the formal operations stage of cognitive development. Physical development for most young adults is at its height; most young adults can master almost any psychomotor skill (Bastable, 2008).
Learning Theory: Cognitive Learning Theory is being utilized in this lesson plan. “Cognitive learning results in the development of perceptions and insight” (Bradshaw and Lowenstein, 2007, p.4). A change in thought patterns and actions then occurs as a result of this insight. As the target audience is motivated and eager to learn, cognitive learning is appropriate. Cognitive learning is an active learning process and research indicates that adults prefer self-directed learning (Bastable, 2008).
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At the completion of this one hour session, the novice nurse will:
1. compare and contrast type 1 and type 2 diabetes;
2. describe the symptoms of diabetes;
3. differentiate between the signs and symptoms of hypoglycemia and hyperglycemia;
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5. demonstrate competence in “simple ca ...
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Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
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English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
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Lesson plan healthy eathing
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
2) The lesson incorporates strategies like think-pair-share to develop oral language skills and uses cooperative learning structures to build collaboration skills.
3) Formative assessments include teacher observation of discussions, peer feedback on recipes, and a summative assessment of students' final healthy eating recipe books.
Lesson plan with attachments
This is a sample lesson plan for 11-12 years old students (for their fourth year of studying English at public school)
Dr. tayao
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners understand information-dense texts.
Lecture 1 dr isabel tayao
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners comprehend dense scientific texts.
Present
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
Research proposalStudent Name Institutional.docx
Research proposal
Student Name
Institutional Affiliation
Introduction
Adult English Language Learners (ELLs) with Limited Literacy: challenges and solutions.
This proposal researches on the challenges and their solutions to students with limited literacy and teachers of the Adult English Language Learners (ELLs). The ELLs passes a lot of challenges as most of them are the newcomers, still, their teachers face challenges on which they need solutions. There has been a lot of challenges which faces this program, one of the challenges is if there are adequate resources, which may help improve this program (Abrar, 2016). Still, there has been an issue cornering many languages or bilingual spoke in the class which may affect the achievements of these students. Still, there have been some students who may have previous trauma or psychological problems which may affect their current learning. Furthermore, there is a proposal of which the teachers should come up with a way of ensuring enough resources in the classes to help to improve their achievements. And lastly, the teachers should start controlling the students in a positive manner, may help boost their achievements.
Every nation is now increasing its focus on this development of education, the main stakeholders, however, are the one supposed to come up with some reforms which will help to improve the schools and the courses. One of the most important strategies is getting fulcrum teachers who will help in recognizing and helping in coming up with a tip in order to progress in their success. This types of strategies will help improve the production of students such as those who have limited literacy when leaning he Adult ELLs. Adult ELL s with limited literacy have suffered a lot when it comes to learning formal education, more so when it comes to learning the English language. Still the other stakeholder, who are the educators and the policymakers, still have been affected with this challenges, in which they struggle a lot to having strategies which will help the adults in learning English. This research paper will mostly focus on, literacy development in adults, language acquisition, cognition, and brain functioning, adult education, and professional development. There is limited research base which covers ore about the Adults ELL s who have limited literacy. However, these researches have not expounded much on what can be done to improve this sector of education.
These special group of learners have been advocated in the use of programs and having of the special class apart from the general classes. The educators still need learners culture influences and the experience these people have when it comes to formal education. Most cases the best program to include is the use of PD which will help to get attention on their backgrounds, needs, and strength.
The best thing which may come up with the conditions is more engagement of the teachers and the students. The teacher n.
Verbal behavior introduction
The document discusses two approaches to applied behavior analysis (ABA) - verbal behavior analysis and discrete trial teaching. Verbal behavior analysis focuses on teaching language through functional communication, capturing student motivation, and using errorless teaching procedures. Discrete trial teaching involves more table-based instruction, may use extinction to reduce problem behaviors, and does not always emphasize functional communication. The document advocates for the verbal behavior approach used at Peace by Piece.
Monitoring and feedback
This document discusses the importance of monitoring, correcting, and giving feedback when teaching students. It defines monitoring as observing students when they are working individually or in groups. Correcting involves indicating errors and allowing students to self-correct or provide peer correction. Feedback provides students information on their performance. The document lists reasons for monitoring like ensuring student understanding and engagement. It also discusses ways to monitor like walking around and standing by groups. Feedback should not just be about errors, but also praise for what students achieve. Feedback should be prompt, encouraging, specific, focused on one aspect at a time, and clear. Ways to give feedback include starting positively, allowing thinking time, and using technology. The document also addresses treating errors and good practices
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Rubric
- 1. RUBRIC ABOUT PE AND ENGLISH (FINAL ASSIGNMENT: EVALUATION AND ASSESSMENT IN CLIL PROGRAMMES. MIEB). JOSÉ LÓPEZ TORRES 1 RUBRIC: STUDENT: CRITERIA: INDICATORS: ASSESSMENT TECHNIQUES AND TOOLS: ASSESSMENT CONTEXTS: 1 2 3 4 PE: PE: C.E.2.5. EF.2.5.1. EF.2.5.2. Observation record and rubric. Graphic organizer on nutrition (Situation 1: Recall- Vocabulary). A matrix table on nutrition. Target evaluation. The student does not know any benefits of sports and a healthy diet. The student knows some benefits of sports and a healthy diet. The student is aware of most positive aspects of proper nutrition and exercise. The student is aware of the positive aspects of proper nutrition and exercise. The student does not usually participate in PE activities related to health. The student usually participates in PE activities related to health. The student always participate in PE activities related to health. The student always participates in PE activities related to health and carries them out in other contexts.
- 2. RUBRIC ABOUT PE AND ENGLISH (FINAL ASSIGNMENT: EVALUATION AND ASSESSMENT IN CLIL PROGRAMMES. MIEB). JOSÉ LÓPEZ TORRES 2 C.E.2.6. EF.2.6.1. Rubric. Noting What I've Learned (note taking strategy). Target evaluation. The student does not carry out basic aspects of a PE session. The student sometimes carries out basic aspects of a PE session. The student carries out basic aspects of a PE session and improves his physical condition. The student analyzes basic aspects of a PE session, carries them out and improves their physical condition. C.E.2.11. EF.2.11.1. EF.2.11.2. EF.2.11.3. Rubric. Graphic organizer on rules (Situation 1: Recall- Vocabulary). Performances and games. Noting What I've Learned (note taking strategy). Target evaluation. Sometimes the student follows the rules related to accident prevention in PE. Many times the student follows the rules related to accident prevention in PE. Almost always the student follows the rules related to accident prevention in PE. Always the student follows the rules related to accident prevention in PE. He / she participates little in the physical warm up. He / she participates sometimes in physical warm up. He / she participates most of the times in the physical warm up. He / she always participates in physical warm up. He / she almost never participates in the cool down activities. He / she sometimes participates in the cool down activities. He / she participates in the majority of occasions in the cool down He / she always participates in the cool down activities.
- 3. RUBRIC ABOUT PE AND ENGLISH (FINAL ASSIGNMENT: EVALUATION AND ASSESSMENT IN CLIL PROGRAMMES. MIEB). JOSÉ LÓPEZ TORRES 3 activities. ENGLISH: ENGLISH: CE.2.4. LE.2.4.1. Observation record and rubric. Role-play. Feedback between classmates (peer assessment). Target evaluation. The student does not understand the general idea of a conversation or text in a foreign language. The student sometimes understands the general idea of a conversation or text in a foreign language. The student often understands the general idea of a conversation or text in a foreign language. The student always understands the general idea of a conversation or text in a foreign language. CE.2.6. LE2.6.1. Observation record and rubric. Quick write and quick draw tool. Target evaluation. The student expresses an idea with difficulties in a foreign language. The student adequately expresses an idea in a foreign language. The student expresses well an idea in a foreign language. The student perfectly expresses an idea in a foreign language.