I-Ready Assessment Essay

On the teacher’s command, students will form a plan and race to find the combination of coins needed to reach the total amount

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

Next, the teacher will pass out individual baggies with paper money in them for students to add up their total number of dollars.

I come in with basic knowledge and the BSN nurses that I work with not only have experience but most if not all have that edge on me to deal with the family, look at the big picture and have the leadership skills necessary to conduct a fully functional unit and a calmness about them that tells you they can handle every kind of situation. A situation I can think clearly of is when I had a change in condition in one of my patients and coded, I could deal with the basics that I was taught in nursing school like CPR, calling for help, calling for Code Blue, IV access but I was incapable of dealing with the family who was at the time hysterical about their loved one impeding the process of resuscitation. The BSN nurse that responded to the code and was assisting in dealing with the family and calming them down and getting them out of the room and speaking with them in a rational manner. The other BSN nurse that responded to the code was able to orchestrate a successful Code Blue by delegating the other team members to take certain roles, 2-3 people doing CPR, 1-2 running errands, 1 recorder, 1 administering medications, 1 staying with the family, Respiratory therapy focusing on airway, and the bedside nurse explaining history and situation to the MD. The BSN nurse was able to pull all facets of the healthcare team into one

form the pulmonary veins, which return the oxygenated blood to the left atrium. Backflow of

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

WARNING: Aboriginal and Torres Strait Islander readers are warned that the following assessment may contain images and names of deceased persons.

When many people think of elementary education, they think of reading small passages and learning the difference between addition and subtraction in easy, creative ways. Now, with the new Common Core State Standards implemented, today’s kids will have more things to worry about. They are asked more challenging questions and expected to have more rigorous answers. This does not set a steady learning pace for the average child.

My immediate goal after graduation is to prepare myself in the strongest way possible for successful entry and progression in a MD/PhD program. After exploring the Case Western Reserve University website, I firmly believe that the PREP program will equip me with all the tools I need to flourish in the field of medical science. The mentors in the PREP program are all amazing scientists and after reading a few of the goals of their labs, I aspire to develop the same dedication, knowledge, and achievement. I currently want to know more about how genetics is being applied to medical research, and I was especially elated to read of the work taking place in Dr. Mark Jackson’s lab. The creation of a genetically engineered breast cancer model being used to learn more about tumor suppressor genes and their interaction with oncogenes is amazing to me. I want to learn more about the process of creating similar models and using it to answer highly relevant questions. I’m also very curious about the VBIM strategy that is being used and developed to identify new genetic elements important to cancer formation. It is a technique that I would love the opportunity to better understand and utilize through the PREP program.

2. GIVING FEEDBACK = Verbal feedback, Written Feedback.{Try to be positive, Don’t be negative candidates find this demoralising}

1. Read the Case Study. All of the questions and MS®Project® schedule will be based on the facts of the included Case Study.

The experiment with the pennies was a little bit trickier for the kids. We had a total of ten pennies in two rows of 5, and they were spaced out the same. We asked them if one row had more or if they were the same,

Imagine the math problem 23+68=?; this question could possibly be given to students in second grade to solve. Below are two different methods for solving this problem. The first way is considered to be the more “traditional” way. In this way, one would use a two-column setup and then add. The first step is to add six and eight together to get fourteen, so drop the four and carry the one. The second step is to add the two to the six and add the “carried over” one; the value of this addition problem is nine. Finally, the student has the found the correct answer of ninety-one. However, this way of solving the math problem

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.

My culture, interaction with family and friends, and the various experiences from co-curricular and extra-curricular activities have enabled me to develop a multifaceted personality to tap my potential. In particular different activities, projects, assessment reports, and feedback from colleagues over the last few months at Babson I have better understood my strengths and weaknesses, and work style and leadership style. In this paper, I have developed my self-assessment analysis based upon qualitative and quantitative materials I have, and my experiences and exercises during this semester. I have identified three broad themes that incorporate several subthemes representing my current abilities, preferences, patterns of strengths, etc. (see appendix 1). Further, I have developed my action plan for the next semester to enhance my strengths and learn new skills, which are critical for my future career growth, to overcome my weaknesses.