Reductional Strategies: A Case Study

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

For the learner’s evidence to be sufficient, it needs to relevant and proves that the learner is competent. The evidence must mean something to the learner and must not just be used for the sake of it. The evidence must be clear and logical and must meet the learning outcomes and assessment criteria.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Warm up /Bell work: When student arrive, there will be instructions on the board to fill ‘in the KWL Chart which is located on each student’s desk. The instructions on the board will read: Please fill out the KWL chart about the topic the Great Depression in North Carolina. The KWL charts will act as an introductory tool for my students to gain an interest and curiosity of this topic. It is also a great to help student’s begin an approach to learning the key topic at hand. In the KWL

This PLC has begun to make assertions as to where student’s needs are, however their assertions would be more valid had they presented concrete data to prove their assertions. Should this PLC had used data to support their assumptions through a common formative assessment, and then analyze that data, they would become much more effective than they already

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by a previous student.

This paper is about the how the overall objectives of the entire course correlates with the assignments disseminated to students over the past eight weeks. The first paragraph of the first section of this paper depicts how the assignment in week correlated with the class objectives for the week one by emphasizing the major elements of local, national and global environmental emergency prepared as donated in the objectives. The subsequent paragraphs of this paper also show how the assignment for week two through week eight correlated with the objectives set forth for the class.

With the conclusion of the instructional unit I would have went back and looked at what content needed to be reviewed or re-taught to the students. When looking at the data on the pre-assessment students struggles with questions 8, 9, 10 and 15. On the post-assessment students improved on question 8, 9 and 10 but the number of correct responses stayed the same on question 16 which determined students did not gain additional information needed to answer questions 16. The unit could be expanded to discuss more information on how the Continental Army won the war with the help of allies since these types of questions were missed the most or showed the least amount of improvement. Although students already have an

“We teach them a little bit about a hazard, whether it is a hurricane or a tsunami. We teach them the signs behind the hazard, how to prepare and what to do in case of a hazard. We also teach them a little bit about fire safety and coping skills – how to handle the stressful situation of an emergency,” Preparedness Manager Disaster Services with the Hawaii State Chapter Carole Kaapu said.

In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners

Recommend the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.

During the program that I am in now I’ve learned that for evidence based practices that you must have the access to evidences based- practices, be careful with fidelity, and to check the progress of the students. Today many teachers search websites such as google to create their lesson plans. They do this because many teachers do not have time to sit down and look for the proper research that is needed. These lesson plans that they are finding may not be considered an evidence based instruction method. There are many websites that have been made for teachers which have the proper evidence based programs that are needed for teachers. Next we have to be careful with “fidelity”, which refers to accuracy or exactness to details. Teachers want to be sure that their evidence based methods have strong outcomes from the students. It is important for teachers to not change or leave out any of the steps in the evidence

Assessment, Evaluation and Improvement – had to adopt a systematic approach to evaluating their successes and failures. They conducted real time evaluations to assess and influence emergency response. These exercises provided vital information about the effectiveness of their response and allowed them to make crucial adjustments to their process.

In the article, Storm Warning by Tammy Lee, Meredith Kier, and Kelsey Phillips, described a 5E lesson they did that had to do with learning about hurricanes. Throughout the three days of the lesson, students built structures that they think would withstand a simulated hurricane. The teachers used the first E, engage, by having students answer engaging questions like: “‘What is the difference between a natural hazard and a natural disaster’,” (Lee, Kier, and Phillips, 2016). Then, they had students split into different groups and they used a jigsaw approach by having students answer specific questions in each group and then having them teach what they learned to the other students. Some of the questions were: “What are some natural protections that can help protect areas from more destruction from a natural hazard like a hurricane?”, “What could you do to prepare if you lived in a coastal community?” (2016).