Teaching Plan Essay

Introduction Teaching is a profession that is considered to be a rewarding challenging and complex role. An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on

acceptable blood glucose levels and the importance of taking insulin exactly as prescribed. Learning objective #3: (Psychomotor) patient will demonstrate ability to self-administer Insulin with little, or no prompts. The estimated time for the teaching session is approximately 3 hours. In the first hour I will give a brief overview of what diabetes is and how it can be controlled with insulin. First I will include a very simple explanation of the pathophysiology of the disease and the signs and

While teaching my second unit plan, I worked on providing multiple ways to differentiate instruction. I was able to accomplish this by presenting the lessons in different formats; for example I used different variations of games, lectures, peer discussions and hands on activities. An example of this differentiated instruction I used, was by letting the students play a game while solving proportions. This game was the Proportions Dice Game; with this game the students are given a worksheet with three

Teaching Strategies Plan for Decubitus Ulcer For Nursing Assistant/UAP Winward Ganu NU 2530 July 23, 2014 Learning Needs/ Topics Diagnosis Risk Factors Available Resources Learning Objectives Teaching Strategies Implementation/Rationale Evaluation 1. Impaired skin integrity: stage I or II pressure ulcer. Related to: physical immobility, mechanical factor (e.g.. friction, pressure,) altered circulation, medication, moisture 2. Impaired

Page 1 Florie Ismael VN Student June 1, 2017 Diabetes Mellitus Teaching Plan Assignment Diabetes Mellitus Teaching Plan Glucose Monitoring To maintain an average glucose reading you must maintain a healthy diet. Glucose monitoring must be checked before meals and before snacking on any food items or beverages that consist of carbohydrates. Glucose intake is primarily effected from your carbohydrate intake. To keep blood sugar on target and to Avoid problems with your body blood sugar readings

DEPARTMENT OF NURSING EDUCATION TEACHING PLAN STUDENT NAME: Carla Sanchez PROFESSOR’S NAME: John Tote PATIENT’S INITIALS: A.D. MEDICAL DIAGNOSIS: Severe Coronary Artery Disease ASSESSMENT LEARNING NEEDS Patient is a 74 y/o male who is post op Coronary Artery Bypass Graft (x 5) surgery. Mr. D and his wife are of Lebanese descent. I was present during the removal of this patient’s chest tube, and there was difficulty with him following directions as far as taking 3 deep breaths and holding the last

have helped me to understand how students learn and have strengthened my ability to plan and implement lessons (Arthur et al., 2012). 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of student There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon

Assignment 4: Lessons from the classroom. In this assignment I have been asked to reflect in detail on my experience of the classroom during the CELTA course (both teaching and learning) for self-assessment and professional development purposes. Before the course I already had one-year experience as an English teacher, using my own teaching methodology, which was not efficient and lacked in many essential stages and aims of my lessons. At the beginning of the CELTA course I realised that it was very

mirror and accepting what I see blindly, without any question or evaluation. Rather, it is about looking at what I have learned and how I can utilise that learning in my teaching practice. In this essay, I aim to only discuss what I have been taught and to see how I have assimilated ‘professional jargon' terms and the range of teaching tools into my consciousness; to see how I can address different styles of

and KES? Absolutely. Before student this experience, my teaching strategies were limited to book knowledge and my experiences of teaching dance and theatre for the past five years. Working within the school setting, I learned the importance in being flexible. Each time I entered a school, I generally knew what age student I would be teaching, the progression of skill I planned to teach them, and how much time I had to complete my lesson plan. What I did not know was how many students I would be managing