Reading Notes: Title of Story Here
Important Vocabulary from the Textbook Chapter/Introduction Section:
· In this section, you should write down 3-5 vocabulary words that stand out to you from the each story. Then, in your own words—NOT copy-pasted—please define each vocabulary word. What does the word mean? How does it relate to the story or author we’re reading this week?
· I recommend picking words that stand-out or seem very important to the lessons we’re learning this week (often these words are in italics in the textbook). For example, if the introduction section goes into detail about a major idea such as “Realism,” that might be a great vocabulary term to define in your own words.
· You can also pick words you are not familiar with; however, keep the focus on words that seem important—if you look up your word and it turns out to be something with a simple definition, like “indigo” being a color of blue, then maybe it would be better to look for a more meaningful vocabulary word.
Author: List the author of the story here; I also recommend writing 2-3 sentences describing the author’s background, such as where they are from, what years they were alive or writing, etc. The introduction sections of our textbook will give you this info, but make sure to write using your own words, not copy-pasting!
Date/Year Written: List the date when this story was written. If the date is unknown, you can list that, but most stories at least have a guess or time range for when they were written critical thinking assignment help.
Setting:
In 2-3 sentences, describe where the story takes place. What time? What location? What culture? Then, think hard. In 3-4 more sentences, discuss: How does this setting impact the story? (For example, how does the culture of ancient Greece affect the story or characters of the play Medea? How does the dark and spooky setting of Edgar Allan Poe’s “The Raven” affect the poem?)
Characters:
Select two to three major characters in the story. (If there is only one character in the entire story, that’s okay.) For each character you picked, answer all the following questions in your own words:
1. Who is the character? What are they like? Describe the character briefly.
2. What is this character’s motivation? What are they trying to do, get, or achieve in the story? What is driving them to do what they do?
3. Is this character a protagonist or an antagonist? Why?
4. Can you relate to this character in any way? Do you have anything in common with this person? If you were in this character’s place, would you make the same choices or different choices?
Plot:
In this section, please summarize the plot/events of the story covered in this reading. (Note: If we are reading the story in two parts, please only summarize the part you are currently reading; i.e. summarize only Part 1 for your Part 1 notes and only Part 2 for your Part 2 notes. Your summary should be brief—somewhere around 6-7 sentences in your own words. Do not copy-paste from a summary website (I will know right away, and you will not receive credit for notes you copied from somewhere else!) I want to know your understanding of the plot, how you see the story’s events, and what you comprehend from reading the story by yourself.
Theme, Moral, or Message:
In this portion of your notes, take a few seconds to think about the big picture. What is the big message, the “moral of the story” that the author might want readers to understand? What message is the author trying to send in this section of the story? (Remember, if you are reading Part 1 of a story, talk about the meanings/messages only of Part 1!) Is the author trying to teach readers some kind of lesson or make a big statement about their topic? What is the author really trying to express? What kind of themes (topics, big ideas) is this story really focused on?
This section should be 5-7 sentences of your own thoughts—I don’t want to hear that Schmoop thinks immortality is a big theme in the Epic of Gilgamesh or that death is the main idea in Emily Dickinson’s poetry. I want to hear what you think is the big idea of each reading and what messages or lessons you are taking away from these stories.
Notable Literary Device:
· In this section, please identify at least one notable literary device used in this section of our story. Remember our original lesson on literary devices—things like repetition, parallelism, imagery, metaphor, simile, foreshadowing, rhyme, etc. More literary devices can be found on: https://literarydevices.net/
· Provide a quote from the story that shows the literary device.
· Then, in 2-3 sentences of your own words, using your own thoughts, please discuss why you believe the author used this literary device. How does it impact the story? What is the literary device doing for the story? How does it help the author get their message, characters, or plot across to the reader?
Reflection and Your Thoughts:
In this section, I want to hear your thoughts in general about the reading. In 5-7 sentences of your own thoughts and words, discuss some of the following: What did you think about the reading? Consider the characters and the story’s message—do you agree or disagree with the author’s message? What did you like about the reading? What did you dislike? Can you imagine this story happening in modern times, in our country or culture? What might be different about it? Think back on the author’s introduction in our textbook. How might the author’s background, culture, or the time period have affected the story? If you were the author of this story, what would you have done differently? What might you have added to the story?
Lingering Questions:
· In this section, please list 2-3 open-ended questions you have about the story. Remember that open-ended questions are questions that cannot be answered with a simple “yes” or “no.”
· What questions do you have after reading the story? Are there any sections or ideas you did not understand or want more information about? Anything you would ask the author if you could? Anything you want to ask me (the professor) or your fellow students about this reading?
· An example of an open-ended question might be something like: “Why did Edgar Allan Poe choose a raven for the symbol in this poem?” or “Why did Prince Rama doubt Sita’s honesty after he rescued her?” (Don’t use these questions obviously—they’re just examples!)
· These questions should be your own original questions—do NOT copy-paste them from any homework helping websites. https://profsonly.com/sei-503-advanced-stured-english-immersion-methods-wk-1-differentiated-instructional-strategies-out/
This report should be an assessment of the progress of the project, reflections on what you have learnt from undertaking it. It should include a description of the particular activities and outcomes that you have contributed to the project, and of how the group worked together. These reflections should include a critical appraisal of the project, indicating the rationale for any design/implementation decisions, lessons learnt during the course of the project, and evaluation (with hindsight) of the product and the process of its production. It should not be a repeat of other material delivered as part of the project. It should contain at most 1500 words. This word limit cannot be exceeded. The individual report should have a title page, but there are no specific requirements for its format and its structure. Due at 11pm
Application of the ADDIE Model Introduction
ADDIE instructional model helps develop curriculum and syllabus for the theory or clinical classes. The first step is to Analyze what needs to be taught and the class’s class objectives. The second step is to Design the actual lesson plan, such as learning objectives (what students will learn from the course), what teaching methods will be used, what materials will be used, designing learning activity, planning lesson order, and choosing how it will be presented (PowerPoint presentations, animation, slides, posters, verbal/lecture, etc.). The third step is Development – working on filling in the outline with details. The fourth step is Implementation; at this step, the complete work is presented, and the class is taught using a developed syllabus and lesson plan. In the training process, you evaluate/analyze if the course objective and learning outcomes meet the expectation, if the teaching method is effective, and if the learner is ready to be tested. Last step, fifth, Analyze- after teaching the material, test the students, evaluate knowledge/ skills, revise the curriculum.
Analysis Phase
Academic Setting Description
Program Level
Describe each of the following aspects of the academic setting and the procedures you followed to complete your needs assessment and gap analysis: D1, first bullet point–be sure to explain where your course is in the entire nursing program. For example, if I’m teaching an introductory course, I would describe my course as the first semester of a four-semester program.
Done at West Coast University, 3rd semester of BSN program
Example: As previously discussed, the academic setting observed for this clinical practice experience was Governor’s University School of Nursing. Governor’s University offers a plethora of nursing programs, including a traditional pre-licensure BSN program through terminal degree programs in both Doctor of Philosophy and Doctor of Nursing Practice, and is a nationally ranked institute for higher education. Of particular interest for this clinical practice experience is the RN-to-BSN program offered to licensed registered nurses with associate degrees, or nursing diplomas, with a goal to obtain a BSN degree. Governor’s University provides academic services to a very diverse student body, with more than 50-percent of learners enrolled in the RN-to-BSN program are of the Asian-American, Pacific Islander, African American, Native American, or Hispanic ethnic background.
Knowledge and Skills
asks what nursing knowledge your students have as they enter the course you have created the module for. This is what is meant by the skill level of the learner. This provides a reference to know if the course content you developed is at the appropriate level for the learner.
Example: The knowledge and skills of the typical learner in the academic setting in this clinical practice experience comprised of licensed registered nurses, who are all required to have a cumulative GPA of 2.5 or above at the time of admission. All learners in the RN-to-BSN program are already practicing as registered nurses, and each bring a wealth of knowledge, expertise, and perspective to the academic setting. A survey of the class indicated that the average learner enrolled had been practicing nursing for at least 5 years, with specialties ranging from medical-surgical nursing, to pediatrics and neonatal nursing, intensive care nursing, and emergency nursing. Many learners divulged the need to further their education and obtain an undergraduate degree based on employer recommendations or mandates, in addition to strengthening their nursing prowess by advancing their degrees. Many learners also verbalized that they are self-motivated and do not need much direct guidance to complete their assignments, that is why they chose to enroll in the RN-to-BSN program.
Learning Environment and Method of Instruction Delivery Assignment Help
discusses only the process of developing your frame factor model. To this answer the question, who identified the internal and external factors? What are these factors? No additional explanation about the elements is necessary for this first section. Be sure your frame factors mentioned here are the same as in table 2, at the end of identifying the frame factors intext (for details, see Table 2).
Example: Learning environment and method of delivery. As previously discussed, learners enrolled in this program are already practicing registered nurses who are looking to advance their degrees. As such, the learning environment and method used to deliver instructions to learners is an online asynchronous format. What makes this learning environment unique is that learners can take advantage of completing coursework whenever, and wherever they please, as long as they complete it before the deadline. Learners review course materials, such as pre-recorded lectures, PowerPoints, and online virtual reality simulations on their own from any chosen convenient location they desire. Other methods of delivery and interaction take place via email, e-learning modules, online discussion boards, and audio and video recordings.
Table 2
Frame Factor Model
External Factor Impact
1. Future Employees
2. Demographics 1. School District will be more welcoming nurses that have background in adulecent drug intoxication triage. Module will provide a better quality care for students/patients.
2. Demographics: Immigrant/ American-born Latino/African American/white decent adolescence in an urban/city public school setting. Nurses that are trained in this module will be able to provide care for students that have drug and alcohol addiction, assess for symptoms, provide first aid. Students will be safe with nurses that are trained in this module.
Internal Factor Impact
1. Resourses within the institution and nursing
2. Potential students
1.School already has resources. Educators already have experience and library has the references. Therefore there is no need for additional funds.
2. Students will notice that potential employees (School District) give a preference in nurses that are educated in this module, more students will be drawn to take the nursing program at West Coast University.
Needs Assessment and Gap Analysis Creation Procedures
Discuss the current state of the curriculum and the desired state, including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Sections D2 contains a lot of information, if you look at the work template it aligns the headings for this section.
D2 be sure that you discuss the need-gap analysis procedure (the process for conducting the needs assessment and the gap analysis. Be sure that you follow the steps you outlined in Table 3 for this process discussion, at the end of the introduction of the need-gap analysis intext cite (see Table 3). As part of this discussion, you will also discuss the impact of each of your factors (internal and external).
Current and Desired Curriculum
Discuss the current state of the curriculum and the desired state of the curriculum including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Be sure that in this section D2 you also discuss the current and desired curriculum (what is currently being taught in the course and what you are proposing for the desired curriculum. This discussion needs to align with what you included in table 3). This discussion needs to demonstrate a clear difference between the current and the desired course (just as you did in the need-gap table columns 2 and 3).
Curriculum Changes
In D2 you are going to end with the curriculum change, here you are supporting the ideas you expounded upon in your literature review to make the argument for this proposal, your citations from your literature review.
Curriculum Need-Gap Analysis Table” (Table 3)
Instructional objectives Current curriculum Desired curriculum Need-gap Action steps to meet the need-gap
Distinguish signs and symptoms of behavioral crisis in school-aged children
Illustrate triage and first aid interventions for behavioral concerns The curriculum covers only prescription drugs such as Adderall, excluding illicit drug use, common in this population/group.
• Respiratory Dysfunction; Cognitive, Sensory, and Communication Impairment; Drug Therapy-ADHD
• Child Health and Pediatric Nursing
• Children With Cardiovascular Dysfunction; Immunizations and Communicable Disease
• Musculoskeletal Defects, Integumentary System, Child Maltreatment, and Chronic Illnesses and Disabilities
Incorporating module into the BSN program that will train nursing students to use the nursing process to identify, assess, triage, provide nursing quality care when providing first aid/intervention when working with adolescence/school-aged children in the public health setting. Nursing students need to demonstrate physical assessment skills in identifying signs and symptoms of mental health crisis
Nursing students need to be prepared to provide school-age children first aid in case of a mental health crisis
1. Present idea to stakeholders (University Faculty (Peds), administration).
2. Create a PowerPoint presentation with information about statistics or drug use in Schools systems and gaps in the curriculum.
3.Brainstrom ideas with faculty on how to fit this module into the 9 weeks class.
4.Create a course outline.
Organizational Strengths and Weaknesses
Describe the results of your Force Field Analysis (Figure 1) to include each of the following:
• organizational strengths that could support the adoption of your curriculum proposal (i.e., desired state of the curriculum). Describe how you can leverage these forces to promote your curricular change. Use evidence from force field Analysis and the literature in support. organizational strengths that could support the adoption of your curriculum proposal (i.e., desired state of the curriculum). Describe how you can leverage these forces to promote your curricular change. Use evidence from force field Analysis and the literature in support.
• organizational weaknesses that could limit the adoption of your curriculum proposal. Describe how the negative impact of these organizational forces can be mitigated. Use evidence from force field analysis and the literature in support.
organizational weaknesses that could limit the adoption of your curriculum proposal. Describe how the negative impact of these organizational forces can be mitigated. Use evidence from force field analysis and the literature in support.
Discuss how you will leverage the forces in support of the proposal and how you will mitigate the weaknesses and forces against the proposed change. You will need in-text citations as evidence from the literature. Look at the change theory or organizational behavioral articles.
Force Filed Analysis / Figure 1
Forces FOR Curriculum Proposal Curriculum Proposal Forces AGAINST Curriculum Proposal
Improve Quality Care for Pediatric population Role of a School Nurse in Mental Health Crisis Assessment and Intervention for Adolescent Students Not enough time in a term
Increasing knowledge, confidence, nursing skills in public health competences that can improve NCLEX overall scores
Staff resistance to revise curriculum and syllabus
Students will be drawn to enter the course with this University due to the increased chance to get employed by a school district. This topic is too broad, needs to be a specific type of a problem
