Counseling reflection – 2 years ago
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– 2 years ago **files (1)** – ## ADNG1200_ClinicalI_Journal_InstructionsandRubric.docx **## ADNG1200_ClinicalI_Journal_InstructionsandRubric.docx** **Reflective Journal** Objectives: 1. Reflect on thoughts, ideas, experiences, and insights related to the course. 2. Examine personal skills, f…
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**files (1)**
– ## ADNG1200_ClinicalI_Journal_InstructionsandRubric.docx
**## ADNG1200_ClinicalI_Journal_InstructionsandRubric.docx**
**Reflective Journal**
Objectives:
1. Reflect on thoughts, ideas, experiences, and insights related to the course.
2. Examine personal skills, frames of reference, and assumptions about the provision of care.
3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.
4. Identify areas for students to further develop their abilities and understanding related to bedside practice.
Directions: (Professional Identity and Spirit of Inquiry)
Respond to at all
four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.
1.
Journal prompt 1 (Human Flourishing, Professional Identity)
a) What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"
b) What past experiences, perceptions, and thoughts might be contributing to the above feelings?
c) What personal qualities, strengths, and talents do you bring to this clinical experience?
d) Identify one goal for the semester related to your personal self-awareness and growth.
2.
Journal prompt 2 (Human Flourishing, Professional Identity)
As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.
a) What is your communication style? Are you direct, passive, etc.?
b) How do you try to come across to others when communicating?
c) How do you think you are perceived by others when communicating?
d) Describe two strategies to improve your communication skills during this clinical experience.
3.
Journal prompt 3 (Human Flourishing, Professional Identity)
Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.
a) Examine the
values,
assumptions, and
beliefs (address all three) that shape your behavior. Provide specific examples.
b) Explore how your values, assumptions and beliefs influence your relationships with residents and families.
4.
Journal prompt 4 (Spirit of Inquiry)
Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.
1. Briefly summarize the article including key points and conclusion.
1. Analysis: what is the role of the nurse in addressing this issue?
1. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.
2. In-text citation example:
0. A recent study found that geriatric healthcare needs are growing (Smith, 2018).
2. Reference list citation example:
1. Last, F. M. (Year Published). Article title.
_Journal Name_,
_Volume_(Issue), pp. Page(s). doi:#
**Reflective Journal Grading Rubric (10 points)**
| | | | | | |
| — | — | — | — | — | — |
| | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
| Complete (5 points) | · Thoroughly addresses all 3 questions.<br>· Entry is at least 1500 words and <br>**not** more than 2000 words long. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words or exceeds the 2000 word limit. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
| Reflection<br>(5 points) | · Reflection demonstrates insight and ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |
**## ADNG1200_ClinicalI_Journal_InstructionsandRubric.docx**
**Reflective Journal**
Objectives:
1. Reflect on thoughts, ideas, experiences, and insights related to the course.
2. Examine personal skills, frames of reference, and assumptions about the provision of care.
3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.
4. Identify areas for students to further develop their abilities and understanding related to bedside practice.
Directions: (Professional Identity and Spirit of Inquiry)
Respond to at all
four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.
1.
Journal prompt 1 (Human Flourishing, Professional Identity)
a) What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"
b) What past experiences, perceptions, and thoughts might be contributing to the above feelings?
c) What personal qualities, strengths, and talents do you bring to this clinical experience?
d) Identify one goal for the semester related to your personal self-awareness and growth.
2.
Journal prompt 2 (Human Flourishing, Professional Identity)
As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.
a) What is your communication style? Are you direct, passive, etc.?
b) How do you try to come across to others when communicating?
c) How do you think you are perceived by others when communicating?
d) Describe two strategies to improve your communication skills during this clinical experience.
3.
Journal prompt 3 (Human Flourishing, Professional Identity)
Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.
a) Examine the
values,
assumptions, and
beliefs (address all three) that shape your behavior. Provide specific examples.
b) Explore how your values, assumptions and beliefs influence your relationships with residents and families.
4.
Journal prompt 4 (Spirit of Inquiry)
Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.
1. Briefly summarize the article including key points and conclusion.
1. Analysis: what is the role of the nurse in addressing this issue?
1. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.
2. In-text citation example:
0. A recent study found that geriatric healthcare needs are growing (Smith, 2018).
2. Reference list citation example:
1. Last, F. M. (Year Published). Article title.
_Journal Name_,
_Volume_(Issue), pp. Page(s). doi:#
**Reflective Journal Grading Rubric (10 points)**
| | | | | | |
| — | — | — | — | — | — |
| | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
| Complete (5 points) | · Thoroughly addresses all 3 questions.<br>· Entry is at least 1500 words and <br>**not** more than 2000 words long. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words or exceeds the 2000 word limit. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
| Reflection<br>(5 points) | · Reflection demonstrates insight and ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |
– 2 years ago **files (1)** – ## MODULE4PhilosophyDiscussion.docx **## MODULE4PhilosophyDiscussion.docx** **_Treatments for Respiratory Disorders_** Based on [Module 4: Lecture Materials & Resources](https://stu.instructure.co…
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**files (1)**
– ## MODULE4PhilosophyDiscussion.docx
**## MODULE4PhilosophyDiscussion.docx**
**_Treatments for Respiratory Disorders_**
Based on
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-4-lecture-materials-and-resources?wrap=1) and experience, please answer the following questions:
1. Describe causes of Upper respiratory infections and drug therapy
2. Discuss triggers of asthma and treatment options
3. Discuss corticosteroids
4. Describe chronic bronchitis and treatment options
**Submission Instructions:**
· Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.
· Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.
## image1.png
**## MODULE4PhilosophyDiscussion.docx**
**_Treatments for Respiratory Disorders_**
Based on
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-4-lecture-materials-and-resources?wrap=1) and experience, please answer the following questions:
1. Describe causes of Upper respiratory infections and drug therapy
2. Discuss triggers of asthma and treatment options
3. Discuss corticosteroids
4. Describe chronic bronchitis and treatment options
**Submission Instructions:**
· Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.
· Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.
## image1.png
[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) IM Isaiah McCain-Mercado Apr 6 3pm Reply from Isaiah McCain-Mercado The four types of conflict are task, interpersonal, analytical, and role conflict. Analytical conflict, as discussed in Barrett’s text, arise…
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IM
Isaiah McCain-Mercado
Apr 6 3pm
Reply from Isaiah McCain-Mercado
The four types of conflict are task, interpersonal, analytical, and role conflict. Analytical conflict, as discussed in Barrett’s text, arises when team members disagree over project details, problem-solving methods, or answers to core issues. This form of conflict is often constructive, leading to greater creativity and better decision-making. However, it must be carefully managed so that the disagreement remains focused on ideas—not personal attacks. When handled properly, analytical conflict fosters a healthy, intellectually stimulating environment that encourages innovation.
To manage analytical conflict effectively, one proven approach is setting clear ground rules that encourage open debate while maintaining respect. According to Brett et al. (2006) in the Harvard Business Review, productive disagreement in multicultural or cross-functional teams requires psychological safety, where individuals feel comfortable expressing differing opinions. Leaders should create an environment where questioning is welcomed and not viewed as confrontational. Teams should agree early on that disagreements are about improving the work—not criticizing the person.
Moreover, facilitation is helpful in guiding discussions and keeping the team focused. A neutral facilitator or team leader can redirect conversations when they become too personal or unproductive. In sum, analytical conflict should not only be tolerated but welcomed—as long as it’s guided by respect and structure. When teams embrace this mindset, they are more likely to reach deeper insights and develop stronger solutions.
Reference
Brett, J., Behfar, K., & Kern, M. C. (2006). Managing Multicultural Teams. Harvard Business Review, 84(11), 84–91.
William Stallworth
Apr 6 1:20am
| Last reply Apr 6 3:37pm
Reply from William Stallworth
A team conflict that stuck out to me was Task, sourly because it can affect the whole project. task you could be waiting on one person to complete a certain portion of the project to move on into the next part. An approach I would use to solve it during the team meeting as really analyze my team in a leader's position to see who is best for each task before given out. Make sure each member assign to a task has a clear understanding of what their part in the project is. Also give them a place to go to if they have questions just in case, they hit a roadblock to keep the progress moving. Give each task a deadline to meet so we can stay on task for the project too not get behind and we'll be thrown off the whole assignment.
In an article By: David BurkusLinks to an external site. he discusses in handling the task conflict by having a more open discussion with team to find better way to handle team task. It can improve team performance which I agree with because everyone working together is the goal. So, if a task can bring everyone together to complete a task and work progress is made, I agree this can be a good solution.
Reference:
Burkus, D. (2023, October 23). 4 types of team conflict. Retrieved from https://www.davidburkus.com/blog/4-types-of-team-conflict/
– 2 years ago
[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – [\ \ IMG_4585.jpeg](https://www.sweetstudy.com/files/img-4585-jpeg "IMG_4585.jpeg") – 2 years ago
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– 2 years ago
– 2 years ago **files (4)** – ## FormativeAssessmentRubricTemplate10-15-24-1.docx – ## FormativeAssessmentRubricTemplate10-15-24-4.docx – ## FormativeAssessmentRubricTemplate10-15-24-2.docx – Module5FormativeAssessmentandRubricDesign.docx **## FormativeAssessmentRubricTemplate10-15-24-1.docx** Creat…
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**files (4)**
– ## FormativeAssessmentRubricTemplate10-15-24-1.docx
– ## FormativeAssessmentRubricTemplate10-15-24-4.docx
– ## FormativeAssessmentRubricTemplate10-15-24-2.docx
– Module5FormativeAssessmentandRubricDesign.docx
**## FormativeAssessmentRubricTemplate10-15-24-1.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-4.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-2.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**Module5FormativeAssessmentandRubricDesign.docx**
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**Module5FormativeAssessmentandRubricDesign.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)
**## FormativeAssessmentRubricTemplate10-15-24-1.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-4.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-2.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**Module5FormativeAssessmentandRubricDesign.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)
**## FormativeAssessmentRubricTemplate10-15-24-1.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-4.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
| Criteria | | | | |
**## FormativeAssessmentRubricTemplate10-15-24-2.docx**
Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.
All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.
**YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**
| | | | | |
| — | — | — | — | — |
| | Rating | | | |
| (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
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**Module5FormativeAssessmentandRubricDesign.docx**
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Learning Objectives Upon completion of this lab students will be able to; A. Demonstrate ability to search the internet for information relevant to Climate Change, and to judge the value of the information based on source, accuracy and veracity. B. Demonstrate ability to separate opinion from fact w…
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Order on TutorsGallery →Learning Objectives Upon completion of this lab students will be able to;
A. Demonstrate ability to search the internet for information relevant to Climate Change, and to judge the value of the information based on source, accuracy and veracity.
B. Demonstrate ability to separate opinion from fact when looking at Climate Change resources available in the internet.
C. Apply researched data in order to present climate change problems and solutions.
Activity Instructions
1. Students will search the internet for a a current news story (published in the last year) that relates to Climate Change. The story can be in the form of a video news clip, a journal oe newspaper article, a podcast or a documentary.
2. Once the student has identified the current news story they want to use, they should create a script for a YouTube Video. YESSS thats right, you are going to imagine you are a Youtuber with a promi$ing Youtube Channel. The script can be constructed using WORD or POWERPOINT.
3. Keep in mind that your audience is composed of students like you. Non-majors with little science background. This means you are targeting the general public, so beware of using materials that are too complicated, or require advanced knowledge.
4. The Original Video plan should include the following:
– Title, name and date. (5 points)
– Identify the original Current News you are using as a base for your video, and give a link I can click on to check it out. (15 points)
– Search the internet for at least 2 additional information sources that will help you round up or expand the information from the original news source. Include the two references or clickable links. (20)
– Develop the script you plan to use. Make sure you include any pictures, sounds or short videos you are planning to incorporate or sample into your Original Video.(40)
– Write a question you would ask your viewers to answer in your Comments section.
– What do you expect would be the reaction of your viewers? Give a good comment and a bad comment example (KEEP IT PG!!)
5. Submit the Video Plan
– 2 years ago
John 11 Identify the author's message to his original audience. In doing so, take the context into consideration (surrounding passages, overall theme of the gospel). Provide references, citations, and/or brief quotations from the gospel to support your points. Identify any keywords (and their meanin…
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Order on TutorsGallery →John 11
Identify the author's message to his original audience. In doing so, take the context into consideration (surrounding passages, overall theme of the gospel). Provide references, citations, and/or brief quotations from the gospel to support your points.
Identify any keywords (and their meanings) that contribute to the overall message of the passage.
Briefly suggest how this message can be applied to the message of the Kingdom of God today.
You should consult three to five commentaries, journal articles, Bible dictionaries, etc., to complete this assignment. Include footnotes and bibliography in Turabian format. No cover page is required.
– 2 years ago
As you read the chapters below, consider the following questions (and take notes): – What are the assumptions of the structural frame? – What are the assumptions of the human resources frame? Bolman, L. G., & Deal, T. E. (2017). Chapter 3: Getting organized. _Reframing organizations: Artistry, choic…
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Order on TutorsGallery →As you read the chapters below, consider the following questions (and take notes):
– What are the assumptions of the structural frame?
– What are the assumptions of the human resources frame?
Bolman, L. G., & Deal, T. E. (2017). Chapter 3: Getting organized. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 45 – 70).
Wiley.
Bolman, L. G., & Deal, T. E. (2017). Chapter 6: People and organizations. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 115 – 134).
Wiley.
### **SLP Assignment**
1. Introduction
2. Describe the components of the structural and human resources frames.
3. Discuss the potential interactions between the two frames.
4. Reflect on how the structural frame or human resources frame is useful to you in your current role as a leader or manager.
5. Conclusion
– 2 years ago
– [\ \ image.jpg](https://www.sweetstudy.com/files/image-jpg-10252011 "image.jpg") – 2 years ago – 0.01
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– [\
\
image.jpg](https://www.sweetstudy.com/files/image-jpg-10252011 "image.jpg")
– 2 years ago
– 0.01