Learning Outcome Reflection
Learning Objectives

The first of the two program learning objectives that I believe I have mastered during my tenure at Walden University is No. 3, which specifically states "Analyze social, political, and economic issues, which impact public health and healthcare delivery systems within and outside of the United States." There are a couple of ways that I believe that I met this program learning outcome. The first is due to the time in which I studied the Affordable Care Act, which truly took effect in the United States in 2014. I took several classes that focused on this particular act and the transformation to the health care system it has produced domestically. What was exciting about my studying of this particular act is that while I was studying it, various aspects of it were in the process of being implemented. In January of this year citizens were able to…...

Learning Goals and Action Plans
Management Skills Learning and Development Action Plan

Career Goal and career Opportunities

Currently, I am midway in my career and all is going well. At this point in time, I have another 20 -- 25 years of service remaining. From the onset, it is important to note that I have spent the majority of my career in Middle Management with a strong yearning to delve into Senior Leadership. Towards this end, I have taken advantage of numerous Professional development opportunities and completed a number of degrees in Education to further my career prospects. I hold a Bachelor of Arts, Bachelor of Education, Masters of Education and a Graduate Certificate in Theology. I have largely immersed myself into the Catholic Education arena, specifically at the Secondary level. I have also worked in positions of middle leadership such as Director of Music, eligious Education Coordinator, Youth minister and Pastoral Care…...

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References

Antonakis, J., Fenley, M. & Liechti, S. (2012). Learning Charisma. Retrieved from  http://hbr.org/2012/06/learning-charisma/ar/1 

Birkinshaw, J. & Cohen, J. (2012). Make Time for the Work that Matters. Retrieved from  http://hbr.org/2013/09/make-time-for-the-work-that-matters/ar/1 

Butt, J. (2014). ENTJ Description. Retrieved from  http://www.humanmetrics.com/personality/entj 

Buckingham, M. (2005). What Great Managers Do. Retrieved from  http://hbr.org/2005/03/what-great-managers-do/ar/1

Learning and Development Solutions What Factors Would You Take Into Consideration
Environment

The environment is one of the factors that enhance the learning process and offering solutions among learners. The environment refers to any physical and psychological presence, which constitutes a surrounding during the time of learning. In every learning endeavor, it is often important to consider the effects that the environment has on the learning that is taking place, the achievement of the learning objectives, and the nature of the solutions derived from the learning process. The environment influences the learner at the process of learning and deriving solutions to problems at hand. The influence of the environment could be either positive or negative. This factor should be considered since it is intrinsic at the point of learning. The environment also includes the physical and natural existence at the process of learning. As such, the learning environment should be suitable…...

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Bibliography

Armstrong, S., & Fukami, C. V, 2009, The SAGE handbook of management learning, education and development. London, SAGE.

Park, C. C, 2007, Asian-American education: acculturation, literacy development, and learning. Charlotte, N.C., IAP.

One result is that in spite of being told how to record a journal in the context of an independent format, most students used a format preferred by the teacher which demonstrates a possible "lack of proficiency with reflective writing" (2002, p. 343), meaning that almost all of the students were not at all familiar with reflective writing techniques and decided to adhere to a format more in line with what the teacher expected or preferred. Another result is that 55% of the submitted journals appear to have become more critical and self-reflective toward the end of the course, an indication that these students had actually become more proficient as reflective writers as a result of keeping a record of their thoughts and achievements.
As to strengths and weaknesses related to the article, it is clear that Langer is a master of academic extrapolation, due to his ability to write…...

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REFERENCES

Langer, a.M. (2002). Reflecting on practice: using learning journals in higher and continuing education. Teaching in Higher Education, 7(3), 337-352.

Petersen, M.N. (2005). Non-traditional students in higher education. Journal of the American

Educational Board, 4(2), 223-227.

Wilson, J.P. (2004). The application of learning journals in a science classroom environment.

If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another.

eferences

Biehler, S.M. (2010). Psychology Applied to Teaching: 12th edition. Wadsworth Publishing.

Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information eview, 26(2), 108-127.

Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological esearch and Development, 50(3), 5-22.

Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.

Jones, P. (2002). New directions for library service…...

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References

Biehler, S.M. (2010). Psychology Applied to Teaching: 12th edition. Wadsworth Publishing.

Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information Review, 26(2), 108-127.

Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological Research and Development, 50(3), 5-22.

Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.

Teaching Philosophy
PESONAL OBJECTIVES FO TEACHING

My personal objectives for teaching are to inspire students to continue to pursue learning. I do not believe that my goal as a teacher of nursing is to simply impart insight related to whatever module or learning objectives that I have at that particular moment in time in which I am working with students. Instead, my true aim is to impart such insight so well and in such an accessible, interactive way that it actually fosters a passion for learning about nursing in general for my students. I want them to learn from me, but I also want them to see that what I am teaching them is only part of a larger, evolving truth related to this profession. I desire for them to understand that they too, can conduct research and attain a status within this profession in which they can learn more and in…...

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References

De Jesus, Olga. (2012). Differentiated instruction: can differentiated instruction provide success for all learners? National Teacher Education Journal. 5(3) 5-11.

Helding, L. (2009). Howard Gardner's theory of multiple intelligences. Journal of Singing. 66(2), 193-199.

Mattila, L-R, Rekola, L., Koponen, L., Eriksson, E. (2013). Journal club interventions in promoting evidence-based nursing: Perceptions of nursing students. Nurse Education in Practice. 13, 423-428.

Moreno-Fergusson, M.E., Alvarado-Garcia, A.M. (2009). Application of Callista Roy's adaptation model in Latin America: A review of the literature. Aquichan. 9(1), 62-72.

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Cunningham, D. & Kelly, D. (2005). he evaluation of multiprofessional learning needs assessment tool. Education for Primary Care 2005, 16. 547-55.

his article argued for the need to evaluate the evaluation methods for needs assessment within a healthcare environment. he research for this article was compiled in Scotland where the researchers sought to find ways that health care teams can become more efficient by determining a tool to evaluate what needs to be altered or included within healthcare teams.

he article designed a tool called "QUES" that helped determine the best ways in which teams work. his qualitative evaluation helped determine how these healthcare teams may benefit from this or any other similar assessment tool. he research ultimately concluded that this type of assessment tool can be used by healthcare staffs to identify their non-clinical learning needs. his information is important because it highlights the need for self-improvement through self-evaluation and…...

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This research is useful because it offers another example of a tool that has been tested in an real world situation. The article suggested that a needs assessment tool using interviews and observation provides the necessary structure to cover the many open ended problems and questions encountered by the nurse on a daily basis. The ideas are explained from several different perspectives including the nurse educator, the staff nurse and the nurse manager offer a useful explanation for how needs must be tailored to a specific cause or purpose.

Poulton, B., Lyons, A. & O'Callaghan, A. (2008). A comparative study of self-perceived public health competencies: practice teachers and qualifying SCPHNs. Community Practitioner, Sep 2008, 81, 9.

This article is a look at the technological aspects of needs assessment within the nursing profession. The article is premised upon the idea that computer skills are recognized as essential for success in the nursing education and in general nursing practice. This research reported on the perspectives of nursing students and how they view their own computer skills. This inquiry aimed to learn about self-identifying learning needs assessment and relating it to the technological skills assumed to be necessary for professional success. This article is beneficial because it suggested that many students need help with basic computer skills within the nursing educational realms. As a result the research predicted that this problem will continue for years unless it is properly addressed within the learning cycle. To help remedy this problem, the research suggested that a computer graded assessment tool would be an effective tool to address the problems highlighted throughout the article.

Teaching Historical Events to Student With Disabilities
Our perspective of the concept of the passing of time and our place in the history of the world is important to us towards our growth and evolution. Lacking a sense of time and space, one is prone to be disconnected with the universe. While it can be frightening to be trapped in a moment in time and not be cognizant of the position in space you occupy, it is the experience people classified to have Profound and Multiple Learning Difficulties (PMLD) go through (Tony Jones, 2013). Adolescents who have learning disabilities (LD) face a number of challenges with the strict application of Common Core State Standards for literacy when considering subjects such as social studies and history. Besides the challenges they have with reading, students with LD are required to take part in reasoning and thinking at a high level. For teachers to…...

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References

Candy Bear, & Cheryl Mason Bolick. (2013). Teaching Social Studies in Middle and Secondary Schools. University of North Carolina, Chapel Hill: Pearson.

Carole Boudreau, Anne Rodrigue, Veronique Parent, Julie Myre-Bisaillon, & Annick Tremblay-Bouchard. (2014). Teaching History to High School Students with LDs: Pedagogical Considerations & Strategies. LD School.

Janis A. Bulgren, Patricia Sampson Graner, & Donald D. Deshler. (2013). Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History. Learning Disabilities Research & Practice, 17-27.

Tony Jones. (2013). History for Individuals Experiencing Profound and Multiple Learning Difficulties. Nottinghamshire: Talksense.

Learning Environments
Educators as far back as Aristotle have attempted to determine the most optimal approach to teaching and learning. Any theory of learning must take a constellation of factors into consideration. Evidence-based research on the different components of learning theory, effective instruction, and learning environments abound, yet the one commonality is that individual differences are pivotal to the success of any approach. Additionally, even if perfect learning environments could be created, learning must be applicable to the world outside of the classroom. Indeed, that it its ultimate purpose. In this paper, this author will explore the characteristics of the backwards mapping, or designing for understanding, Common Core State Standards, both of which are integrative frameworks that promote efficient learning and effective teaching.

Learning Theory and Its Importance

A primary consideration of learning theorists is how to effectively address individual differences. Consider that from the 18th century and earlier, learning was often the…...

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References

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annuals Rev. Psychology, 51(2), 1-26. Retrieved from  http://moodle2.cs.huji.ac.il/nu14/pluginfile.php/179670/mod_resource/content/1/Bandura_2001.pdf 

Brown, D. (2014). Opening classroom doors to collaborative learning. The Education Digest, 79(7), 19-22. Retrieved from  http://search.proquest.com/docview/1506936575?accountid=12085 

Fine, L., & Myers, J.W. (2004). Understanding students with Asperger's syndrome. Phi Delta Kappa Fastbacks, (520), 3-39. Retrieved from  http://search.proquest.com/docview/203654515?accountid=12085 

Griswold, D.E., Barnhill, G.P., Brenda, S.M., Hagiwara, T., & Simpson, R.L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17(2), 94. Retrieved from  http://search.proquest.com/docview/205061045?accountid=12085

This study investigates how ESL students' perception affects the teacher-student interaction in the writing conferences. The multiple-case study explores: ESL students' expectations of the writing conference and factors contributing to the expectations, participation patterns of ESL students in the conferences, and ESL students' perception of the effectiveness of teacher-student conferences. A questionnaire, distributed to 110 (65 NS and 45 ESL) students enrolled in the first-year composition classes, examines students' previous writing experience and expectations of the writing conferences. Pre-conference interviews with 19 focus students (8 NS and 11 ESL) were conducted to verify the survey results. Students' participation patterns were investigated via the video-recorded writing conferences of the 19 focus students. Students' perceptions of the conference were investigated through the post conference interviews with the 19 focus students and follow-up interviews with six Chinese students.
esults of the research that Liu (2009) conducted determined that ESL students and NS students…...

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References

Beare, K. (n.d.). ESL Writing Workshop 2. Retrieved from http://esl.about.com/od/writinglessonplan/a/l_wwshop2.htm

Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal: English Language Teachers Journal, 63(3), 204-211. doi:10.1093/elt/ccn043.

Liu, Y.. ESL students in the college writing conferences: Perception and participation. Ph.D. dissertation, The University of Arizona, United States -- Arizona. Retrieved September 06, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3359771).

Matthews-Aydinli, J. (2008). OVERLOOKED AND UNDERSTUDIED? A SURVEY OF CURRENT TRENDS IN RESEARCH ON ADULT ENGLISH LANGUAGE LEARNERS. Adult Education Quarterly, 58(3), 198. Retrieved from MasterFILE Premier database.

Learning Model
"Morris goes to School" by B. Wiseman.

Heading:

Your name, whole group, 5th grade, all, 09/03/2012.

Objectives for Lesson

The students will engage in reading and writing activities with reflection and understanding.

The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences

The students will be encouraged to generate situations and to apply to new circumstances using the story as their base

The students will be encouraged to imagine a recipient of their story and to direct the writing of their story to this recipient.

CSO's or SOLs (WV New Generation Content Standards and Objectives)

Student will:

Engage in reading of the text with understanding and motivation

Apply the story to their own circumstance be able to find launch pads from the story with which they can craft their own informative and meaningful tale.

Participate in collaborative conversation with partners and group regarding lessons of story.

Able to phonetically structure a complex composition based on…...

e. In instances where the students have already demonstrated a diversity of learning styles (DeCastro-Ambrosetti & Cho, 2005). The use of authentic assessments includes greater student directive-ness and increased empowerment and self-guidance and -reliance in the learning process.
Self-assessment is seen by many to be the culmination of the individualization of learning assessment, but when this occurs solely for the purposes of accountability, learning is far from guaranteed (Gaytan & McEwen, 2007). This is partially due to the difference students and instructors, at least in the study conducted by Gaytan and McEwen (2007), perceive in the purpose of self-assessment tests; students viewed them primarily as a way to receive feedback as to their progress and achievement, while instructors saw them more as a way to make sure students understood the material (Gaytan and McEwen, 2007). Both views underline the usefulness of self-assessments, but perhaps they can be best applied by instructors…...

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References

Commons, P. "The contribution of inspection, self-assessment, investors in people...: an initial exploration." Journal of further & higher education, vol. 27, issue 1 (Feb 2003), pp. 27-47

DeCastro-Ambrosetti, D. & Cho, G. "Synergism in learning: A critical reflection of authentic assessment." High school journal, vol. 89, issue 1(Oct/Nov 2005), pp. 57-62

Feinstein, S. "Performance assessment in Juvenile Correction education programs." Journal of correctional education, vol. 53. Issue 1 (Mar 2002), pp. 9-12

Gaytan, J. & McEwen, B. "Effective online instructional and assessment strategies." American journal of distance education. Vol. 21 issue 3 (Sep 2007), pp. 117-32

Learning Needs Assessment and Analysis
The University of San Diego Counseling Center (USDCC) has been established to provide enrolled students with access to quality counseling and healthcare services. Employing a diverse selection of the university's most accomplished psychiatrists, psychologists, medical doctors, registered nurses, and other healthcare professionals, the USDCC operates a high-volume Critical Intensive Care Unit with the assistance of a 50-member nursing staff. Although the USDCC has built a reputation for delivering competent and qualified critical care services across a number of years, the organization's management structure has become concerned that educational priorities have not been updated to reflect modern advancements in the field. To that end, the USDCC recently elected to conduct a comprehensive Learning Needs Assessment and Analysis to identify the paramount educational needs in place, and the institutional forces working to facilitate or impede the implementation of these needs. Empirical research on the efficacy of various instructional…...

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References

Lewin, K. (1939). Field theory and experiment in social psychology: Concepts and methods.

Journal of Sociology, 44, 868-896. Retrieved from  http://www.jstor.org/discover/10.2307/2769418?uid=3739552&uid=2129&uid=2&uid=7 

0&uid=4&uid=3739256&sid=21101323864143

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction (6th ed). Hoboken, NJ: John Wiley & Sons, Inc.

(3) According to the Multiple Intelligences Survey, I have quite a bit of intrapersonal and interpersonal intellegence and a moderate amount of musical and kinesthetic intelligence. This makes sense because I enjoy analyzing people and situations; and, I decided to leave my old job because I was bored sitting still behind a desk and not talking to anyone for most of the day.

As I was enjoying the surveys so much, also I took Kolb's Learning Styles Inventory and discovered that my learning style consists of doing and feeling or what Kolb would abbreviate as "CE/AE." When these findings are placed on the two-by-two grid by Kolb, my learning style is accommodating. An accommodating learning style is often times referred to as a "hands-on" style and one that relies upon intuition over logic. In fact, these findings also did not surprise me because I have to do something at least two…...

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References

Codde, PhD, J.R. (2006). Using Learning Contracts in the College Classroom. Michigan State University.

Learning Power-Myth of Educational Empowerment
Education and empowerment

Education is important and essential for everyone be it formal, informal or even public education. It therefore means that everyone is entitled to education. Education is an entry point to many opportunities and it forms an integral part in the preparation for as well as the legitimization of forms of social life in particular. Education is not only purposed to "achievement" that is measured through standardized tests and assessments.

There are other important purposes of education one of them being empowerment. Empowerment is a process through which an individual's assumptions are challenged about how things can be done and are done. Empowerment challenges ones basic assumption on power, achievement, helping and succeeding in life. At the centre of the empowerment concept is the idea of power. For empowerment to take place there are two things to be considered; first requires that power can undergo change…...

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References

Association for Supervision and Curriculum Development, (1996). Finding Common Ground in an Era of Fragile Support. Retrieved February 27, 2013 from  http://www.ascd.org/publications/newsletters/policy-priorities/dec96/num07/toc.aspx 

The Odysseus Group.(2003). Dumping us Down-Reviews. Retrieved February 27, 2013 from http://www.johntaylorgatto.com/bookstore/dumbdnlapp.htm

Bloom’s taxonomy is a way of using three hierarchical models to classify learning objectives.  Bloom’s taxonomy breaks learning down into three broad models based on learning styles: cognitive, affective, and sensory.  It then further divides each of these three larger categories into smaller areas. The cognitive domain is divided into knowledge, comprehension, application, analysis, synthesis, and evaluation.  The affective domain is divided into receiving, responding, valuing, organizing, and characterizing.  The sensory domain is divided into perception, set, guided response, mechanism, complex overt response, adaptation, and origination. It can be helpful to keep these various....

1. The impact of unit lesson planning on student learning outcomes
2. The importance of preparing clear and specific learning objectives for unit lessons
3. Strategies for scaffolding unit lessons to support student understanding and retention
4. The role of formative assessment in guiding and adjusting unit lesson instruction
5. Incorporating diverse learning styles and abilities into unit lesson design
6. How technology can enhance unit lesson delivery and student engagement
7. Collaboration and communication among educators when developing and implementing unit lessons
8. Differentiating instruction within unit lessons to meet the needs of all students
9. Reflecting on and refining unit lessons based on student feedback and....

Criteria for Forming Small Groups in Education

When forming small groups in an educational setting, it is essential to consider various criteria to ensure that the groups are effective and contribute to the learning objectives. A well-structured group can foster collaboration, communication, problem-solving, and critical thinking skills among students. Here are some key criteria to consider when forming small groups:

1. Learning Objectives:

The primary purpose of forming groups should align with the specific learning objectives of the lesson or unit. Consider the skills and knowledge that students need to acquire and how small group work can support those goals.

2. Student Characteristics:

Assess the....

Criteria for Forming Small Groups in Education

Small groups in education provide a valuable platform for students to enhance their learning experiences, develop essential skills, and foster a sense of community. To optimize the effectiveness of small group work, it is crucial to establish clear criteria for group formation that align with the intended educational objectives.

1. Academic Level and Learning Goals:

Group students within similar academic levels to ensure a balanced distribution of knowledge and skills.
Consider individual students' strengths and weaknesses to create groups capable of working together towards specific learning objectives.
Assign students to groups based on their performance....