The class thought was complete bed bath. Student used flip index, graphic organizers,video,and did it in groups of 3. one student followed with rubric and corrected the other tw doing it. It was a perfect class and all students were working together lots of energy. After we did a servay of how many people felt they progressed and were more confident. then they worked on AES computer system to finalize learned activity. Skin assessment and observations to report. These were the learning targets:
Identify the importance of patient positioning and draping
Perform complete bed bath as prescribed in care plan.
Discuss and demonstrate all safety precautions as well as the patients need for privacy and dignity in providing bathing and comfort measures.
1. (4a) Based on what you stated you wanted your students to know and be able to do (Learning Target), please describe the evidence of student learning that you collected that informs you of what the students learned that class period.
I was able to gather evidence of student learning in various formats based on the learning objectives. Included was a grading rubric that allowed students to self reflect and make adjustment for future paracice. After clinical students AES after assignments reinforced learned activity after clinical was complete. It put pictures and text to the step practiced during clinical. Students were able to self-assessment, and peer assessment, surveys, and classroom polling.I offered flip indexes to see what proportion of the text they knew adequately. To begin, when students responded to their Do Now question, they might also connect the importance of patient positioning and draping with the understanding of good body mechanics, patient safety, and the importance of preserving patient dignity at a very vulnerable time. Their responses illustrated how and why various diets are prescribed depending on the patient s diagnosis. Students demonstrate their comprehension via verbal conversation, team and individual contests, a flip index, and the completion of an exit ticket. During group discussions, students demonstrated learning by doing self-correction and peer correction. To summarize, students took a final exam.
Several tools were used available
2. (4a) What evidence that you collected from the lesson will inform your planning for future lessons?
The data I gathered during the session directs future lessons by assessing students grasp of the subject, which is the first step in delivering safe and courteous care to patients while adhering to all legal requirements. Furthermore, the data I gathered included student discussion and assessment results for the curriculum The Health Assistant. Before the exam, the performance demonstrates which sections have been thoroughly mastered and which need work.
3. (4a) Which actions that you planned were the most helpful for your students in mastering the content?
We began the lesson by going through each subject again. The study guide in AES and Quizlet was to be followed by the students. Following the review, students were randomly divided into team The data I gathered during the session directs future lessons by assessing students grasp of the subject, which is the first step in delivering safe and courteous care to patients while adhering to all legal requirements. Furthermore, the data I gathered included student discussion and assessment results for the curriculum The Health Assistant. Before the exam, the performance demonstrates which sections have been thoroughly mastered and which need work.
s and individuals to test their knowledge competitively. This gave all learners the option to participate, regardless of their chosen learning method. It made use of the three primary learning senses: visual, aural, and kinesthetic. We then used a foldable flip index as an exercise to practice our abilities. It was used to highlight various diets utilized in inpatient care when considering health difficulties and how personal and legal factors play a role. This assignment was designed to assist students in summarizing and memorizing the most important information from their textbooks/computer material for use while giving personal care. Making a foldable for their skill provides students with a quick, haptic task that aids in the organization and retention of knowledge. This project allowed students to develop something that they may use and refer to in the future. When we employ these sorts of exercises, my kids create a feeling of ownership in their work. It also encourages kids to be invested in the course and comprehend and use their skills in class. This form of task requires a higher degree of thought. The exercises were varied to offer student choice for the student who proceeded through the course more rapidly. After the class, students recognized that if they did not have this information and understanding, it might have severe consequences for their patients and themselves. It pondered on the significance of adhering to stringent criteria to safeguard both patients and oneself.
(4a) If you had the chance to teach this lesson again, how would you keep, change, or modify the lesson to maximize student learning?
If I could improve on this lesson learning aim and its result, I would change some of the Quizlet questions to contain mainly test questions. I decided not to do this. Therefore students covered all of the material presented so far while studying. During the review, I teach students several methods for analyzing questions and determining what the question is looking for. I had enabled students to build the exam in previous semesters, which would have been a great option. Overall, I believe the class was a success, and the student accepted the material with enthusiasm and knowledge
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