Assignment Content
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This graded assignment is the culmination of your guided clinical experience for this course.
This guided clinical experience has provided you with the opportunity to demonstrate your ability to positively impact student learning and practice the cycle of effective teaching in the process. Refer to the Guided Clinical Experience Instructions and confirm that you have completed each step of the following sections:
Part 2: Pre-Assessment and Data Analysis
Part 3: Instructional Planning and Lesson Delivery
Part 4: Post-Assessment and Data Analysis
Part 5: Reflective Practice
Part 6: Performance Evaluation
Note: You completed Part 1: Teacher Consultation of this experience in Week 2.
Assignment Deliverable
Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.
You are encouraged to work on these prompts as you complete your guided clinical experience throughout the course. Save and close as often as needed, but do not submit your assignment until you have completed all prompts.
Assignment Support
Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.
Tk20/My Time Log Reminder
Make sure to log your hours and document your guided field experience in Tk20/My Time Log using the access point located at the top of this course. For more information about how to document your hours, refer to Student Time LogsBottom of Form
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Question 1
Part 2: Pre-Assessment and Data Analysis Summary
Write a minimum 175-word summary in which you:
Describe the pre-assessment, including why it was chosen and how it aligns with the content area standard(s) and the lesson’s learning goals/objectives.
Explain how the pre-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the pre-assessment.Bottom of Form
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Question 2
Part 3: Instructional Planning and Lesson Delivery
Write a minimum 175-word summary in which you:
Describe your level of comfortability with instructional planning and lesson delivery, including what you could do to become more comfortable.
Explain the successes and challenges you experienced during the lesson’s delivery.
Describe the supports you provided to students during your lesson delivery, including their impact on student learning. Bottom of Form
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Question 4
Part 4: Post-Assessment and Data Analysis
Write a minimum 175-word summary in which you:
Describe the post-assessment, including why it was chosen and how it aligns with the content area standard(s) and learning goals/objectives.
Explain how the post-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the post-assessment.
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Question 5
Part 5: Reflective Practice
Write a minimum 525-word reflective summary of your guided clinical experience in which you address the following:
- Analysis of the Lesson’s Results
- Describe how the students performed on the post-assessment vs. the pre-assessment.
- Explain how the students did(or did not) master the lesson goals/objectives, including what you believe accounts for these results and how this may inform future instruction.
- Reflective Teaching Practice
- Describe what went well and what did not go well in your lesson delivery, including how the students responded to your instruction.
- Explain how you positively impacted student learning in this experience, including specific examples to support your explanation.
- Dispositions of Effective Educators
- Reflect on your planning and lesson delivery and consider your performance related to the following dispositions of an effective educator:
- Professional competence and responsibility
- Collaborative relationships
- Valuing diversity
- Critical thinking and reflection
- Describe how you demonstrated each of these dispositions, including examples to support your explanation.
- Explain how you will continue developing your disposition to be an effective educator.Bottom of Form
This graded assignment is the culmination of your guided clinical experience for this course.
This guided clinical experience has provided you with the opportunity to demonstrate your ability to positively impact student learning and practice the cycle of effective teaching in the process. Refer to the Guided Clinical Experience Instructions and confirm that you have completed each step of the following sections:
- Part 2: Pre-Assessment and Data Analysis
- Part 3: Instructional Planning and Lesson Delivery
- Part 4: Post-Assessment and Data Analysis
- Part 5: Reflective Practice
- Part 6: Performance Evaluation
Note: You completed Part 1: Teacher Consultation of this experience in Week 2.
Assignment Deliverable
Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.
You are encouraged to work on these prompts as you complete your guided clinical experience throughout the course. Save and close as often as needed, but do not submit your assignment until you have completed all prompts.
Assignment Support
- Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.
Tk20/My Time Log Reminder
Make sure to log your hours and document your guided field experience in Tk20/My Time Log using the access point located at the top of this course. For more information about how to document your hours, refer to Student Time Logs.
Lesson Plan Template
General Information
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
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Lesson Plan Element
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Your Plan
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Lesson Focus/Subject Area
What is the central focus of the lesson? What subject(s) will be covered in the lesson?
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This lesson’s primary objective is to augment pupil’s; comprehension of clinical
exposure and its pertinence to their prospective vocations in the healthcare industry.
The lecture shall encompass diverse facets of clinical exposure, including its
objectives, advantages, and the provision of pragmatic educational prospects for
scholars in an authentic healthcare milieu. The lesson will encompass a range of
subject areas, namely healthcare vocations, patient management, interpersonal
communication, collaborative work, and ethical conduct.
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Grade Level
What grade level(s) will be targeted in the lesson?
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The target audience for the lesson will be students in the clinical set up in various
grades.
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Standards and Objectives
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
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Lesson Plan Element
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Your Plan
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Content Standard(s)
What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards.
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International Society for Technology in Education (ISTE) Standard for Students:
"Students will demonstrate proficiency in using technology tools commonly utilized
in healthcare settings, such as electronic health record systems, medical imaging
software, and telemedicine platforms."
National Health Education Standards: "Students will develop an understanding of
the roles and responsibilities of healthcare professionals, including ethical
considerations, patient advocacy, and the importance of continuous professional
development.
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Goals/Objectives
What are the SMART goals/objectives that are aligned with the standards for the lesson?
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The objectives that conform to the standards of the lesson and are SMART are
delineated below:
This course aims to equip students with the ability to exhibit proficient
communication abilities in a medical environment. This includes the aptitude to
actively listen, articulate ideas verbally and in writing, and express empathy and
respect towards patients and colleagues.
Quantifiable: Evaluating students’; communication skills in a healthcare setting will
be conducted through various means, such as role-playing activities, written
reflections, and peer assessments. These methods will gauge the student’s
competency in effectively communicating within the healthcare domain.
Attainable: Students can enhance their communication skills and meet the
established benchmark by implementing simulated healthcare scenarios and
providing constructive feedback.
Pertinent: Culturing proficient communication abilities within a medical
environment is fundamental for future healthcare practitioners to furnish superior
healthcare, establish reliance on patients, and cooperate proficiently with peers.
Time-bound: Within the designated timeframe of a fortnight, students will exhibit
discernible enhancement in their aptitude for interpersonal exchange, as evaluated
by utilising simulated enactments and written introspections.
By establishing these SMART targets, the instructional session ensures that pupils
attain the precise benchmarks associated with proficient interaction within a medical
context.
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Resources and Technology
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
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Lesson Plan Element
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Your Plan
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Resources/Materials
What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson?
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Simulated situations concerning communication in the healthcare industry.
Writing implements (stationery, writing utensils)
Forms for evaluating one’s peers.
Inquiry cues and academic exercises for introspection.
The resources mentioned above shall bolster and augment the lesson by affording
pupils with experiential learning prospects, facilitating introspection on their
communicative aptitudes, and promoting peer evaluations to cultivate advancement
and refinement.
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Technology
What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning?
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Computing devices or electronic tablets equipped with connectivity to the World
Wide Web.
Software designed for creating and delivering visual aids and presentations, such as
Microsoft PowerPoint or Google Slides.
Digital media or instructional materials about proficient healthcare discourse.
Simulative software or digital patient interaction tools (if accessible)
The pedagogical approach will incorporate technology as an adjunct to the didactic
session by furnishing visual aids, dispensing multimedia materials, and enabling virtual patient engagements or simulations. These educational materials facilitate
knowledge acquisition by involving pupils in participatory and lively pedagogical
activities. Experiences enhance their understanding of healthcare communication
concepts and prepare them for real-world scenarios.
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Instruction and Activities
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
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Lesson Plan Element
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Your Plan
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Pre-Assessment
How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had?
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To ascertain the students’ antecedent knowledge, competencies, and encounters
about the lesson subject, I shall conduct a preliminary evaluation. Possible rewrite:
Assessment methods for evaluating students’; mastery of healthcare communication
skills may encompass diverse modalities, such as a brief knowledge test, a reflective
essay, or a collaborative dialogue aimed at eliciting and comparing individual
perspectives.
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Academic Language
What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson?
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Students must possess a comprehensive understanding of the discipline-specific
lexicon, including but not limited to attentive listening, oral discourse, written
correspondence, compassion, courtesy, and ethical conduct. I intend to integrate
academic vocabulary into the pedagogy by clearly delineating and reinforcing these
terminologies throughout the teaching, furnishing illustrations, and urging pupils to
employ them in their discourse and contemplation.
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Introduction/Anticipatory Set
How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic?
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This section will commence with the preliminary remarks or anticipatory set. I shall
initiate a practical or stimulating inquiry about medical communication to
commence the lecture and captivate the pupils’; interest. This approach will likely
facilitate students’ comprehension of the subject matter and enhance their
appreciation of its pertinence to their prospective healthcare vocations.
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Instruction (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson?
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Demonstration (I do) | During the instructional segment of the lecture, I will exemplify a systematic approach to proficient communication in healthcare. This
entails exhibiting attentive listening, appropriate oral and nonverbal communication
strategies, and compassion and deference towards patients and peers. To ensure
comprehension, I shall evaluate students’ knowledge by requesting them to
recapitulate crucial concepts, furnish instances, or participate in concise enactments.
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Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson?
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During the guided practice phase, learners will engage in collaborative exercises to
implement and rehearse the acquired knowledge and skills in a group context. This
could entail enacting hypothetical situations in which individuals alternate between
assuming the roles of the healthcare provider and the patient, honing their ability to
communicate efficiently through deliberate techniques. I intend to assess
comprehension employing monitoring their enactment of assigned roles, furnishing
constructive criticism, and guiding group deliberations to rectify any
misapprehension.
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Independent Practice (You do)
What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson?
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During the independent practice session, students will participate in a solitary
educational endeavour during the independent practice session to implement their
acquired healthcare communication proficiencies. Possible revision: This
assignment may entail composing a reflective essay, scrutinising a particular case,
or engaging in a simulated exchange with an artificial patient. I shall ensure
comprehension by scrutinising their replies, offering constructive criticism, or
holding succinct individual consultations to evaluate their grasp and implementation
of the proficiencies.
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Supports and Assessments
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
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Lesson Plan Element
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Your Plan
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Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented).
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In accordance with the unique requirements of both individuals and collectives, I shall furnish the ensuing forms of assistance:
The optimal approach for effective pedagogy involves unambiguous and precise
guidance, employment of visual stimuli, employment of visual organizers, and
prospects for cooperative learning.
Cohorts of pupils with analogous requirements: Tailored pedagogy, supplementary
drills, and collaborative assistance from classmates.
Individual learners: Personalized consultations, tailored critique, and supportive
instructional strategies.
Pupils with special educational requirements may receive adjustments or adaptations
as specified in their Individualized Education Programs (IEPs) or Section 504 plans.
They may also obtain supplementary assistance from paraprofessionals or educators
specialised in special education and employ assistive technological devices if
necessary.
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Lesson Closing
How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment?
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Conclusion of Instruction To conclude the instructional session and establish a
linkage between previous and current knowledge, I shall administer a culminating
exercise wherein pupils will engage in a contemplative discourse or accomplish a
written introspection. This will enable them to encapsulate kStudentstheir
encounters, and establish objectives for subsequent enhancement.
Furthermore, I might delegate a corresponding academic task that motivates
scholars to implement the acquired proficiencies in practical situations.
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Formative Assessment (Informal)
What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding?
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In the pedagogical phase of the lecture, I shall execute diverse methodologies and
exercises to evaluate the students’ comprehension level. These techniques may
include interrogations, student involvement and interest monitoring, concise
enactments, and collective deliberations. This process is known as formative
assessment, an informal evaluation of the student’s learning progress. The
employment of formative evaluations will furnish continuous appraisal regarding
the students’ understanding and proficiency in healthcare communication
competencies.
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Summative Assessment (Formal)
What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit.
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Formal evaluation at the end of a learning period is commonly called a summative
assessment. The evaluative measure for this instructional unit shall comprise a
performance-based appraisal, wherein scholars shall participate in a simulated
healthcare communication scenario. The student’s proficiency in implementing
proficient communication strategies, exhibiting compassion and reverence, and
catering to the requirements of the patients will be assessed. The evaluation gauges
the extent to which pupils have acquired knowledge and skills in healthcare
communication by testing their ability to apply them in practical situations in line
with the lesson’s standards and objectives.
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Using Assessment to Inform Instruction
Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward?
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Utilising Evaluation for Pedagogical Purposes | Drawing upon both formative and
summative evaluations, I shall scrutinise the data and information amassed to guide
future instruction. This process entails recognising domains of proficiency and
domains that necessitate additional fortification, dispensing specialised evaluations
to individual scholars, modifying pedagogical methodologies, and devising
supplementary exercises or remedial measures to foster the perpetual learning and
advancement of students
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Week 5 Guided Clinical Experience: Submission
Week 5 Guided Clinical Experience: Submission
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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