The identified steps for a proposed educational program in wound care are, 1st, is to identify the learning needs, 2nd is to create a program designs that most fitted to the target audience, 3rd is program evaluation to evaluate the effectiveness of the program designs and the 4th , the program promotions. The steps are further discusses as follows: 9
Learning needs assessment the first steps in developing the educational program. This is the basis of the other steps of educational program process. This can be done though surveys, questionnaires, presentations, interviews, literature reviews, new technologies, professional standards/ requirements, quality assessment and improvement data and etc. Assessment of the individuals is vital part of the process, where from this you will base you planning and intervention or program designs. Careful assessment of the targeted audience including their background, diverse experiences, professions and level of knowledge are some the factors of success. The design of any program should be based on the identified assessment of individuals...
Ralph Nader, Mark Green and Joel Seligman, in an excerpt from Taming the Giant Corporation (1976, found in Honest Work by Ciulla, Martin and Solomon), take the current role of the company board of directors and suggest changes that should be made to make the board to be efficient. They claim the current makeup of the board does not necessarily do justice to the company because “in nearly every large American business…there exists a management autocracy” (Nader, Green and Seligman, 1976, p.570). The main resolution they present is to make the board more democratic with the betterment of the company as its first priority. Currently the board no longer oversees operations, or elects top company executives and they are no longer involved in the business operations to the extent they should be. Nadar, Green and Seligman argue that that all of these things need to be changed. For a corporation so large to be successful there must be separation of powers just as there is in any current government system ( p.571). They claim this is the only and best way to success (Nader, Green and Seligman, 1976, p.570-571).
Participation in external professional development, professional reading and shared professional discussion of formative assessment strategies and techniques. Development of physical resources to support the implementation of strategies.
In our world today every country has their own set of avowed and ascribed identities for it's population. An avowed identity is one a person gives to themselves, a woman might say she’s a sister or a wife. The opposite of that is an ascribed identity, or how society sees someone. For example, a rich person could be perceived as a snob. To ascribe someone with an identity is to judge them based on societal norms. The entertainment industry in America is no different then it's parent culture. Both men and women in this industry have identities placed on them, and they change based on their career. Women are given more negative ascriptions than men in the media. That is how Americans identify people they read about, with the identities the media gives them. Women are more negatively perceived that men in the music and fashion industry because of their ascribed identities in the media, and gender roles in our nation.
A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches about assessment make the difference between Summative assessment or assessment of learning (AoL) and Formative assessment or assessment for learning (AfL), but this is not actually a new approach, as Ryle (1949) already talked about Knowing
There a three main stages to assessment the start of a course when Initial and diagnostic assessments should take place these methods are used to identify the learners suitability learning levels and learning needs for their chosen course. The second stage would be the middle of the course where I would want to use continuous assessment methods such as peer assessment and self assessment too ensure that the learners are making the correct progress, all of these methods have formative assessment roles that allow the learner to improve whilst learning. Finally there would be a final assessment this could be a written exam end of module test or performi...
In conclusion, the learner’s profile is a good indication of identifying any individual needs prior to the commencement of a program. I will help inform you to plan your teaching to meet the learning needs of the learner in a diverse ways. However ongoing individual assessment will provide a good route to progression. Not only that but can also highlight potential barriers to learning and the necessary steps to resolved them. When all her learning needs is taken into consideration she will feel valued and a sense of belong in the learning environment.
Assessment methods – some centres would have standardised format in place for you to follow when assessing learners. This will usually tell you what methods to use to assess various units and what level of flexibility you are allowed as an Assessor to make changes where required.
What is pivotal in assessment is that it enhances teaching and learning; it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators.
The styles of learning whether auditory, visual, or kinesthetic vary from client to client. Designing an educational program should entail the consideration of the range of problems in the population and the differences in learning abilities. Client
Our approach in managing wounds was far from being optimal in our own setting. After having read the article of Sibbald et al (1) and assisting to presentations during the first residential week-end, our approach at St. Mary 's Hospital Center 's Family Medicine Clinic must change. We were not classifying wounds as healable, maintenance or non-healable. We were always considering the wounds in our practice as healable despite considering the system 's restraints or the patients ' preferences. In the following lines, I will define and summarize the methods one should use in order to initial management of wounds and how to integrate it better to our site. The first goal we need to set is to determine its ability to heal. In order to ascertain if a wound is healable, maintenance or a non-healable wound.
defined the term needs analysis which is also known as needs assessment in 1999 (as cited in Rayan 2008) as those activities that basically involved in collecting information which will serve as the basis for developing a curriculum where the needs of the particular group of learners are met.
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Prior to teaching a unit, I believe it is useful to incorporate surveys and diagnostic assessments to determine what your students understand before instruction.