Educational psychology Essay Example for Free

Educational psychology Essay Choose a topic (objective) from one of the strand units in the Primary Science Curriculum (DES, 1999) and describe how you would assess it in a way that ensures that the assessment is integrated seamlessly in teaching and learning science. Indicate what the focus of the assessment is in terms of the science concept AND skill(s). The topic chosen must not be a task included in Hands-on Science. Indicate what the focus for the assessment is in terms of science concept and skills. In your answer refer to a) common prior conceptions (‘misconceptions’) children might  hold within this strand unit and b) how this assessment approach could facilitate constructivist approaches to the teaching of science. Please refer to at least three prescribed readings from both your assessment and curriculum science courses in your response (at least six references in all). Strand: Energy and Forces Strand Unit: Magnetism and Electricity Class: Second Class Learning Intention: The child will be enabled to purposefully play with magnets of different shapes and sizes and explore their effects on different materials (DES,1999). The Teacher Guidelines in conjunction with the Primary Curriculum for Science promotes the use of a constructivist approach to the teaching and learning of science, (DES, 1999). A constructivist approach involves the construction of our own understandings based on the world in which we live in (Brooks, 1993) and our prior knowledge in a variety of areas. This essay will be based on a constructivist approach to teaching magnets in the primary science curriculum, aimed to eliminate any common misconceptions of the child and incorporate self- assessment as the method for assessment for the lesson. The constructivist approach to teaching and learning allows children to take responsibility of their learning which can then make way for self-assessment. Lessons which incorporate self-assessment will see pupils ‘looking at their own work in a reflective way, and identify aspects of it that are good and that could be improved, and then set personal learning targets for themselves’ according to the NCCA’s (2007) Assessment in the Primary School Curriculum. This lesson will incorporate prediction, investigation, interpretation and communication as the children develop the uses of magnets of different shapes and sizes  through ‘purposeful play’ (DES, 1999). The learning intentions for this lesson will be shared using WALT and WILF in the introduction to the lesson. Children will be given their learning intentions to give them a goal or target to work towards in the course of the lesson. The children will develop their own concept maps, which will be based on any existing 1 Saoirse Geraghty Part B-Assessment 13270851 knowledge or misconceptions they may have with regard to magnets, eliciting prior knowledge from the children will give them the opportunity to focus themselves on the topic. Concept maps will be used as interpreted by Mc Cloughlin’s (2000) ‘Conceptual Mapping Frameworks in Science Education: a reader for students of Science education’. The maps will portray each of the children’s knowledge based on the topic, magnets, to be revisited in the development of the lesson and in order for children to interpret their findings and learning outcomes from course of the lesson. The development of the lesson will see the investigation of common misconceptions and experimenting with some of the children’s prior knowledge based on their concept maps they have drawn up. The children will be aware of their learning intentions from the introduction to the lesson and will need little direction which will lead to more focused learning. They will record on their concept maps any new findings they have made, and any prior misconceptions they may have had, and have come to the conclusion of can be recorded. The conclusion of the lesson will include a share session in a whole-class discussion to identify any misconceptions that may still exist and can be addressed, and also to allow children to peer-assess one another based on their findings on an informal basis. To conclude the lesson I will use ‘Traffic Lights’, which will allow me to establish after the lesson how comfortable children are with the use of magnets of different shapes and sizes and the misconceptions involved with them. To begin the lesson I will use a range of formative methods of assessment (AfL) to elicit any existing knowledge children may have with regard to magnets. As mentioned above the children will develop their own concept maps or ‘cluster maps’ (McCloughlin, 2000) to illustrate their existing knowledge, regarding their own interpretation of the physical  appearance of a magnet, uses of magnets, household items which may be magnets etc. When the children have completed their maps, I will share learning intentions with the children using the WALT and WILF methods. I will place the learning intentions on the WALT board, in child friendly language, so children can refer back to them in the development of the lesson to ensure they are still on task to achieve the success criteria. Clark (2005) promotes the sharing of learning intentions with the children that allows them to know the ‘desired outcome’ and success criteria of the task. In Barbara Collins and Michael O’Leary’s (2010)  work on Integrating Assessment with Teaching and Learning in the Visual Arts: A Study in One Classroom seen sharing learning intentions lead to lower frustration levels among children who perceive themselves as not being strong’ in a particular curricular area. In my own experience and as also stated in the Collins and O’Leary (2010) study, children declared 2 Saoirse Geraghty Part B-Assessment 13270851 that knowledge of the success criteria on a particular topic helped them to get started quicker and also led to them having less questions based on the procedures they were to undertake in  the task. For the development of the lesson, I will explore the following three common misconceptions with second class students: ? All metals are attracted to magnets ?All silver coloured items are attracted to magnets ?The larger the magnet, the stronger it is (MathScience Innovation Centre, 2007) In this section, I will organise the children into small groups and provide them with a range of household objects (paperclips, cutlery, keys, coins etc. ) and magnets of different shapes and sizes to investigate and explore these misconceptions with them. I will ask the children in  their groups to predict possible outcomes of their explorations into the misconceptions, will all of these items stick to the magnets? Will all of the magnets pick up the bunch of keys? Etc. It is expected that children will make the prediction that all of these misconceptions are true, therefore predicting before investigating allows children to use their prior knowledge to predict and they can then explore their outcomes in ‘purposeful play’ throughout the development of this lesson and then discuss their findings with their peers in the conclusion of the lesson. When they have made some predictions will write some of them on the board to be revisited after the children have worked with the objects and magnets. The children will be given sufficient time to investigate the common misconceptions and strength of the magnets using different sized magnets across the variety of objects for experimentation. I will then ensue a metacognitive approach and have the children record on their concept maps anything new they have discovered or uncovered in their investigations. By recording their findings the children are documenting what they have learned by means of self-assessment. Looking at what they knew from the outset, and recording what more they have learned, or what misconceptions they may have had have they cleared up. To conclude the lesson, I will ask the class to come together and undergo a whole class discussion based on their findings in this investigation of misconceptions of magnets. I will use AfL strategies of questioning in this discussion with the children to indicate where their new knowledge may be of use to them outside of the class, ie. Where would you use a magnet outside of class? , can you get any bigger magnets than the ones we have in class  3 Saoirse Geraghty Part B-Assessment 13270851 today? Etc. The NCCA assessment guidelines (2007) invite children to probe and prompt children in their open ended questioning, ie. ‘’I wonder if everyone in this class has the same things on their maps’’, ‘’I wonder is there anything we could learn from listening to one each other’s findings’’. Preceding this, the children will discuss with their class mates any misconceptions they may still have, that they may be able to clear up, or perhaps something they did not uncover in their findings. This form of peer-assessment allows for informal  learning, and shows children that they can assist one another, and they do not always have to come to the same conclusions in their topics to have the correct answer. When children have been given fair time to discuss and analyse their findings with their peers I will close the lesson by asking them to give me some feedback to ‘help me to teach them’ by using the traffic light method of assessment. This will be used to get an idea of any misunderstandings or confusion that may still exist among the children, and therefore can be addressed before the end of the lesson.  In the ‘Traffic Light’ method of summative assessment: ?G (green light –I understand), ?A (amber light – A little unsure), ?R (red light I dont understand). Methods of both formative (AfL) and summative (AoL) assessment have been used strategically in the Primary Science Curriculum. These methods were introduced harmoniously with the lesson on magnetism, the methods of self-assessment allowed the teacher to be the facilitator of resources and learning, but the children undertook the task independently, the development of constructivism in the classroom would see that ‘the locus  of teaching and learning does not lie in the teacher but rather the student’ (Mc Cloughlin, 2010). This was explored in this lesson, and I would use these methods of assessment in the classroom, and I think they would have a positive effect on the children’s learning. References 4 Saoirse Geraghty Part B-Assessment 13270851 Clarke, Shirley,(2005). Targeting assessment in the primary classroom: Strategies for planning, assessment, pupil feedback and target settin. , London. Collins, B. O’Leary, M. (2010). Integrating assessment with teaching and  learning in the visual arts: A study in one classroom. Oideas 52, pp. 53-61. Department of Education and Skills, (1999). Primary School Science Curriculum. Dublin: NCCA Department of Education and Skills (1999). Primary School Science Curriculum: Teacher Guidelines. Dublin: NCCA MathScience Innovation Centre, (2007). Floating above the Rest. Mc Cloughlin, Thomas, (2000). Conceptual mapping frameworks in Science education: A reader for students of Science Education. Dublin. NCCA (2007). Assessment in the Primary School Curriculum. Guidelines for Schools. Dublin: NCCA.

Technology in Schooling :: Education Computers Mathematics Math

Technology is an important part of life and therefore it is an important part of schooling. The National Council for teachers of mathematics states, ?Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes.? When students go home, they play video or computer games; yet, when they come to school we expect them to want to work in books and complete worksheets. These tasks are quite boring compared to the exciting games they have waiting on them at home. If teachers could only allow students to use their technology, knowledge at school as well as at home then the teachers would find more students excelling in mathematics. Through the creation of such amazing software such as Geometer?s Sketchpad and Geometric Golfer, students can enjoy learning mathematics and some students may even find mathematics fun. Without technology, we would not have computers, internet or calculators. These items of technology have changed our life in a positive way. Using computer programs, we can easily show students mathematics. Showing students? mathematics is more effective than simply telling students what mathematics is. These programs have evolved through time so that even young children can use them effectively. By allowing students to work on computers, they are able to discover mathematics on their own with little guidance from a teacher or peer. Since technology is such an important part of everyday life, it is important to teach all students about technology. We must realize that some students do not have computers and video game systems at home. These students also benefit from using technology in the classroom because without it in the classroom they would be not being exposed to the technology. If the student does not know about at least basic technology then they will reduce their chances of life success because almost every business uses some form of technology. By allowing these students to use technology they are being exposed to such great technology that they would not be exposed to it otherwise. The first tool and the most popular technological tool is the graphing calculator. Many students own this tool. In addition, a calculator can be quite handy. Calculators reduce the simple addition or multiplication errors that students make. It also reduces the amount of time that it takes a teacher to teach a lesson successfully. Students can use the graphing abilities of the calculator to help their grasp concepts such as graphing and they can use the calculator to check their work such as derivatives. In addition, calculators have the capability of uploading programs from the internet that allow the calculator to

Competencies Variations Between Associate Degree and Baccalaureate Degree Nurses Essay

Competencies Variation between Associate Degree and Baccalaureate Degree The difference in competencies between the associate degree and Baccalaureate degree nurse has been a topic for discussion for many years. Prior to the modern practice of nursing the sick was taken care of by non skilled persons such as sinners, saints or mothers (Fact Sheet). Modern nursing began with Florence Nightingale, but has evolved over the years to become a rich history that includes advances in education of nurses, thus forming three entry level of nursing, Diploma, Associate and Baccalaureate of nursing. This discussion will address the difference in competencies between the associate degree and Baccalaureate degree nurses. The ADN program was started to facilitate the need of nurses in the post war years. This is a two years program that teaches the nurse to provide comfort the physiologic stability and peaceful death. (Yoder 2010). This program was also seen as an ideal course for those who prefer a faster and inexpensive route of becoming a registered nurse. Even though the bedside practice of the ADN and BSN nurses are similar, the ADN nurse focuses on the practical assistance more than the theory. The difference in competencies can be seen in the extra two years required for the BSN program. These graduates are exposed to more prerequisites theory, leadership management, research and community based health courses. (Spensor 2008). They are more prepared for the ever changing heath care field because their main focus, are evidence –based practice. They are taught to think independently, use judgment, critical thinking, reasoning and decision making skills, to understand the situation at hand before providing care, and by utilizing these skill they are better able to work within interdisciplinary team and have better patient care outcome. An example of this was observed in a patient care situation on a med surgical unit, where the ADN nurse was taking care of a patient with history of uncontrolled diabetes and hypertension who was about to be discharged. His blood glucose was regularly monitored, medication was dispensed appropriately and she made sure that he was receiving the appropriate diet tray from the kitchen. However when his call light was answered by the BSN nurse she noticed that he had a packet of potato chips and some cookies on his bedside table that was open. She addressed his need, then told him that she noticed the cookies and potato chips at his bedside, which he admitted to be snacking on, and added that the cookies were sugar free and chips were not very salty and that was all he could really afford. The BSN nurse was able to address the situation at hand and was able to teach the pt that even though a packet may read sugar free did not mean it was ok to have. Since it can be loaded with carbohydrates, which break down into sugar. She then collaborated with interdisciplinary team of dietician and social services to prepare this patient for discharge, where this patient and his family were taught how to comply with his diet, by learning how read labels, choose foods, and the important of doing so. Social services ensure that he was provided with the information of community based resources in his neighborhood that will attend to his financial as well as his social needs. Even though the ADN nurse’s bedside nursing was appropriate, it was clear that the two extra years of understanding the concept behind the skills separated a nurse that use critical thinking from one that performed task. In response to the ever changing healthcare system a higher degree of nurses are sought. Therefore the nursing programs help to equip graduates to provide excellent and holistic care while encouraging them to achieve lifelong quest for knowledge and the pursuit of advance professional degree.

Prueba de ADN para la tarjeta de residencia permanente

Durante los trà ¡mites para obtener la tarjeta de residencia por peticià ³n de un familiar es posible que se exija  una prueba de ADN para probar que efectivamente existe un và ­nculo de sangre entre la persona que pide los papeles y el potencial migrante para el que se solicitan. Tanto los ciudadanos americanos como los residentes permanentes legales pueden solicitar tarjeta de residencia, tambià ©n conocida por green card, para diferentes familiares pero el gobierno quiere estar seguro de que esa relacià ³n es verdadera. Por ello es importante conocer por quà © se puede pedir un test de ADN, si es necesario o voluntario o, en este à ºltimo caso, si es recomendable tomarlo y, finalmente, cà ³mo es la tramitacià ³n de todo el proceso.  ¿Por quà © se puede pedir una prueba de ADN en las peticiones de familia? Las pruebas de ADN sirven para probar genà ©ticamente la relacià ³n biolà ³gica entre dos personas en la tramitacià ³n de las visas de familia.   Por ejemplo, que entre solicitante y pedido hay efectivamente una relacià ³n de padre e hijo, madre e hijo, hermanos o hermanastros, etc. Para probar esta relacià ³n es siempre necesario contar con ejemplos biolà ³gicos de las dos personas cuya relacià ³n familiar se trata de establecer. Generalmente basta con pasar un bastoncillo por el interior de la boca.  ¿Es obligatoria la prueba de ADN en todas las peticiones por familia biolà ³gica? No, y de hecho son la excepcià ³n. Generalmente se prueba la relacià ³n entre solicitante y pedido mà ¡s allà ¡ de toda duda, mediante documentos, como por ejemplo, el certificado o acta de nacimiento. Como son pruebas caras y que lleva tiempo practicarlas sà ³lo se solicitan estas pruebas cuando no existen otros medios para demostrar la relacià ³n entre dos personas, como pueden ser documentos o fotografà ­as, o por la razà ³n que sea se sospecha de que el và ­nculo biolà ³gico puede no ser real.   Es tambià ©n mà ¡s comà ºn que este tipo de prueba se solicite cuando la tarjeta de residencia se tramita mediante un procedimiento consular que cuando se gestiona todo el proceso dentro de los Estados Unidos mediante un ajuste de estatus. Lo cierto es que es mà ¡s importante prestar atencià ³n a otros posibles problemas que pueden surgir en el proceso, como asegurarse de que se cumplen con los requisitos econà ³micos para patrocinar, que se va a pasar el examen mà ©dico al que sà ­ deben de someterse todos los candidatos a migrantes y, finalmente, que no afecta ninguna de las circunstancias que provocan que la tarjeta de residencia sea denegada.   Trà ¡mites para la prueba de ADN para la green card cuando se pide Cuando el oficial consular o cualquier funcionario migratorio  solicita una prueba de ADN, el beneficiario de la tarjeta de residencia, si à ©sta se llega a conceder, decide voluntariamente si se somete o no a la prueba. De realizarla, debe cancelar el costo à ©l mismo o el solicitante de la tarjeta (su padre, madre, hijo, hija, hermano o hermanastro) el importe por la prueba, que deberà ¡ ser abonada al laboratorio antes de realizarse. Solamente pueden realizarse las pruebas de ADN en uno de los laboratorios acreditados por la Asociacià ³n americana de bancos de sangre (AABB, por sus siglas en inglà ©s). Es importantà ­simo verificar que el laboratorio que va a hacer el anà ¡lisis està ¡ incluido en esa lista. Si no lo està ¡, la Embajada o el consulado americano no admitirà ¡n las pruebas y se habrà ¡ gastado el dinero en vano. Ademà ¡s, hay que tener en cuenta que hay mucho fraude en este rubro y muchos laboratorios aseguran estar autorizados para realizar estas pruebas para las oficinas consulares americanas y no lo està ¡n. Asà ­ que es muy recomendable tomar el tiempo necesario para checar la lista y una vez que se tenga buscar el laboratorio mà ¡s conveniente por su localizacià ³n. El laboratorio enviarà ¡ el kit directamente a la oficina consular. Jamà ¡s al solicitante o al beneficiario de la peticià ³n de la tarjeta de residencia. La prueba se harà ¡ en la propia oficina consular previo pago del arancel correspondiente por los servicios del mà ©dico que harà ¡ que tomarà ¡ la muestra. El dà ­a de la cita para este asunto, el beneficiario de la peticià ³n de la visa de inmigrante debe presentarse a la hora fijada con su pasaporte, una foto y el recibo de haber pagado por los servicios mà ©dicos. Una vez que se ha tomado la prueba de ADN, el propio consulado enviarà ¡ el kit directamente al laboratorio en los Estados Unidos. Y cuando à ©ste obtenga los resultados, se notificarà ¡n directamente a la oficina consular. Y una vez que los tenga decidirà ¡ cancelar el proceso de tramitacià ³n del permiso de residencia o seguir con el mismo. El beneficiario, si asà ­ lo desea, puede solicitar directamente al laboratorio una copia de los resultados. La oficina consular americana nunca otorgarà ¡ tal copia. A tener en cuenta para tener à ©xito en la peticià ³n de la green card por familia Que la prueba de ADN demuestre que es verdad que el solicitante y el beneficiario son familiares no significa que la peticià ³n de la residencia permanente vaya a ser aprobada. Simplemente quiere decir  que ese requisito ha sido satisfecho. Las peticiones de tarjetas de residencia pueden ser rechazadas por diversas causas. En la mayorà ­a de los casos, si eso sucede asà ­, serà ¡ posible pedir un perdà ³n, tambià ©n conocido como  waiver o permiso. Que puede ser o no concedido. Es muy importante en estos casos contar con el asesoramiento de un abogado migratorio con excelente reputacià ³n y con experiencia en este tipo de casos. Tambià ©n es importante, antes de iniciar los trà ¡mites, tener una idea aproximada de cuà ¡nto van a tardar los papeles, ya que en muchos casos la demora es mucho mà ¡s grande de lo que se cree. Finalmente, se recomienda tomar este quiz - trivia  o test- para verificar que se tiene los conocimientos bà ¡sicos para obtener y conservar la tarjeta de residencia. Es difà ­cil conseguirla. No es conveniente arriesgarse a una denegacià ³n o una cancelacià ³n por falta de informacià ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.