On Friday December 1st, I conducted a clinical interview with two of my neighbors. During this interview I watched as they completed a couple of mathematical tasks. The tasks that they were given consisted of three problems: Marcy’s Dots, Sarah Dots, and David’s Staircase. Throughout these problems, I watched two students attack the problems in different ways, and struggle to understand, but despite their hardship, I watched them rationalize their thoughts in accordance with the skills this task required. These three problems address the Mathematical content standards 7.EE.1, 7.EE.2 and Mathematical practice standards, Problem Solving and reasoning abstractly and quantitatively.
The mathematical content standard 7.EE.1 states that students
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I never really thought about the different students that I would encounter. I knew that they all wouldn’t be like Beth, but I never thought of a student that would have a mathematical thought process like James. I know now, that every student approaches problems differently, and it has nothing to do with the way you were raised or how involved their parents are. Granted, there are some circumstances where this does have a factor, but the thought process alone changes from student to student. I enjoyed being able to assist these students in solving the problems when they were stuck, of course without telling them an exact method. I learned a lot about how to ask questions that help students find their own path to the answer. Before I had actually done the interview my thoughts were that guiding questions were not going to help my students find the answers at all. How were they supposed to solve a problem if they don’t know how and I can’t tell them? Well this experience proved me wrong. A student’s mind is very fascinating, it listens to what you say and immediately connects your question with process they’ve used in the past to help them make sense of the problem they’re working on now. If I were given a second chance to work with these students, I would’ve changed the form of the question around a bit for James because this was definitely more difficult for him due to his age. I’m can’t wait to help students in my own classroom in ways that I never thought would actually help, but help more than giving students the answer
Reinhart learned that the best possible way for the students to be more involved in the learning process was to make the students feel comfortable being that they are at times self-conscious and insecure when it come to participating and answering questions. Being that there is so much negative peer pressure, the students sometimes get discouraged. When Reinhart makes the statement, “Never say anything a kid can say”, he shares that this was an actual goal that he used to help keep himself focused. He felt as if the this goal assisted him with developing and improving his questioning skills and in hopes that it sent a message to the students that their participation is very much so important. So instead of him telling his students something, he would ask them a question instead.
Thank you for agreeing to examine Ms. Alma Quiz as a Panel Qualified Medical Evaluator. The examination is scheduled to take place at your office on June 14, 2017 at 1:00 pm. A copy of all the medical file currently in our possession were forwarded to you on May 15, 2017. Additional medical records will be forwarded to you under a separate cover.
Introduction This essay aims to report on how an educator’s mathematical content knowledge and skills could impact on the development of children’s understanding about the pattern. The Early Years Framework for Australia (EYLF) defines numeracy as young children’s capacity, confidence and disposition in mathematics, and the use of mathematics in their daily life (Department of Education, Employment and Workplace Relations (DEEWR), 2009, p.38). It is imperative for children to have an understanding of pattern to develop mathematical concepts and early algebraic thinking, combined with reasoning (Knaus, 2013, p.22). The pattern is explained by Macmillan (as cited in Knaus, 2013, p.22) as the search for order that may have a repetition in arrangement of object spaces, numbers and design.
Bedside reporting has been shown to improve communication and quality of handoff between nurses. It is also credited to promote patient safety and improve patient satisfaction. Patient satisfaction, patient safety and nursing communication and quality of report from a 32 bed surgical hospital in Dallas, Texas is to be evaluated using various surveys, HCAHPS scores, incident reports, and call light logs. Data will be collected 2 months prior and 6 months following the implementation of bedside report. Scores and communication survey results will be reviewed in this time period to determine increases or decreases from pre-implementation results using traditional nurse-to-nurse report..
Day two clinicals. This day went so much smoother. I had the same two patient as the day before and one got discharged and I got a new patient. I feel like my second day I had an amazing relationship with my one patient. I got her to eat a little more that day because I knew what to talk to her about.
Hope you had a wonderful New Year. I want to thank you once again for giving the opportunity to interview at St. Joseph’s Family Medicine Residency Program on September 29, 2015. I enjoyed my interview at your program and meeting with the faculty and residents. Also, I appreciate you taking your time to give me a follow-up call last week. I was very impressed how close-knit the program was and how smoothly the faculty and residents interacted.
My interviewee is a fifty-three-year-old, white female named Kat Smith. Kat is the mother of two daughters and has been married to her husband for twenty-five years. She is a stay at home mom and lives a comfortable middle class lifestyle. Kat was diagnosed with at age forty-nine with uterine fibroids that resulted in a total hysterectomy. Previously Kat had lived in extreme pain for over fifteen years, she expected that something was wrong, however, the doctors that were treating Kat did not order an ultrasound and attributed her pain to her menstrual cycle.
1. Describe the problem as told by a health care professional For this interview project, I chose to interview Dr. Shawn Fagan, MD. He is a burn surgeon and intensivist for the Joseph M. Still Burn Center at Doctors Hospital in Augusta. Dr. Fagan has is board certified in both surgery and surgical critical care by the American Board of Surgery. He has participated in numerous studies in the area of exfoliative and necrotizing diseases of the skin.
Evidence and Evaluation in Bedside Reporting Bedside reporting assist nurses with a chance to improve patient safety and increase patient collaboration in the arrangement of care. There is also less care correlated to inaccurate or deficiency of information because the report process includes actual patient apparition. Increased staff approval with bedside reporting supports teamwork and supports accountability. By associating bedside reporting there is an optimistic impact on the patient and their relatives.
I 've learned while conducting these interviews that both indivuials have similar issues within the healthcare system. one of the biggest issues both interviewees faces was the cost of healthcare and health insurance coverage. One of the interviewees has a chronic illness, and at times has to decide if she wants to purchase her needed medication or to buy groceries for herself and her family. The other interviewee although employed, doesn 't have health insurance coverage because its too costly every month. it seems they 're both appreciative of the fact there is a somewhat healthcare system with health care providers and professionals available to them, but feels its only available if you have health insurance coverage.
The world of mathematics is changing and with it comes the integration of the Common Core State Standards (CCSS), the five process standards of the National Council of Teachers of Mathematics (NCTM), and the 21st Century Learning skills that all teachers and students must now have an in-depth knowledge of. In their pathway for teachers, these three standards have woven a framework of instruction that can help instill a deep conceptual knowledge of mathematics to actively promote students to think more critically. The main focal point of the CCSS is to advocate values about learning math by contributing different standards that will focus on conceptual understanding in which students must participate. Within the CCSS mathematics framework,
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”.
The key to being a successful leader is to remain objective and easy going. Mr. Sene began his career as a physical therapist in 1999. He served as the Rehabilitation Supervisor for Lutheran Medical Center, Brooklyn, NY, from 2006 to 2009. Mr. Sene’s recent experiences include Co-Owner/Manager of a small-scale physical therapy office, in addition, a supervisory physical therapist at RWJBarnabas Health. Mr. Sene’s responsibilities for both facilities include; day to day operations, scheduling, budgeting, and updating his staff on changes in policies, procedures, rules, and regulations.
My experience in the client role was very eye-opening and helped me to gain a lot of insight about what it is like to endure a clinical interview. Overall, the interview went very well and my clinician had a lot of strengths that helped things to go very smoothly. At first, I was somewhat intimidated to be in this role. While knowing that this participation was completely imaginary and done solely for a project, I still had some trouble with accepting the fact that I was about to portray a character with mental illness.
Part B Introduction The importance of Geometry Children need a wealth of practical and creative experiences in solving mathematical problems. Mathematics education is aimed at children being able to make connections between mathematics and daily activities; it is about acquiring basic skills, whilst forming an understanding of mathematical language and applying that language to practical situations. Mathematics also enables students to search for simple connections, patterns, structures and rules whilst describing and investigating strategies. Geometry is important as Booker, Bond, Sparrow and Swan (2010, p. 394) foresee as it allows children the prospect to engage in geometry through enquiring and investigation whilst enhancing mathematical thinking, this thinking encourages students to form connections with other key areas associated with mathematics and builds upon students abilities helping students reflect