APA Format/ 2 pages/2 articles

 

Now that Barbara has an understanding of the factors that influence clinic performance, it is time to set priorities and develop a preliminary strategy. A clear strategy helps to focus energy and resources, establish organizational direction, and strengthen operations where there are opportunities for improvement.

For this project assignment on UCCO, complete a minimum of a 2-page report to describe a high-level strategy with associated action items for, to include the following concepts:

• Based on the results of the SWOT analysis, what should Barbara recommend as an overall strategy?
• How will the selection of the chosen EHR system contribute to the strategy? Further explain why it was the best choice.
• On what basis should she develop actions items? What should the action items be, as they directly relate to the strategy?
• What should the recommended outcomes and/ or long-term goals be, based on the action items?

Visit the Rasmussen online Library and search for a minimum of 2 articles covering the topics of strategic planning and healthcare management. Conduct academic research using the library’s databases, like:

• CINAHL
• Discovery
• Business Source Complete via EBSCO
• Business via ProQuest

Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.

Transferable Skills for this Project Stage:Critical Thinking

Required Resources

Read/review the following resources for this activity:

Textbook: Review chapter(s) specific to your goal

Lesson

WEEK 2 CCG TEMPLATE ATTACHED BELOW

Introduction: Communication Change Challenge (CCC)
In Week 2 of your CCC, you will be laying the foundation and putting together a plan for the change you will implement in Week 3. The challenge you identified and had approved in 1E during Week 1 is the challenge that will be your focus for Weeks 2 and 3.

Note: The headings identified below and detailed on your template must be used to keep your submission organized.

Project Timeline
The following is a breakdown of what will be covered in each part of the project:

Due

Description

Week 1

Selecting a communication goal  and conducting research

Week 2

Describing communication pattern, analyzing goal, and developing a plan

Week 3

Implementation of the plan and evaluation of your progress

Instructions
Before you try to repair the communication challenge identified in Week 1 Part 1E, you first need to identify a pattern and understand where the breakdown takes place. Consider your encounters over the last few weeks. When did this challenge occur? If you have selected as your challenge “keeping a calm voice when instructing my children,” then identify when you did not keep a calm voice. Next, identify your challenge as a behavioral pattern. Here is this challenge stated above as a behavioral goal, “I want to keep a calm voice when instructing my children.” Now it is your turn, write your behavioral challenge as a behavioral goal that begins with the phrase, “I want to….”

Next, put yourself in someone else’s shoes. . . someone who has the same communication challenge you identified in 1E in Week 1. Answer the following questions as if you were watching the challenge take place.

. What did that person do to escalate the communication challenge?

. What could that person have done to de-escalate the communication challenge?

. What must that person be saying and/or doing for me to say that he/she has achieved the communication goal that he or she shares with you?

Part 1: Identifying Patterns (2 pages)
Sometimes, stepping outside yourself and viewing the communication challenge objectively can help you to see trigger points and strategies more clearly. Now that you have had an opportunity to do that, brainstorm a minimum of three strategic steps that could be taken based on what you have learned thus far from the textbook. You will need to search through the textbook for specifics, and those specifics will need to be cited within this section using APA in-text citations.

Strategic Step 1:

Strategic Step 2:

Strategic Step 3:

Based on the three strategic steps you have identified above, now it is time to write out some declarative statements. Following each declarative statement, you will need to share what will help you and what will hinder you as you move toward reaching your own communication challenge goal.

Declaration 1: In order for me to achieve my goal of . . ., I will . . .

Declaration 2: In order for me to achieve my goal of . . ., I will . . .

Declaration 3: In order for me to achieve my goal of . . ., I will . . .

Remember to follow each declaration with a paragraph that provides further insight.

Part 2: Plan and Practice (1-2 pages)
Now that you have a clear goal and declarative statements, it is time to plan a rehearsal. A rehearsal can be helpful when you need to think through all the details needed for a production to go well. You are not putting on a play, but you are moving toward your event in Week 3 when you will apply all that you have been doing and learning. So, let’s consider what is needed for your rehearsal.

A covert rehearsal is an effective way of trying out new communication behaviors. Think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in Part 1 (above). By covertly rehearsing in your mind, you make it much more likely that you will perform the behavior comfortably and effectively in real life situations. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.

If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:

. Identify the situation you would like to practice. Do you want to plan a new conversation, or replay a past situation but change the outcome?

. Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house?

. Consider how your physical surroundings will affect your rehearsal.

. Consider the conversation: What would make it effective? What would need to change?

Now that you have thought through this conversation scenario, you are ready to select a communication event, related to your goal, for which you will prepare covertly. Choose a communication event that mirrors the communication goal you have selected, then you will begin to prepare for this event privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually think about what you would say and how the other person might respond. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, apply principles you are learning so that you can practice precisely what you want to say and how you want to say it. Experiment with what appears to be the most effective and comfortable way for you to implement the new behaviors you have been learning.

Now it is time to do some writing. In this section, you will submit a detailed narrative that identifies your selected communication challenge and the potential plan you want to implement in Week 3. Include the following:

2A. Surroundings
Describe the potential surroundings – specific room, physical surroundings and so forth. Include an explanation of how your physical surroundings might affect your plan negatively, positively, or both.

2B. People
Describe the people who will potentially participate in this communication event

What will be the elements of the conversation?

How might the other person respond?

What could go well?

What might derail your success in meeting your communication goal?

In a quiet place, begin thinking about the plan for your conversation event; consider how you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.

2C. Reflection
In a well-written paragraph, explain how your covert rehearsals helped to equip you for implementing your plan in Week 3.

Practice through the plan using different scenarios. In your imaginary practice, make sure that you are always aiming toward achieving your communication goal.

Writing Requirements (APA format)

Length: 3-4 pages

1-inch margins

Double spaced

12-point Times New Roman font

Title page

References page (textbook citation)

 1.  What are three “take-aways” you will carry with you as you leave the course?  To qualify as take-aways, the three things must be something you found interesting, illuminating and that you can see yourself finding useful as you continue working on your degree and in your work.  They cannot be merely descriptions of factual information drawn from the publications with which you engaged, including but not limited to your course textbook.  You will need to think about why these things are ones you will carry with you beyond the course and how you will find them useful.
 

2.  What were the two most meaningful experiences you had as part of your dialogs with classmates?  These need to be experiential rather than factual information from the articles or other sources you used in support of the perspectives shared in your posts.  Again, give thought to why what you mention here is meaningful to you rather than talking about textbook and article topics (that comes next).
 

3. Which topic interested you the most among those you read about in the Gantt & Slife (2015) textbook and dialogued about on the forums and why did you find it interesting?
 

4.  Which article topic perspective would you not have supported had supporting it not been assigned to you? Did reading the article and having to support its perspective cause you to change your own perspective?

5.  Which “What Psychologists Do” assignment sub-specialty in psychology did you find that you were most drawn to while researching information about the six assigned sub-specialties?  It doesn’t have to be one you plan to or feel able to pursue, but rather the one you found most interesting.  Which one were you the least drawn to?

 

Week 5 – Final Project

Summative Assessment – Balanced Literacy Plan

Summative Assessment – Balanced Literacy Lesson Plan

As you found in Week Four, there are many variations of balanced literacy. The main consistencies are that balanced literacy includes reading, writing, listening, and speaking. In addition, the main blocks of balanced literacy are known as Read-Aloud/Shared Reading, Guided Reading, Word Study, and Independent Reading.

1. For your final assignment, you will create a balanced literacy lesson plan for grades pre-K to third. In a 10- to 12-page paper (not including title and reference pages) written in APA style, include the following components: Grade Level (pick a grade from pre-K to third)
2. Anchor Standard
3. Text—include author/illustrator, title, brief summary
4. Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts.

Balanced Literacy Block

Your Example

Read-Aloud/Shared Reading

Word Study

Guided Reading

Independent Reading

1. Explain how reading, writing, listening, and speaking are promoted in your lesson plan. (All four should be featured in each block.)
2. Describe how your activities support the anchor standard.
3. Describe your assessments. How do these assessments evaluate students’ reading skills and/or progress?
4. Discuss the benefits of teaching from a balanced literacy approach.

Below are some prompts to help you plan your balanced literacy blocks:

Balanced Literacy Block

Guidance—Do not include this column in your chart

Read-Aloud/Shared Reading (30 minutes)

Revise your Week Four, Discussion 1 assignment.

In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class. The teacher will stop at planned points to ask a variety of questions that elicit student response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book” that has large print and pictures. Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text.

Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask and at which points in the book or text you will ask the questions or model the critical thinking. Indicate page numbers, etc.

Write this out so that a substitute teacher can implement your lesson plans.

Word Study(10 minutes)

Revise your Week Four, Discussion 2 assignment.

In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini-lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an author’s message and to help them convey meaning in their own messages.

Describe one word study activity that supports your Read-Aloud and that can be implemented to the whole class. How would you present this to your whole class? How will you facilitate the students’ learning and make sure they are all engaged and challenged?

Write this out so that a substitute teacher can implement your lesson plans.

Guided Reading (40 minutes; you will meet with each group for 10-20 minutes)

Revise your Week Four Written Assignment.

Guided reading groups are also known as strategy groups. In this block, the teacher meets with a small group of students who read at the same reading level. The teacher works on specific strategies or skills. Each student has a copy of the text, which can be a basal, passage, or trade book. The teacher uses this time to explicitly model and practice.

Create a guided reading lesson plan for one of the following reading level groups: Far Below Grade Level Reading Expectations, Below Grade Level Reading Expectations, At Grade Level Reading Expectations, Above Grade Level Reading Expectations, or Far Above Grade Level Reading Expectations. Your guided reading lesson plan must include the following components: group level, text, objectives, phonics skills or word study, pre-reading, new vocabulary, during-reading, after reading, and writing connection.

Write this out so that a substitute teacher can implement your lesson plans.

Independent Reading

Review your work for Week Five, Discussion 2.

In this block, the teacher sets up routines for students to engage in independent reading. There may be time for SSR or DEAR, but for the most part, teachers are conducting guided reading group lessons while students are independently reading and/or participating in literacy centers. Independent reading is a time when students read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies and/or develop fluency and automaticity. This is not free reading; it is purposeful reading. Teachers may also confer with individual students at this time for brief reading conferences. Teachers also have students respond to the text in meaningful ways through writing, sketching, etc.

Describe how you will accommodate independent reading. Be specific about routines, student expectations, teacher expectations, texts, etc. Include a description of your classroom library.

Write this out so that a substitute teacher can implement your lesson plans.

Source: Adapted from: http://www.methuen.k12.ma.us/images/ELA_Mapping/Balanced Literacy Model.pdf (Links to an external site.)Links to an external site.  

Note: As you have noticed, this final assignment pulls various tasks from the course. You may use your previous assignments from this course, but make sure to revise appropriately to ensure alignment and flow. You need to make sure that you include reading, writing, listening, and speaking in each block. You also need to make sure that all your activities in each block support the anchor standard and, that together, all the activities make sense. Include all instructional materials, including handouts, word cards, manipulatives, etc. Be as detailed and specific as possible. You want to include scripts and procedures. Pretend that you are writing lesson plans for a substitute teacher.