Write a brief paragraph about what you have learned about the topic outlined in the group’s Powerpoint and materials and describe how the information will help you work with diverse student populations.

PAGE 1: 1. Write a brief paragraph about what you have learned about the topic outlined in the group’s Powerpoint and materials and describe how the information will help you work with diverse student populations. 2. Review the lesson plan and provide input and suggestions based on areas of strength (what you liked about the lesson plan, its practical value..etc.), and (areas of improvement by providing suggestions and constructive feedback (what could have been included, what modifications..etc.)

Write a brief paragraph about what you have learned about the topic outlined in the group’s Powerpoint and materials and describe how the information will help you work with diverse student populations.

PAGE 1: 1. Write a brief paragraph about what you have learned about the topic outlined in the group’s Powerpoint and materials and describe how the information will help you work with diverse student populations. 2. Review the lesson plan and provide input and suggestions based on areas of strength (what you liked about the lesson plan, its practical value..etc.), and (areas of improvement by providing suggestions and constructive feedback (what could have been included, what modifications..etc.)

What kinds of implications will current legislative policy and school/district adopted curriculum models have for classrooms?

There are many facets of language acquisition and many issues teachers have to consider when planning instruction and teaching strategies for classrooms. Not only do teachers have to plan curriculum to meet the needs of the special learner and the GATE student, we also have to consider how they will instruct English Learners. What kinds of implications will current legislative policy and school/district adopted curriculum models have for classrooms? For teaching a 3rd grade elementary classroom, the purpose of this project is to design a comprehensive plan for a classroom which will enable students to appreciate each another for who and what they are. Develop a plan to be used in a classroom, which will address the needs of English Learners, and Special Education students including Gifted Students.

What kinds of implications will current legislative policy and school/district adopted curriculum models have for classrooms?

There are many facets of language acquisition and many issues teachers have to consider when planning instruction and teaching strategies for classrooms. Not only do teachers have to plan curriculum to meet the needs of the special learner and the GATE student, we also have to consider how they will instruct English Learners. What kinds of implications will current legislative policy and school/district adopted curriculum models have for classrooms? For teaching a 3rd grade elementary classroom, the purpose of this project is to design a comprehensive plan for a classroom which will enable students to appreciate each another for who and what they are. Develop a plan to be used in a classroom, which will address the needs of English Learners, and Special Education students including Gifted Students.

2-2 Short Paper: Preparing for the SWOT Analysis.

address the following: Overview: A brief market overview that identifies the desired target audience (demographic, psychographic, geographic) and consideration of consumer behavior. Competition: A discussion of the competition: Who are they and why are they considered a competitor? Who is the competitors target audience? What product(s) do they sell, and what are the features/benefits/pricing of their product(s)? Limit competition to one primary/direct competitor. Industry Trends: Consider industry trends that may impact the success of your new product concept in the near future (12 months) and long-term (13 years). Projected Data Analysis: How will you ensure that the data you are relying on is reputable/valid/accurate? What process will you use to identify potential sources of information and what criteria will you use to determine if the information is relevant, accurate, and worthy of analysis? My chosen company is Apple The new product is an Apple Dive Watch See the attached Rubric for additional information. If you have any questions, please contact me via email.

Discuss Super charging simulated patient educator professional development with longitudinal e-learning.

This project is a poster presentation. The poster instructions are:There is not a specific size for your poster, but keep in mind that it will be viewed on a computer screen. Pick a template that is a 16:9 ratio, with a high resolution, where your smallest text will be at least an 8-point font. If the presentation looks good on your screen, the poster size and font selections are appropriate for participants to view. A pdf file will be necessary for your final file.

The abstract is written:Innovation and discussion Poster
Theme: SP educator development
Title: Super charging simulated patient educator professional development with longitudinal e-learning
Authors: SC
Intro:
As a program dependent upon a cadre of per diem simulated patient (SP) educators (SPEs), establishment of consistent high quality SP training between SPEs is essential for standardization of SP training. The development of an intensive longitudinal SPE enhancement program provided the SPEs with methodologies to standardize training and additional professional development opportunities.
Description:
Utilizing e-learning technology, we designed an innovative curriculum of longitudinal small group workshops based on the five principles of SPE training methodology as outlined in the ASPE Standards of Best Practice. Curricular topics include case training, physical examination training and scoring, interpersonal skills and feedback standardization. The e-learning course provides the SPEs the ability to view curricular modules off campus prior to attending small group interactive workshops. These workshops focus on standardizing skills necessary for SP training within best practice and our programmatic guidelines. Participation in appropriate webinars when offered by outside simulated patient experts is encouraged as additional professional development.
Discussion:
We have already documented beneficial SP training outcomes within our program. Completion of a series of workshops for interpersonal skills scoring led to increased standardization of interpersonal skills (IP) training amongst SPEs as did standardization of IP scoring by the SPs. We will be continuing the SPE workshop series with PE skills standardization training. In addition to basic PE training, training in osteopathic manipulative techniques provided by our Osteopathic Fellows allows our SPEs to knowledgably instruct the SP on the basics of an Osteopathic structural examination.
Conclusion:
The SPEs report they feel more empowered to make decisions when training. Additionally, they feel the SPE enhancement program is providing them tools necessary for increasing their development in becoming competent and collaborative SPEs. Institution of monitoring and assessment of SPEs during case trainings will provide program outcomes data on improvement of SPE standardization. SPE satisfaction surveys as well as needs assessment performed at the middle and end of current curriculum series and outcomes data will provide the base for future topics and modifications in the program. In the near future, adding program appropriate simulation-based medical education topics will provide additional professional growth for the SPEs.
References: 3 min
Lewis, K.L., Bohnert, C.A., Gammon, W.L. et al. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv Simul 2, 10 (2017)
Pritchard, S. A., Blackstock, F. C., Keating, J. L. & Debra Nestel. The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators. Medical Teacher, 39:11, 1159-1167(2017).

Wallace P. Coaching Standardized Patients: For Use in the Assessment of Clinical Competence New York: NY Springer Publishing Company; 2007.

Discuss Super charging simulated patient educator professional development with longitudinal e-learning.

This project is a poster presentation. The poster instructions are:There is not a specific size for your poster, but keep in mind that it will be viewed on a computer screen. Pick a template that is a 16:9 ratio, with a high resolution, where your smallest text will be at least an 8-point font. If the presentation looks good on your screen, the poster size and font selections are appropriate for participants to view. A pdf file will be necessary for your final file.

The abstract is written:Innovation and discussion Poster
Theme: SP educator development
Title: Super charging simulated patient educator professional development with longitudinal e-learning
Authors: SC
Intro:
As a program dependent upon a cadre of per diem simulated patient (SP) educators (SPEs), establishment of consistent high quality SP training between SPEs is essential for standardization of SP training. The development of an intensive longitudinal SPE enhancement program provided the SPEs with methodologies to standardize training and additional professional development opportunities.
Description:
Utilizing e-learning technology, we designed an innovative curriculum of longitudinal small group workshops based on the five principles of SPE training methodology as outlined in the ASPE Standards of Best Practice. Curricular topics include case training, physical examination training and scoring, interpersonal skills and feedback standardization. The e-learning course provides the SPEs the ability to view curricular modules off campus prior to attending small group interactive workshops. These workshops focus on standardizing skills necessary for SP training within best practice and our programmatic guidelines. Participation in appropriate webinars when offered by outside simulated patient experts is encouraged as additional professional development.
Discussion:
We have already documented beneficial SP training outcomes within our program. Completion of a series of workshops for interpersonal skills scoring led to increased standardization of interpersonal skills (IP) training amongst SPEs as did standardization of IP scoring by the SPs. We will be continuing the SPE workshop series with PE skills standardization training. In addition to basic PE training, training in osteopathic manipulative techniques provided by our Osteopathic Fellows allows our SPEs to knowledgably instruct the SP on the basics of an Osteopathic structural examination.
Conclusion:
The SPEs report they feel more empowered to make decisions when training. Additionally, they feel the SPE enhancement program is providing them tools necessary for increasing their development in becoming competent and collaborative SPEs. Institution of monitoring and assessment of SPEs during case trainings will provide program outcomes data on improvement of SPE standardization. SPE satisfaction surveys as well as needs assessment performed at the middle and end of current curriculum series and outcomes data will provide the base for future topics and modifications in the program. In the near future, adding program appropriate simulation-based medical education topics will provide additional professional growth for the SPEs.
References: 3 min
Lewis, K.L., Bohnert, C.A., Gammon, W.L. et al. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv Simul 2, 10 (2017)
Pritchard, S. A., Blackstock, F. C., Keating, J. L. & Debra Nestel. The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators. Medical Teacher, 39:11, 1159-1167(2017).

Wallace P. Coaching Standardized Patients: For Use in the Assessment of Clinical Competence New York: NY Springer Publishing Company; 2007.