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Differentiated Assessment
Differentiated Assessment
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Differentiated Assessment
The Common Core State Standards require that students should be facilitated to engage in an effective range of collaborative discussions. CCSS lays emphasis on the importance of speaking and listening skills among the students (Puckett, 2013). The learners must be empowered with an opportunity to share their knowledge and be able to gather more knowledge thanks to their effective listening skills. It is a huge challenge to facilitate a real time class conversation as this includes a majority of students and all of them may want to speak at the same time. Learners can boost their confidence in listening and speaking during times when the class is in session by engaging in online discussion forums to give them enough time to process the information, come up with a thoughtful response, and interact with their peers.
With the knowledge of the fact that I take my class through English Language in mind, it is appropriate that I ensure that my students acquire effective listening and speaking skills. During the class, I have to correct any grammatical errors that the learners might have made while speaking to the rest of the class. The corrections should be made in a manner that will not discourage them from voicing their contributions when I ask them questions. I have an obligation of encouraging my students not to be shy to speak up when they have something relevant to say. The students who are always silent in class should not be left just because they don’t have the guts to rise up their hands to contribute. When the weak students get a chance to say something, I will discourage them from engaging in inappropriate verbal cues such as fidgeting and speaking in low voices that cannot be heard by everyone in class. This will progressively help the whole class acquire good listening and speaking skills that will help them during the class, other classes, and in their future.
The students will master the literacy devices used in literature by reading literature materials, performing tribal dances, and listening to music with 90% accuracy. I will measure the mastery of the concepts taught during class using a follow up test. The test will be done a day after I finish teaching the concepts when their minds are still fresh with the previous class’ knowledge. I will also ask random questions during class to gauge the students who have the most understanding of the concept, and if the concept was generally understood by a majority of the learners. I will also ask the students to write in about a hundred words the most important information they acquired from the class.
The students will engage in analysis activities to demonstrate the skills they acquired from the class (Spencer, 2013). I will provide them with various literature materials that I have already reviewed for them to analyze. They will need to go through them keenly to map out the various literary devices the authors used to make their works a success. I will give them questions to discuss in groups of five and then two of them will present their findings in front of the whole class. This will help them build on their listening and speaking kills while expanding their knowledge of literacy devices used in literature.
I will also need to measure their mastery on this topic both as individuals and as the groups I had divided them into earlier. I will give them individual projects identify their favorite pieces of literature and present them to me. After the presentation I will find out if these pieces portray a good amount of literary devices from which the students can learn. Their work will then be to identify them and explain how they enhance plot development in stories, rhythm in poetry, among others. They will submit their findings and then meet as a group to discuss their thoughts with their group members. They will then submit another paper that harmonizes all these literary devices that they have identified.
The students should by the end of the lessons have acquired adequate proficiency levels in the mastery of the concepts. They should be able to get at least 60% in the test that I will set about the concept. The group discussions should flow without the students relying on me all the time for clarification, additions or subtractions. When it’s time for the presentations, the presenters should not act like they do not know what they are talking about for instance by hesitating and confirming with their group members all the time. They should have credible points. The projects must be presented with adequate content information about the current topic and its real life application.
I will need to employ formative assessments during the three days that I will be teaching this topic. On the first day, I will use questioning (Engelhard & Starkman, 2003). If I ask relevant questions then I will provide my students with an opportunity to think deeply. I will also be able to know the significant insight and the depth and degree of understanding of my students through questioning. These questions will involve the learners in a dialogue in the class that will expand their learning. The questions that I will ask will not be limited to the typical factual questions that will need my students to recall numbers and facts.
The assessment will address multiple intelligences as it will assess my students’ ability to answer questions fluently and audibly, their ability to relate previous experiences with the current ones, and their ability to recall concepts they learnt or just came across somewhere. Students who learn better by participating in class activities and those who are better off observing will all benefit from this method of learning. I will use the information I gather from questioning them to determine which areas that need more emphasis and which ones will just need me to scratch the surface.
I will employ observation to get to know more about my students so that I can be in a better position to help them. Observation will enable me establish what my students do not know and what they already know. I will then write these information down using anecdotal notes, anecdotal notebooks, anecdotal note cards, and labels or sticky notes. I will use the information I gather from observing them to adjust the learning instructions to meet the student needs especially those with different learning styles. I will determine which areas need more emphasis and which ones will just need me to brush over. Observation will help me address multiple intelligences more effectively. I will manage to observe all my students and understand them on a more personal level.
On day three I will use discussions. These classroom discussions will help me understand how my students comprehend the basic concepts that I have taught in class. I will provide my students with open ended questions to initiate the discussions. My objective shall be to build knowledge and develop creative and critical thinking skills. The students will increase their depth and breadth of understanding and discard erroneous information. I will be able to assess the students by listening to their responses during our discussions. The assessment will address multiple intelligences as it will assess my students’ ability to answer questions fluently and audibly, their ability to relate previous experiences with the current ones, and their ability to recall concepts they learnt or just came across somewhere. Discussions will help me address multiple intelligences more effectively. I will manage to listen to the responses of all my students and understand them on a more personal level.
For the summative assessments I will use the end of term and unit tests. These tests will address both the multiple intelligences and different learning styles.
The grading rubric:
CATEGORY 4 3 2 1
Identifies facts Student accurately locates at least 5 facts in the article and gives a clear explanation of why these are facts, rather than opinions. Student accurately locates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions. Student accurately locates 4 facts in the article. Explanation is weak. Student has difficulty locating facts in an article.
Identifies important information Student lists all the main points of the article without having the article in front of him/her. The student lists all the main points, but uses the article for reference. The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. The student cannot important information with accuracy.
Relates Graphics to Text Student accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text. Student accurately explains how each graphic/diagram is related to the text. Student accurately explains how some of the diagrams are related to the text. Student has difficulty relating graphics and diagrams to the text.
Summarization Student uses only 1-3 sentences to describe clearly what the article is about. Student uses several sentences to accurately describe what the article is about. Student summarizes most of the article accurately, but has some slight misunderstanding. Student has great difficulty summarizing the article.
Identifies opinions Student accurately locates at least 5 opinions in the article and gives a clear explanation of why these are opinions, rather than facts. Student accurately locates at least 4 opinions in the article and gives a reasonable explanation of why these are opinions, rather than facts. Student accurately locates at least 4 opinions in the article. Explanation is weak. Student has difficulty locating opinions in an article.
References
Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.
Engelhard Jr, G., & Starkman, S. (2003). The Role of Formative Evaluation in Externally Mandated Program Reviews in Higher Education.Jill Spencer, (2013); Ten differentiation Strategies for building Common Core Literacy. Retrieved from:http://www.middleweb.com/9866/differentiating-the-common-core/ on September 29, 2014.
Cross-Cultural Perspective
Cross-Cultural Perspective
IntroductionNike is among organizations that are known globally. The headquarters of Nike are in Beaverton,Oregon and it has expanded to other countries in order for them to reach the markets which are untapped so that they can increase their profit margins. For a very long time now the organization has been sourcing its labor from other countries. This is because just as other corporations Nike is escaping the strict regulations which the United States gives them. They easily and readily find cheap labor in third world countries such as Pakistan, Taiwan, China, South Korea and Vietnam (Teather, 2005). This company views this cheap labor availability to be quite beneficial when it comes to the fulfillment of the needs of the customers while maintaining low production costs. The media has highlighted some of the malpractices that global companies such as Nike have bee part of. The paper will look at the cultural issue within Nike .it will also look at the social and ethical responsibility issues which Nike must deal with due to its status as a global organization.
Cultural issue in Nike
Nike started out as an organization for Blue Ribbon sports whose main region of operation was the United States but it further went global in order to expand the product line of the company. Nike’s expansion to Pakistan has been faced by various cultural issues among them is their use of child labor and subjecting employees to poor working conditions. There were various allegations against them such as their use of children for the stitching of soccer balls and sports garments. The production of soccer balls for Nike has been centered in Pakistan for a period of many years.it has been estimated that many children are being used as workers during the process of producing the goods offered by the company (Wilsey, &Lichtig, 2010).
Several cultures in the world hold varied views regarding the issue of the type of responsibility that should be given to children. There are different perceptions of childhood not only across countries but also in particular cultures and ethnic groups. For instance in poor countries such as Pakistan, parents have no problem with children helping their parents in giving support to their family through working. However, this is not the same as United States where there are child laws in place for the protection of children against being used at a young age as laborers. Familiesthat are struggling for instance, in Pakistan theydeem it necessary for children to work for the survival of the entire family. Therefore the main cultural issue that Nike faces is child labor and this is what has affected how the company interacts with other countries that are found outside the United States.
Ethical and social responsibility analysis
In order for Nike to remain competitive without them reducing their workforce they decided to outsource manufacturing companies overseas. Therefore, they had a cost advantage in comparison to their competitors thus they are able to go into emerging markets globally. This can be perceived as being unethical since it involves the shifting of the manufacturing company that was based in the U.S.if Nike is unable to maintain its competitive advantage in the market and expand to new areas it will not grow thus there will be the loss of jobs by employees.
Customers also have to be considered which falls under the field of ethical consideration.in the case of Nike, clearly there was an underestimation of consequences of failure to follow the base market ideologies that are required in an area where stringent labor regulations are not required particularly with its production facilities which are offshore. Job creation or the moving of jobs from the U.S is an issue that can not be easily justified but when children are being given these jobs based on the views of customers then this is a problem.
Labor conditions in factories found in china and Indonesia were also questioned when they a comparison of pay scales of Asian workers and this is what led to Nike being blamed for their decision to abandon the manufacturing industry that had its base in the U.S.there were accusations of Nike lowering the standard of human rights purposely for profit maximization. There has always been a link between the products from Nike and slave wages, forced overtime and habitual abuse.
Conclusion
The main problem when it comes to the diversification of organizations should be on the basis of cultural adaptability and the maintenance of social and ethical standards. The paper has clearly shown that any organization’s ground work is only described when a clear analysis of what happens in the organization practically is done. The corporate social responsibility laws has forced Nike to follow their recommendations so that there can be an improvement in working conditions of their companies which are located overseas.
References
Teather,D. (2005).Nike lists abuses at Asian factories. RetrievedJuly 29, 2013 from http://www.guardian.co.uk/business/2005/apr/14/ethicalbusiness.moneyWilsey, M, & Lichtig,S. (2010).The Nike controversy.RetrievedJuly 29, 2013 fromhttp://www.stanford.edu/class/e297c/trade_environment/wheeling/hnike.html
Differential Diagnosis
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In this case, Richard shows several symptoms of a defect that include nasal congestion, rhinorrhea, sneezing and postnasal drainage. The symptoms are accompanied by itches in the ears, eyes, nose and the palate. Therefore, in order to determine or diagnose what he might be suffering from, a proper and well followed up health history is required. To start with, the nurse should determine whether Richard has had a history of experiencing the said symptoms in particular or specified periods of the year.
What follows is the determination of whether in his family there has been a history of allergies, whether mild or acute. The nurse should also question whether he has ever experienced malaise, fever, coughing or headaches. The last portion in his health history will be determining what medication that Richard has been taking, and if there are, collect the different kinds of medication that he has tried in the recent past.
Diagnostic tests and physical exams
What should be given the first priority in the diagnosis of Richard is the performance of a general assessment whereby there will be observation of Richard for the existence of any change in his mental status. The nurse should ensure that Richard’s face is observed for perirobital edema and allergic shiners, which can be observed through the presence of black circles underneath the eyes. There should be careful observation of vital signs to see whether Richard has been breathing, or is breathing through the mouth. This is to be able to determine whether he has got a fever, which would point out at the fact that he may be suffering from a bacterial infection.
The existence of periorbital edema would show that Richard may e suffering from bacterial sinusitis. On the other hand, if the examination to determine whether he has black circles underneath his eyes turns out to be positive, then it would indicate that he may be suffering from venous congestion and stasis. To determine whether Richard has a sinus infection or acute rhinitis, proper and thorough examination of his eyes, ears and lymph nodes will be required. There should also be a though examination of whether he has coryza, through the examination of his nasal cavity. Coryza is the inflammation o nasal mucous membranes.
If examination of his teeth and mouth result to a medical opinion that he has got halitosis, this is a pointer that he may be suffering from sinusitis or a severe dental abscess. The teeth should be examined in detail to determine whether he may be a victim of maxillary sinusitis. This is done through tapping on his maxillary teeth to check the extent of their tenderness.
Differential Diagnosis
The first differential diagnosis is nonallergic rhinitis. The nasal smear will reveal whether Richard has nonallergic rhinitis with eosinophilia syndrome (NARES). It is imperative that the advanced practice nurse ask Richard whether is he been taking nonsteroidal anti-inflammatory drugs or aspirin.
The second differential diagnosis is allergic rhinitis because Richard reports that he has been experiencing sneezing, nasal congestion, and rhinorrhea. Asking him about the onset of his symptoms in relation to seasons or exposure to allergens will help the advanced practice nurse to determine if he is suffering from perennial or seasonal.
The third differential diagnosis is rhinitis medicamentosa. This is caused by long-term use of nasal decongestants. Other drugs that have a vasodilatory effect on the nasal passages are hormones, psychotropic agents, and anti-hypertensive medications that alter adrenergic neuronal. I have chosen this diagnosis because Richard has presented with similar symptoms of patients who have rhinitis medicamentosa
The fourth differential diagnosis I have chosen is acute sinusitis. I chose this because Richard has erythema to his throat, which is indicative of post-nasal drip. Patients who are suffering from an acute sinus infection will typically present with post nasal drip.
The fifth differential diagnosis is nasal obstruction. Acute nasal obstruction is associated with edema from infectious antigens, exposure to chemical irritants, and allergic response to antigens. I chose this diagnosis because Richard keeps pressing against the bridge of his nose.
References
Dains, J., Baumann, L., Scheibel, P. (2012). Advanced Health Assessment & Clinical
Diagnosis in Primary Care, 4th Edition.
Sullivan, Jr., John B., Krieger, Gary R. (2011). Clinical environmental health and
toxic exposures.
Rondón, C; Canto, G; Blanca, Miguel (2010). “Local allergic rhinitis: A new
entity, characterization and further studies”. Current Opinion in Allergy and Clinical Immunology