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Section 2 Assignment Assessment and Documentation in Child Life
Section 2 Assignment: Assessment and Documentation in Child Life
Please read the situation below and utilize the Stress Potential Assessment Process (Handbook p. 119) to assess the level of potential stress this patient and family is experiencing. You do not have to assign a number for the rating, but please discuss the healthcare, family, and child variables pertinent to this patient and family. Write about what aspects you would consider in each category and how you think that would impact their overall coping. Even though we are not assigning the number to this to help the CCLS prioritize, based on your assessment, to what extent do you think this patient and family would benefit from child life support? Why?
Your discussion of the stress potential assessment and the responses to the questions above should be written in a 2-3-page double-spaced paper. Try to think of this assignment as a discussion about the case below. I want to know how you’re thinking about these variables, so please explain yourself fully in the explanation.
David is a 9-year old admitted with asthma exacerbation. His parents are separated, but both have a loving, supportive, relationship with him. David has been admitted to the hospital 5 times before this and knows the routine well. He has been in the hospital for 4 days and will likely need to stay for a few more. David attends and participates in hospital events in the family library and is often on the first floor engaging in activities with the staff (Bingo, art party, board game tournament, etc.). Usually his caregivers are with him. However, this time David’s grandfather has also been hospitalized and his mother has been spending a lot of time with him instead of with David. David’s dad has a big case at work and at the end of the day rushes to the hospital to be with David. Today, he became frustrated and yelled at David when he did not want to stop playing to do his breathing treatment. Noticing the stress in the room, the respiratory therapist suggested that dad go to the family garden to take a walk while she played with David and did his treatment. Dad came back much more relaxed.
Section 1 Lesson Preparation
Section 1: Lesson Preparation
Teacher Candidate Name: XXX
Grade Level: 8
Date: 26/10/2022
Subject: Mathematics
Instructional Plan Title: Introduction to differentiation
Lesson Summary and Focus: This lesson centrally focuses on introduction to differentiation, recaps on prerequisite knowledge and some basic techniques for differentiation. Additionally, it will guarantee that the pupils can meet the standards set by the common core for differentiation students in the eighth grade.
Classroom and Student Factors. Diana, one of the students in the class is one grade lower than her fellow classmates; she may lack the pre-requisites for learning differentiation.
Enrique is one grade below in reading and at grade level in mathematics. His IEP is ADHD. Enrique will have flashcards with differentiation formulas which he will be allowed to use throughout the lesson.
The rest of the students are at grade level in reading and math and are English language learners.
National/State Learning Standards: Define, evaluate and compare functions
Understand that a function is a rule that assigns each input to exactly one output
Define the derivative of a function as a limit
Differentiate simple functions
Specific Learning Targets: By the end of the lesson, the learner should be able to:
-Relate differentiation with rates of change.
-Perform simple calculations involving limits and
-State the definition of a derivative as a limit
Academic Language: Function
Limit
Differentiation
Derivative
I will use an example of a previously learnt function e.g., y=mx+c to define that a function is a relation from a set of inputs to a set of outputs; I’d then define a limit as the output of a function as the variable approaches a certain value. I will relate differentiation to rates of change to enhance the understanding of the learners.
Resources, Materials, Equipment, and Technology: Textbooks
Video tutorials
Flashcards
charts
whiteboard
Instructional Planning
Anticipatory Set
I will do a recap on prerequisite knowledge on functions and limits
I will introduce the lesson by asking them if it is possible to find out how fast a runner is accelerating a few exact seconds after the starting gun, listen to their responses and introduce differentiation as rate of change.
I will then allow them to watch a video tutorial on introduction to differentiation
15 minutes
Multiple means of Representation
20 minutes
Multiple Means of Engagement
Explain how to differentiate activities in different groups Vocabulary acquisition
I will use an example of a previously learnt function e.g., y=mx+c to define that a function is a relation from a set of inputs to a set of outputs; I’d then define a limit as the output of a function as the variable approaches a certain value. I will relate differentiation to rates of change to enhance the understanding of the learners.
Direct instruction
I will use an example of a simple equation of a known line to demonstrate to the learners the concept of differentiation
Concept attainment
I will then ask the students to calculate the gradient of the line and compare the value with what the value after differentiation. This will enable them to relate differentiation to rates of change
20 minutes
Multiple means of Expression
I will write examples on the board and ask leaners to volunteer to work out on the board, applaud them when they get it write and correct them when they are wrong.
I will give flashcards containing functions and others containing derivatives and ask the learners to match the functions with their derivatives. This will assist to assess the learner with ADHD in another method apart from oral.
I will give exercises to be done individually and in groups to test their understanding
15 minutes
Extension activity and homework
The learner who was one grade below will be assigned extra work on pre-requisite knowledge to improve their understanding.
All the learners will be assigned online gamified homework on the topic for practice to reinforce their understanding. (Link at the end of the lesson plan)
I day
Links
https://www.youtube.com/watch?v=9AI3BkKQhn0https://quizizz.com/admin/quiz/58904cb7f712a7f17d4ba857/differentiationhttp://www.corestandards.org/Math/Content/F/Rationale
The instructional modes used in the lesson; vocabulary acquisition, direct instruction and concept attainment meet the diverse learning needs of the class profile as these modes of instruction incorporate all types of learners i.e., visual auditory and kinesthetic. To meet the class profile needs, different learning styles and treatment can also be included in assessment (Magazine, 2016). For the concept attainment mode, when learners are able to draw conclusions by themselves, they develop a more in-depth understanding in the topic.
The instruction and assessment method meet the development needs of the learners as instructions are individualized to meet the needs of specific learners like fore the case of the student with ADHD, multi-colored flashcards with instructional content material will be used to help capture and maintain their attention and focus. The assessments used in the multiple means of expression will give the learners an opportunity to demonstrate what they already know and what they have understood giving the teacher a rubric for assessment hence influencing and strengthening future instructional decision. (Kovac, 2021)
The technological resources used include; video tutorials and online quizzes. These resources engage students and break the monotony of direct instruction. The online quizzes are set in in a game-like environment. This motivates the learners to do more practice hence enhancing learning.
To sum up, to meet the diverse learning needs of the learners, multiple modes of instruction and assessment are used to ensure smooth learning process in the classroom and al the learners needs are met.
References
Kovac, L. (2021, August 30). Multiple Means of Action or Expression. Accessibility for Ontarians with Disabilities Act (AODA). https://www.aoda.ca/multiple-means-of-action-or-expression/
Magazine, S. (2016, October 21). INDIVIDUALIZING INSTRUCTIONAL STRATEGIES TO MEET THE DIVERSE NEEDS OF LEARNERS. Seen Magazine. https://www.seenmagazine.us/individualizing-instructional-strategies-to-meet-the-diverse-needs-of-learners/
Section 1 Evidence of Creativity
Section 1: Evidence of Creativity
The health requirements in the ongoing pandemic have led to unprecedented living situations that demand people to observe self-quarantining, reduced interaction, and social distancing. The coronavirus has also led to the closure of gyms, making it harder for people to exercise. Many of the daily routines previously considered normal have been restricted, mainly because businesses and establishments are yet to fully grasp what the pandemic demands. Additionally, the infrastructure necessary to run businesses such as gym studios have yet to be implemented. The result is that many people are choosing to exercise from home, a situation that is not as useful as working out from a gym or a health and fitness center. Additionally, there are complications brought by the ideas of working from home and reduced movement. For many people, there is a problem in sticking to a strict workout routine. The camaraderie of a fitness center or a gym and the motivation such establishments bring are missed. Working out alone does not have the same intensity as being in a group of others motivated towards similar fitness goals.
In line with this, the idea is to establish a functional gym that meets the demands of working out despite being in a pandemic. Therefore, the main CQC is: How can we maintain a functional gym during the ongoing COVID-19 pandemic? The idea is very simple, that the need to exercise is not reduced by the pandemic but has rather increased based on the change of routine and working from home. A functional gym is required to help people maintain health and fitness. A normal gym is not applicable today, and therefore this is a new idea with a new structure and infrastructure to meet the health requirements of social distancing and adherence to sanitation demands. To meet the need for people to exercise, the idea is to give them a gym that is conscious of the health and safety requirements of all users, while providing an environment that motivates people to exercise using an established routine.
Section 2: Conceptual Development Process
The idea of a functional gym that meets the demands of a population tied down from conventional interactions is necessary. In my decision making process, I began by thinking about how I can create a unique fitness center. In my research on what is required, I realized that the conventional structure and infrastructure of such businesses no longer apply today. No matter how well a fitness center or gym is equipped, it must not only meet the demands of a business establishment but also adhere to the safety and health protocols set by health institutions relating to how people can interact. As a result, I changed my thought process to include these new demands such as social distancing, sanitizing centers, temperature measuring gadgets, emergency response protocols, and a normal business plan relating to location, competition, and how to go about implementing these changes. I used data from research report articles, particularly a recent study by Kaur et al. (2020) on physical fitness during the current pandemic. The article influenced my decision in creating an idea that addresses an ongoing problem in line with a recurrent human need to stay fit and maintain regular exercise. The end product was after the realization that people need gyms while also adhering to the new health and safety procedures.
Section 3: Explanation and Reflection on Process
The uniqueness of the current coronavirus is that it has slowed down a fast-paced world into a standstill. Social distancing and reduced interaction with crowds of people are some of the most effective methods brought forward as effective preventive measures (Stockwell et al., 2021). Scholars also agree that while physical activities and fitness will not prevent one from getting the coronavirus, working out will provide other protective effects, revitalize the body, and help to improve health (Dun et al., 2021). Therefore, to further improve my thought process, the following additional questions were used:
What is required to create a safe working gym that meets the new health demands?
How can we convince people that the gym is safe for use despite the many health concerns?
Where do we set up the business to avoid competition from established studios?
Why is it important to have a functional gym in a pandemic?
When should the gym begin operations?
What should the target market be for the gym?
How can we ensure that the idea is received positively?
Why should we encourage people to go out to exercise when everyone else recommends working out from home?
Is there a relationship between better exercise and a boosted immune system?
Section 4: Developing CQC into a Creative Project
According to Lange (2021), the number of people who are comfortable going for exercise classes or attending a gym during the pandemic in the United States are divided as 11% who are very comfortable, 12% are somewhat comfortable, 18% are somewhat uncomfortable, 49% are very uncomfortable, and 10% have no opinion as shown in chart 1 below.
I found that to create a safe working gym that meets the new health demands, I must consult local authorities to get directions on how to ensure that employees and patrons are in a safe environment, including installing structures such as glass partitions between sections, ensuring the gym has a limited operating capacity at a time in line with social distancing requirements, and availability of sanitizers and hygiene-related facilities. Additionally, Brand, Timme, & Nosrat (2020) suggest more research on safety measures because of how information relating to the pandemic continues to change daily. To convince people that the gym is safe, I found the use of local celebrities and influencers as an effective method, including their physical presence in some of the workout sessions. To reduce competition, the location would not be an issue but rather having high-quality equipment and state-of-the-art infrastructure that caters to the demand of social distancing and proper exercising. The gym would begin operations mid-May to ensure that all ideas are well implemented.
References
Brand, R., Timme, S., & Nosrat, S. (2020). When pandemic hits: Exercise frequency and
subjective well-being during COVID-19 pandemic. Frontiers in psychology, 11, 2391.
Dun, Y., Ripley-Gonzalez, J. W., Zhou, N., Li, Q., Chen, M., Hu, Z., … & Liu, S. (2021). The
association between prior physical fitness and depression in young adults during the COVID-19 pandemic—a cross-sectional, retrospective study. PeerJ, 9, e11091.
Kaur, H., Singh, T., Arya, Y. K., & Mittal, S. (2020). Physical Fitness and Exercise During the
COVID-19 Pandemic: A Qualitative Enquiry. Frontiers in Psychology, 11.
Lange, D. (Mar 11, 2021). COVID-19: Share of people who would return to gym/exercise
classes in the U.S. 2020. Statista. Available at https://www.statista.com/statistics/1125874/covid-share-respondents-returning-gym-classes/Stockwell, S., Trott, M., Tully, M., Shin, J., Barnett, Y., Butler, L., … & Smith, L. (2021).
Changes in physical activity and sedentary behaviours from before to during the COVID-19 pandemic lockdown: a systematic review. BMJ Open Sport & Exercise Medicine, 7(1), e000960.