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  • [Solved] Bj week 5

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    **Bj week 5 Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care** **files (1)** – ## ProblemStatementInstructionSheet.docx **## ProblemStatementInstructionSheet.docx** Constructing a Problem Statement ## What is a Problem Statement? A problem statement is one or two sente…

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    **Bj week 5 Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care**

    **files (1)**

    – ## ProblemStatementInstructionSheet.docx

    **## ProblemStatementInstructionSheet.docx**

    Constructing a Problem Statement

    ## What is a Problem Statement?

    A problem statement is one or two sentences that identifies and summarizes a condition, problem, or issue that an improvement process is going to be developed to address.

    A problem statement provides an articulate expression of what the improvement process (project) is setting out to achieve.

    However, before a problem statement can be written there needs to be an understanding of the difference between the symptoms of a problem and an actual problem.

    Symptoms are typically the only indication that there is a problem. Symptoms are the shadows of underlying problems; the evidence by which a problem affects staff and makes itself known. In other words, a symptom is not a problem, but rather the outcome of an actual problem. A problem can be defined as the gap between the existing state and the desired state of a process.

    ## Constructing Your Problem Statement

    To write a problem statement, answer the following questions and develop your one or two sentence statement from the answers.

    **Completed Example:**

    | | |
    | — | — |
    | **Questions** | **Example Responses** |
    | **What is the problem?** | Graduate students are not prepared for advanced levels of scholarly writing. |
    | **Who does this effect?** | Students who are in graduate programs and their faculty. |
    | **How does this problem make you feel?** | Concerned about how current instructional strategies, feedback mechanisms, and course design do not support students’ competency. |
    | **When is it a problem?** | Every time a student submits a scholarly paper for evaluation. |
    | **Why should I care?** | Graduate students are expected to demonstrate advanced scholarly writing skills that reflect critical thinking, evidence- based reasoning, and professional communication. |
    | **How does it affect the customer?** | This gap can affect the students’ ability to succeed in coursework, contribute to the nursing body of knowledge,<br>and engage in leadership or policy advocacy. |

    ### Tips for Writing a Problem Statement

    · Look for the problem, not the solutions.

    · Focus on one problem.

    · Keep the statement to one or two sentences.

    · Ensure you can distinguish between symptoms and problems. An effective method fordoing this is to use the 5 Whys tool.

    Herzing University, 2025

    As you are considering and answering the questions in the first column, write down any key words.

    Then, write the first draft of the statement describing the current state using the information you gathered. Thus, the example’s problem statement would be as follows:

    _Current instructional strategies do not support the development of scholarly writing skills among graduate nursing students. There is a need to explore how instructional strategies influence the development of scholarly writing skills among graduate nursing students._

    | | |
    | — | — |
    | **Questions** | **Responses** |
    | **What is the problem?** | |
    | **Who does this effect?** | |
    | **How does this problem make you feel?** | |
    | **When is it a problem?** | |
    | **Why should I care?** | |
    | **How does it affect the customer?** | |

    ### Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

    **## ProblemStatementInstructionSheet.docx**

    Constructing a Problem Statement

    ## What is a Problem Statement?

    A problem statement is one or two sentences that identifies and summarizes a condition, problem, or issue that an improvement process is going to be developed to address.

    A problem statement provides an articulate expression of what the improvement process (project) is setting out to achieve.

    However, before a problem statement can be written there needs to be an understanding of the difference between the symptoms of a problem and an actual problem.

    Symptoms are typically the only indication that there is a problem. Symptoms are the shadows of underlying problems; the evidence by which a problem affects staff and makes itself known. In other words, a symptom is not a problem, but rather the outcome of an actual problem. A problem can be defined as the gap between the existing state and the desired state of a process.

    ## Constructing Your Problem Statement

    To write a problem statement, answer the following questions and develop your one or two sentence statement from the answers.

    **Completed Example:**

    | | |
    | — | — |
    | **Questions** | **Example Responses** |
    | **What is the problem?** | Graduate students are not prepared for advanced levels of scholarly writing. |
    | **Who does this effect?** | Students who are in graduate programs and their faculty. |
    | **How does this problem make you feel?** | Concerned about how current instructional strategies, feedback mechanisms, and course design do not support students’ competency. |
    | **When is it a problem?** | Every time a student submits a scholarly paper for evaluation. |
    | **Why should I care?** | Graduate students are expected to demonstrate advanced scholarly writing skills that reflect critical thinking, evidence- based reasoning, and professional communication. |
    | **How does it affect the customer?** | This gap can affect the students’ ability to succeed in coursework, contribute to the nursing body of knowledge,<br>and engage in leadership or policy advocacy. |

    ### Tips for Writing a Problem Statement

    · Look for the problem, not the solutions.

    · Focus on one problem.

    · Keep the statement to one or two sentences.

    · Ensure you can distinguish between symptoms and problems. An effective method fordoing this is to use the 5 Whys tool.

    Herzing University, 2025

    As you are considering and answering the questions in the first column, write down any key words.

    Then, write the first draft of the statement describing the current state using the information you gathered. Thus, the example’s problem statement would be as follows:

    _Current instructional strategies do not support the development of scholarly writing skills among graduate nursing students. There is a need to explore how instructional strategies influence the development of scholarly writing skills among graduate nursing students._

    | | |
    | — | — |
    | **Questions** | **Responses** |
    | **What is the problem?** | |
    | **Who does this effect?** | |
    | **How does this problem make you feel?** | |
    | **When is it a problem?** | |
    | **Why should I care?** | |
    | **How does it affect the customer?** | |

    ### Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

  • [Solved] Asssigment part 2 part one attached

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    **files (1)** – ## Module3.docx **## Module3.docx** **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_ **Instructions:** Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulat…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Module3.docx

    **## Module3.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    **## Module3.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

  • [Solved] home work

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) **files (1)** – ## DLV4.docx **## DLV4.docx** **Competency** Evaluate hypothesis tests for population parameters from one population. **Project Deliverable tie to Competency** In the fourth assignment, you will nee…

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    Assignment Prompt & Instructions

    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    **files (1)**

    – ## DLV4.docx

    **## DLV4.docx**

    **Competency**

    Evaluate hypothesis tests for population parameters from one population.

    **Project Deliverable tie to Competency**

    In the fourth assignment, you will need to make data-driven decisions by evaluating claims about a single population. You will be tasked with completing several hypothesis tests, which follow a structured process: stating hypotheses, selecting the appropriate test, calculating test statistics, and making conclusions based on evidence. These tasks directly align with the competency for evaluating hypothesis tests for population parameters from one population. You will also be demonstrating your knowledge of identifying potential errors, such as Type I and Type II Errors.

    **Scenario**

    After analyzing the data, you have determined a few hypotheses that you would like to test. In the Excel Workbook provided below, use the data to run two hypothesis tests and determine a conclusion based on the evidence provided. Proceed to explain your process to your boss.

    **Instructions**

    The Excel Workbook contains five tabs. The first tab contains the instructions. The second tab, labeled "data", contains the raw data that will be used for your calculations. The next three tabs contain questions for you to answer. Ensure that you are completely answering all questions with explanations, and your work is shown in Excel when needed.

    **Submission Requirements**

    · You must submit the Workbook with the completed calculations, answers, and analysis.

    **## DLV4.docx**

    **Competency**

    Evaluate hypothesis tests for population parameters from one population.

    **Project Deliverable tie to Competency**

    In the fourth assignment, you will need to make data-driven decisions by evaluating claims about a single population. You will be tasked with completing several hypothesis tests, which follow a structured process: stating hypotheses, selecting the appropriate test, calculating test statistics, and making conclusions based on evidence. These tasks directly align with the competency for evaluating hypothesis tests for population parameters from one population. You will also be demonstrating your knowledge of identifying potential errors, such as Type I and Type II Errors.

    **Scenario**

    After analyzing the data, you have determined a few hypotheses that you would like to test. In the Excel Workbook provided below, use the data to run two hypothesis tests and determine a conclusion based on the evidence provided. Proceed to explain your process to your boss.

    **Instructions**

    The Excel Workbook contains five tabs. The first tab contains the instructions. The second tab, labeled "data", contains the raw data that will be used for your calculations. The next three tabs contain questions for you to answer. Ensure that you are completely answering all questions with explanations, and your work is shown in Excel when needed.

    **Submission Requirements**

    · You must submit the Workbook with the completed calculations, answers, and analysis.

  • [Solved] DP

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    In-depth study guidance and analytical solution covering DP.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] collaboration

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    In-depth study guidance and analytical solution covering collaboration.

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  • [Solved] case analysis

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) Discuss how doing case analysis for a publicly traded company and a simulation for early-stage company can assist you in developing skills needed to prepare recommendations for consideration in a strategic plan….

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

    Discuss how doing case analysis for a publicly traded company and a simulation for early-stage company can assist you in developing skills needed to prepare recommendations for consideration in a strategic plan. What is a business model, and how can it disrupt a company, industry, and/or both? Provide at least two examples (e.g., one for early-stage company and another for a well-established company).

  • [Solved] Discussion 4

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    – [\ \ IMG_1123.png](https://www.sweetstudy.com/files/img-1123-png-10492803 "IMG_1123.png") – [\ \ IMG_1124.png](https://www.sweetstudy.com/files/img-1124-png-10492805 "IMG_1124.png")

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    – [\
    \
    IMG_1123.png](https://www.sweetstudy.com/files/img-1123-png-10492803 "IMG_1123.png")
    – [\
    \
    IMG_1124.png](https://www.sweetstudy.com/files/img-1124-png-10492805 "IMG_1124.png")

  • [Solved] Discussion 3

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    – [\ \ IMG_1121.png](https://www.sweetstudy.com/files/img-1121-png-10492799 "IMG_1121.png") – [\ \ IMG_1122.png](https://www.sweetstudy.com/files/img-1122-png-10492801 "IMG_1122.png")

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    – [\
    \
    IMG_1121.png](https://www.sweetstudy.com/files/img-1121-png-10492799 "IMG_1121.png")
    – [\
    \
    IMG_1122.png](https://www.sweetstudy.com/files/img-1122-png-10492801 "IMG_1122.png")

  • [Solved] lessons

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    **files (1)** – ## VSULessonPlanTemplateGC1.docx **## VSULessonPlanTemplateGC1.docx** ![](https://www.sweetstudy.com/questions/lessons-20959879) ***Lesson Plan Template** **_Do Not remove/modify and/ or change any prompts or parts of this template._** Teacher Candidate: ______________…

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    **files (1)**

    – ## VSULessonPlanTemplateGC1.docx

    **## VSULessonPlanTemplateGC1.docx**

    ![](https://www.sweetstudy.com/questions/lessons-20959879)

    ***Lesson Plan Template**

    **_Do Not remove/modify and/ or change any prompts or parts of this template._**

    Teacher Candidate: _____________________________________ Date: ________________________

    Grade & Subject: _________________________________________________________________

    **Stage 1: Desired Results**

    **LESSON ALIGNMENT**

    | |
    | — |
    | **Essential Unit Concept(s) or Question(s) –** What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer? |
    | **Georgia Standards of Excellence or Other State’s Content Standards:** Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson. <br> <br>**List also ELA literacy standards** that <br>**relate** to this particular lesson. |
    | **Learning Target(s)/Outcome(s)-** What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that <br>**relate** to this particular lesson? <br> <br>**Target also specific literacy skills in your lesson.** These can be reading, writing, speaking, listening, or language skills. |
    | **Stage 2: Assessment Evidence**<br>**Assessment(s)**- Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…). |

    **ACTIVATING SCHEMA:** Sections A-C are designed to ensure students better understand new material by activating their prior knowledge and clarifying misconceptions. Complete prior to developing the learning sequence as it will guide you in designing a relevant and accessible lesson for all students.

    **A: KNOWLEDGE OF STUDENTS –** Indicate how your knowledge of students informs instructional planning to provide differentiation that supports students’ varied learning needs.

    | |
    | — |
    | **Readiness -** Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc. |
    | **Interests -** Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc. |
    | **Student Perspectives-** Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson. <br> <br>Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf) OR<br> <br>Differentiation Handbook: Strategies and Examples: Grades 6–12 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf) |

    **B: SUPPORTING ALL STUDENTS’ LEARNING/ DIFFERENTIATED INSTRUCTION**

    | |
    | — |
    | Describe adjustments made to support all students <br>**in this lesson.**(e.g.,<br>Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)<br> <br>**List just the IEP goal(s) related to this lesson for each student.** Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. <br>**State the IEP goal(s) so that it describes a measurable and observable behavior.** For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly. <br> <br>**Describe the accommodations and/or modifications** provided in the IEP <br>**for each student** that are relevant for this lesson.<br> <br>**How will you plan for students with other education plans** (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?<br> <br>Describe the accommodations that are relevant for this lesson. <br>Describe the modifications that are relevant for this lesson. |

    **C: CONNECTIONS:**
    **_List here and include in the “Instruction and Work” section_. Complete all three areas.**

    | |
    | — |
    | _Prior Learning:_ |
    | _Students’ Life Experiences:_ |
    | _Other Content Areas:_<br>**List and d**<br>**_escribe_** here AND in the appropriate steps in the lesson plan<br>**_literacy skills that relate and will be incorporated in this lesson._** |

    **Stage 3**:
    **Plan Learning Experiences and Instruction**

    | |
    | — |
    | |
    | **Management Strategies- List and discuss management strategies/routines** that apply to this lesson. |
    | **Evidence-Based Instructional Strategies**(Include this information here AND in the appropriate step in the lesson plan.) <br> <br>List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). <br>[https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf](https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf)<br>**Including Cross-Content Literacy Strategies** [https://www.youtube.com/watch?v=noCy4x1AT4k](https://www.youtube.com/watch?v=noCy4x1AT4k)<br>I<br>**ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:**<br>(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students<br>(2) Critical thinking skills<br>(3) Problem solving<br>(4) Communication skills <br>(5) Collaborative learning <br>(6) Positive social engagement. |
    | **Collaboration with Student Support Service Providers** [https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/](https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/)<br>List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.<br>Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson. |
    | **LEARNING SEQUENCE**<br>**Instruction and Work Session –**<br>****Hook and Hold**<br>Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.<br>Establish a <br>**connection** to the <br>**students’ prior knowledge** in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.<br> <br>**NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.** |
    | **Teaching (demonstration, modeling, lecture, questions)**<br>Identify and provide information related to concepts, skills, and learning objectives. <br>Clarify and explain content using both verbal and visual input while inviting students’ participation.<br>NOTE: <br>**In this section, include what you will do and how you will do it, step by step**. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson. |
    | **Checking for Understanding**<br>Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.<br>NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. <br>**Consider also Checking for Understanding Strategies** [https://www.edutopia.org/article/quick-ways-to-check-for-understanding/](https://www.edutopia.org/article/quick-ways-to-check-for-understanding/)<br>https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf |
    | **Practice (guided and/or independent)**<br>You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.<br>**Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.**<br>If you plan to ask the students questions, list the questions where you plan to ask them.<br>**Alternatives for Early Finishers**<br>Identify alternatives for students who finish tasks early <br>**Alternatives for Late Finishers**<br>Identify alternatives for students who finish tasks late |
    | **Closing/Lesson Wrap-Up –** Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.<br> <br>Elicit or state explicit connections to students’ everyday lives and other content areas. <br>If you plan to ask the students questions, list the questions where you plan to ask them. |

    **RESOURCES**

    | |
    | — |
    | **Student Use of Technology –** List how <br>**students** in the classroom will utilize technology for engagement and learning OR justify why <br>**students** will not be using technology in this lesson. |
    | **Instructor Use of Technology-** List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content. |
    | **Key Instructional Materials -** List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use. <br> <br>List all resources/materials related to this lesson. <br>Write all references using the correct APA 7th edition format <br>[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) |
    | **Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:**<br>What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>Thoroughly describe the next 1-2 steps based on the data from this plan.<br>**Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.** |

    *Adapted from the Department of Teacher Education Lesson Plan

    **Adapted from VSU ECSE Lesson Plan Guidelines

    McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide. Alexandria, VA: ASCD.

    Dept. of Teacher Education
    COEHS Valdosta State University
    1

    ## image1.jpeg

    ## image2.jpeg

    **## VSULessonPlanTemplateGC1.docx**

    ![](https://www.sweetstudy.com/questions/lessons-20959879)

    ***Lesson Plan Template**

    **_Do Not remove/modify and/ or change any prompts or parts of this template._**

    Teacher Candidate: _____________________________________ Date: ________________________

    Grade & Subject: _________________________________________________________________

    **Stage 1: Desired Results**

    **LESSON ALIGNMENT**

    | |
    | — |
    | **Essential Unit Concept(s) or Question(s) –** What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer? |
    | **Georgia Standards of Excellence or Other State’s Content Standards:** Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson. <br> <br>**List also ELA literacy standards** that <br>**relate** to this particular lesson. |
    | **Learning Target(s)/Outcome(s)-** What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that <br>**relate** to this particular lesson? <br> <br>**Target also specific literacy skills in your lesson.** These can be reading, writing, speaking, listening, or language skills. |
    | **Stage 2: Assessment Evidence**<br>**Assessment(s)**- Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…). |

    **ACTIVATING SCHEMA:** Sections A-C are designed to ensure students better understand new material by activating their prior knowledge and clarifying misconceptions. Complete prior to developing the learning sequence as it will guide you in designing a relevant and accessible lesson for all students.

    **A: KNOWLEDGE OF STUDENTS –** Indicate how your knowledge of students informs instructional planning to provide differentiation that supports students’ varied learning needs.

    | |
    | — |
    | **Readiness -** Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc. |
    | **Interests -** Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc. |
    | **Student Perspectives-** Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson. <br> <br>Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf) OR<br> <br>Differentiation Handbook: Strategies and Examples: Grades 6–12 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf) |

    **B: SUPPORTING ALL STUDENTS’ LEARNING/ DIFFERENTIATED INSTRUCTION**

    | |
    | — |
    | Describe adjustments made to support all students <br>**in this lesson.**(e.g.,<br>Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)<br> <br>**List just the IEP goal(s) related to this lesson for each student.** Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. <br>**State the IEP goal(s) so that it describes a measurable and observable behavior.** For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly. <br> <br>**Describe the accommodations and/or modifications** provided in the IEP <br>**for each student** that are relevant for this lesson.<br> <br>**How will you plan for students with other education plans** (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?<br> <br>Describe the accommodations that are relevant for this lesson. <br>Describe the modifications that are relevant for this lesson. |

    **C: CONNECTIONS:**
    **_List here and include in the “Instruction and Work” section_. Complete all three areas.**

    | |
    | — |
    | _Prior Learning:_ |
    | _Students’ Life Experiences:_ |
    | _Other Content Areas:_<br>**List and d**<br>**_escribe_** here AND in the appropriate steps in the lesson plan<br>**_literacy skills that relate and will be incorporated in this lesson._** |

    **Stage 3**:
    **Plan Learning Experiences and Instruction**

    | |
    | — |
    | |
    | **Management Strategies- List and discuss management strategies/routines** that apply to this lesson. |
    | **Evidence-Based Instructional Strategies**(Include this information here AND in the appropriate step in the lesson plan.) <br> <br>List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). <br>[https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf](https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf)<br>**Including Cross-Content Literacy Strategies** [https://www.youtube.com/watch?v=noCy4x1AT4k](https://www.youtube.com/watch?v=noCy4x1AT4k)<br>I<br>**ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:**<br>(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students<br>(2) Critical thinking skills<br>(3) Problem solving<br>(4) Communication skills <br>(5) Collaborative learning <br>(6) Positive social engagement. |
    | **Collaboration with Student Support Service Providers** [https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/](https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/)<br>List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.<br>Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson. |
    | **LEARNING SEQUENCE**<br>**Instruction and Work Session –**<br>****Hook and Hold**<br>Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.<br>Establish a <br>**connection** to the <br>**students’ prior knowledge** in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.<br> <br>**NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.** |
    | **Teaching (demonstration, modeling, lecture, questions)**<br>Identify and provide information related to concepts, skills, and learning objectives. <br>Clarify and explain content using both verbal and visual input while inviting students’ participation.<br>NOTE: <br>**In this section, include what you will do and how you will do it, step by step**. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson. |
    | **Checking for Understanding**<br>Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.<br>NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. <br>**Consider also Checking for Understanding Strategies** [https://www.edutopia.org/article/quick-ways-to-check-for-understanding/](https://www.edutopia.org/article/quick-ways-to-check-for-understanding/)<br>https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf |
    | **Practice (guided and/or independent)**<br>You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.<br>**Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.**<br>If you plan to ask the students questions, list the questions where you plan to ask them.<br>**Alternatives for Early Finishers**<br>Identify alternatives for students who finish tasks early <br>**Alternatives for Late Finishers**<br>Identify alternatives for students who finish tasks late |
    | **Closing/Lesson Wrap-Up –** Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.<br> <br>Elicit or state explicit connections to students’ everyday lives and other content areas. <br>If you plan to ask the students questions, list the questions where you plan to ask them. |

    **RESOURCES**

    | |
    | — |
    | **Student Use of Technology –** List how <br>**students** in the classroom will utilize technology for engagement and learning OR justify why <br>**students** will not be using technology in this lesson. |
    | **Instructor Use of Technology-** List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content. |
    | **Key Instructional Materials -** List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use. <br> <br>List all resources/materials related to this lesson. <br>Write all references using the correct APA 7th edition format <br>[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) |
    | **Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:**<br>What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>Thoroughly describe the next 1-2 steps based on the data from this plan.<br>**Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.** |

    *Adapted from the Department of Teacher Education Lesson Plan

    **Adapted from VSU ECSE Lesson Plan Guidelines

    McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide. Alexandria, VA: ASCD.

    Dept. of Teacher Education
    COEHS Valdosta State University
    1

    ## image1.jpeg

    ## image2.jpeg

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