Objectives of Practicum II in academic learning

NSG 6630 Week 1 Assignment: Practicum II Journal Entry 1 Paper

Assignment: Practicum II Journal Entry 1 Paper

In this course, you will write six journal entries .These journal entries are reflective exercises to facilitate academic learning and self-development as a nurse leader .Reflective journaling provides the opportunity to increase self-awareness as a nurse leader .The journal also offers you an opportunity to reflect on nonacademic components of the practicum experience, including emotions, decision making, critical thinking, and stress associated with the nurse leadership role .There is no “right” or “wrong” in reflective journaling; however, the Practicum II Journal will create a link between the application of course concepts and the content of your specific practicum experience .Practicum journals may be written in first person .Practicum II Journal entries are graded assignments . They will not be viewed by or shared with other students, only with course instructors . Write a 300–500-word journal entry covering the following:

Where are you completing your Practicum II experience? Be certain to include the name, location, and contact information of the healthcare organization in which you are completing your practicum experience .

Identify your preceptor . Be certain to include the preceptor’s name, title, and contact information (including telephone number and e-mail address) .

Identify two or three goals for this week that you have established for yourself related to Practicum II .

Review and reflect on how you met these goals this week .

Explain how you integrated two concepts or content areas from Week 1 into your practicum experience this week .

Identify your area of greatest learning this week .

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ADDITIONAL INFORMATION;

Introduction

The Practicum II course is designed to provide students with practical experience in working with young children using appropriate methodologies of instruction. This course will help you develop your professional skills at a level that prepares you for becoming an educator or working as an educational specialist in a school setting. It will also enhance your knowledge of pedagogy, curriculum design and assessment methods that are important considerations when teaching children.

Students should be able to identify knowledge, skills and attitudes requisite for effective teaching, especially in the area of school subject concerned.

An effective teacher is capable of communicating with students in a variety of ways.
Effective teachers must be able to motivate their students through various means such as teaching methods such as group work and task-based learning.
They also need to be flexible in their approach to learning so as not only teach but encourage students’ creativity and initiative which is necessary if one wants them engage fully with whatever they are doing at any given time – whether it’s reading through literature or solving equations on paper!

Students should understand the school’s role in the educational development of children and youth.

The school is a place where children and youth learn to become members of society. The role of the school is not just teaching, but also promoting good values, attitudes and habits that will help them become productive members of society.

The experience gained in practicum II can be used as a basis for further study at university or college level. This includes gaining knowledge about different areas such as psychology, sociology and history, which are all related to education. The role of the school is not just teaching, but also promoting good values, attitudes and habits that will help them become productive members of society.

Students should learn specific teaching strategies, methods and techniques relevant to the discipline.

In Practicum II, students are required to learn specific teaching strategies, methods and techniques relevant to the discipline. The following are some of the areas that will be covered:

Classroom management
Introduction of new concepts
Assessment

Students should also be able to use these strategies in their classrooms at school level. They should also be able to evaluate their effectiveness for improving student performance and behavior in class as well as in school setting.

Students should demonstrate knowledge and competence in communicating information to learners at different academic levels.

The students shall demonstrate their ability to:

Present information effectively in a variety of ways, including orally, by writing or drawing illustrations; (e.g., read from a textbook).
Use appropriate language when presenting material that is relevant to the course content being covered; (e.g., use correct grammar).
Respond appropriately when asked questions about the material presented in class; (e.g., answer questions about what was discussed last week).

Students should develop professional dispositions that are necessary for effective teaching.

The student’s role in the classroom is to observe and analyze the teaching strategies of other teachers. Students should be encouraged to ask questions about how their own teacher teaches, as well as why he or she does so. This will help students develop professional dispositions that are necessary for effective teaching, particularly positive interpersonal relationships with students and other faculty members.

Teachers should be encouraged to ask questions about how their own students learn, as well as why they do so. This will help teachers develop professional dispositions that are necessary for effective teaching, particularly positive relationships with students and other faculty members.

The objective of this course is to provide students with practical experience.

The objective of this course is to provide students with practical experience in working with young children using appropriate methodologies of instruction.

The course will include three phases:

Phase 1: Orientation and Assessment (2 days)
Phase 2: Assessment by Parents (1 day)
Phase 3: Assignment(s) or Assignment/Projects (assigned based on student’s area of specialization).

Conclusion