Lesson  ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 1 of 11 © 2022 University of Florida Lastinger Center for Learning Your Name: Maria Alejandra Paz Date: 2/29/2024 Grade(s) You Teach: VPK Activity 3: Lesson Video Description and Guiding Questions Instructions: Watch a video of your own instruction to find one or more examples of each Instructional Practice. Overview: In Activity 1, you used the Diagnostic Model to guide you as you analyzed assessment data for one student who needed supplemental reading instruction. In Activity 2, you created a one day instructional plan for your student. In Activity 3, you will complete two assignments: the Video Description and Reflection Questions. • Video yourself modeling the instructional plan you created. o Before filming, reflect on potential barriers you would encounter in a classroom and show how you would address them in your video. Think about what responses students may give or behaviors they may show and model how you would respond in your lesson delivery. o You will then use the video you created to reflect on your use of effective instructional practices. No students or teachers should be in the video. The model lesson does not have to take place in an actual classroom. • Complete the Self-Reflection Scale and the Instructional Reflections sections in this document. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 2 of 11 © 2022 University of Florida Lastinger Center for Learning 1. Review the Examples of Instructional Practices 2. Watch your entire Lesson Video to become familiar with its contents. You will incorporate effective Instructional Strategies in your plan. Explicit Instruction makes skills easier for students to learn by using clear and concise language. Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first model, and then gradually transfer responsibility for learning from the teacher to the student as they demonstrate their readiness. • I Do: Model the skill to show exactly how to do what you explained. • We Do: Provide guided practice with scaffolding. Monitor the student’s progress in acquiring and mastering the skill. Scaffold instruction as needed by prompting and giving corrective feedback. Provide multiple opportunities for students to practice the skill with your guidance. • You Do: Provide independent practice when students are able to do the skill accurately. Continue to monitor and give feedback. Systematic Instruction ensures that students learn in a way that gradually increases in difficulty and follows the scope and sequence for a given skill. Visually and auditorily similar information is separated when first learning a skill. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 3 of 11 © 2022 University of Florida Lastinger Center for Learning 3. Read the instructions for the Instructional Practice Identification activity: ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 4 of 11 © 2022 University of Florida Lastinger Center for Learning 4. Fill out the entire Instructional Practice Identification Table. Instructional Practice Identification Table Length of Lesson: Approximately 2 minutes Focus of Instruction: Phonological Awareness – segmenting and blending phonemes in single- syllable words Group: VPK students Lesson Day #: 02/29/2024 Instructional Practice Instructional Practice that is the primary focus of the video clip at the time stamp you indicated. Description and Metacognition 1. Write what you said and did to show the instructional practice. 2. Explain your thinking. Why did you choose this example? –Be very specific. Time Stamp Start/stop time of video clip. Example: Multisensory Instruction Example: 1. I used multisensory instruction during the Elkonin box portion of the session. Specifically, when I said “mat”, I pushed up a token for each sound, and said /m/, /a/, /t/. 2. I chose this example because Elkonin boxes was my chosen multisensory strategy for modeling each of the sounds in the word “mat”. This allowed students to both listen for the sounds in the word and use manipulatives to represent each of the individual sounds they heard. Example: Time Stamp: 2:34- 2:42 Explicit Instruction 1. During the video, I provided clear and concise instructions on how to use the Elkonin boxes to segment and blend sounds in single-syllable words. I used simple words like “cat” and “dog” to model the process step by step. 2. I chose this example to ensure that VPK students understand the task and feel supported in their learning journey. Explicit instruction helps establish a solid foundation for phonological awareness skills. 0:00 – 0:47 ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 5 of 11 © 2022 University of Florida Lastinger Center for Learning Systematic Instruction 1. I structured the activity by presenting words in a systematic manner, starting with basic words like “cat” and gradually progressing to more challenging ones like “frog” and “snail.” This allowed VPK students to build confidence and competence in segmenting and blending sounds. 2. My choice of systematic instruction aimed to scaffold VPK students’ learning experiences and ensure they develop phonological awareness skills progressively over time. 0:47 – 1:10 Multisensory Instruction 1. Throughout the video, I incorporated multisensory elements by using colorful and engaging visuals, pronouncing words aloud with exaggerated intonation, and encouraging students to use their fingers to segment sounds in the air. 2. I selected these multisensory techniques to cater to the diverse learning styles and developmental needs of VPK students. By appealing to multiple senses, I aimed to make phonological awareness activities more interactive and memorable. 1:10 – 1:57 5. Complete the Self-Reflective Scale. Completing the Self-Reflective Scale • For each instructional practice, mark a circle on the continuum to indicate where you think you are in your development. • Then, use the comments section to journal your self-reflections (see example below). o Reflect on each instructional practice—what you knew, what you know now, and how your new knowledge will affect your instructional practices. Give specific examples! *Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as a time to reflect on how far you’ve come and where you would like to focus your attention next. Example [e.g., for Systematic Instruction] ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 6 of 11 © 2022 University of Florida Lastinger Center for Learning Accomplished Emerging Not Yet Evidenced Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This module gave me lots to think about. For instance, my mindset was that my students have difficulties with comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it almost seems impossible that decoding could still be a problem after all this time—or that they just need practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of the problem” so I could teach more systematically. After analyzing the assessment data using the model, I now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills might be missing. I think this model will be something I continue to use in my classroom going forward. Self-Reflective Scale Demonstrate research-based instructional practices for developing students’ reading skills. I have the skills to provide Explicit Instruction I can do, and I can identify examples of the following: • Use the “I Do, We Do, You Do” sequence. • Use clear and concise language. • Use instructional strategies that ensure that students do not rely on guessing or discovering the skill. • Provide a brief purpose for instruction. o Fluency example: “Learning to read words at a good rate helps us understand what we are reading.” ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 7 of 11 © 2022 University of Florida Lastinger Center for Learning o Comprehension example: “Today we’ll be learning how the Generating Questions strategy will help us better comprehend what we’re reading.” Accomplished Emerging Not Yet Evidenced Reflection: I have honed my skills in providing explicit instruction to VPK students, ensuring clarity and understanding in phonological awareness activities. I have the skills to provide Systematic Instruction (e.g., consider levels of skill development; when students are ready for an intervention targeting a particular skill) I can do, and I can identify examples of the following: • Considers levels of fluency instruction. • Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e., accuracy develops first, then automaticity, then prosody). • Considers the usefulness of information (high frequency before low frequency). • Chooses text at an appropriate level for students. • Assists students in developing an appropriate rate while reading aloud. • Uses strategies for gradual release of responsibility (i.e. shift from teacher to student over time). o PA example: Mixing words with /b/ and /p/, and /d/ and /t/ o Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q) when students are not yet ready for that level of complexity Accomplished Emerging Not Yet Evidenced Reflection: While I strive to implement systematic instruction, I acknowledge the need to further refine my approach to ensure a cohesive and progressive learning experience for VPK students. I have the skills to engage students with Multisensory Instruction I can do, and I can identify examples of the following: • PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 8 of 11 © 2022 University of Florida Lastinger Center for Learning • Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult sounds, etc. Accomplished Emerging Not Yet Evidenced Reflection: I am adept at incorporating multisensory techniques into my teaching practice, fostering engagement and comprehension among VPK students with diverse learning preferences. Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning. I have the skills to teach lessons that are directly linked to assessment I can do, and I can identify examples of teaching lessons that are directly linked to assessment data. Accomplished Emerging Not Yet Evidenced Reflection: I recognize the importance of utilizing assessment data to inform my instructional decisions, and I am committed to enhancing my skills in data analysis to support the growth of VPK students. Use a variety of instructional practices to motivate and engage students in reading. The length of time I teach is appropriate for the target skill and allows for student mastery. I can do, and I can identify examples of teaching an appropriate length of time. Accomplished Emerging Not Yet Evidenced Reflection: I consistently employ a range of instructional strategies to captivate and inspire VPK students, cultivating a positive and dynamic learning environment. In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large group teaching alone. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 9 of 11 © 2022 University of Florida Lastinger Center for Learning Accomplished Emerging Not Yet Evidenced Reflection: Integrating opportunities to respond into my daily teaching helps students improve their skills. I have the skills to provide students with various opportunities to respond. I can do, and I can identify examples of providing various opportunities to respond. • I use choral and individual responses. • All students respond during choral responding; if not, I correct and redirect and engage the student. • I provide students with individual turns. Accomplished Emerging Not Yet Evidenced Reflection: While I integrate opportunities for student response into my teaching, I acknowledge the need to diversify and tailor these interactions to accommodate the unique needs and abilities of VPK students. Continue to Instructional Reflections… 6. Answer the Reflection Questions Instructional Reflections Consider your experiences in the practicum. Reflect on one practice that you believe ensures that students receive Equality and Equity are not the same. Equality is about dividing resources (instructional time, targeted assessing and planning, scaffolding, practice opportunities, etc.) evenly so all students get the same thing. Equity is about dividing resources proportionally to achieve a fair outcome for all. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 10 of 11 © 2022 University of Florida Lastinger Center for Learning equitable instruction. Provide a detailed example. Examples: • The data tells me that Dani will need more fluency practice than the other students in her group. • During one of my classroom observations, my literacy coach collected data on my questioning during my intervention group. I realized that I was asking some students much higher-level questions than other students. • My formative assessment shows that Raul is mastering the content quickly. I’m planning to move him to a more advanced group. During my practicum, I implemented differentiated instruction to ensure equitable learning opportunities for all students. In one instance, I noticed that some students struggled with decoding multisyllabic words while others excelled. To address this discrepancy, I created leveled reading groups based on students’ decoding abilities. Students who needed more support worked with me in a small group where we practiced decoding strategies using multisensory approaches, such as tapping out syllables and using word chunks. Meanwhile, advanced students engaged in independent reading activities that challenged their decoding skills at a higher level. By tailoring instruction to meet individual needs, I ensured that each student received targeted support to enhance their decoding abilities. What aspects of your teaching went well in the video? In the video, I effectively utilized explicit instruction by clearly modeling the skill of segmenting and blending sounds in single-syllable words using Elkonin boxes. I provided a step-by-step demonstration (I Do), guided students through the process with scaffolded support (We Do), and encouraged independent practice once students demonstrated readiness (You Do). Additionally, I incorporated multisensory strategies by encouraging students to use manipulative materials, such as markers and tokens, to represent individual sounds in words. This approach engaged students and reinforced their phonological awareness skills in a meaningful way. ELEMENTARY AND SECONDARY COMPONENT 3 PreK/Kindergarten: Activity 3: Lesson Video Description and Reflection Questions Page 11 of 11 © 2022 University of Florida Lastinger Center for Learning What would you do in future lessons to improve your instruction? In future lessons, I aim to incorporate more systematic instruction by carefully planning the progression of skills based on students’ readiness levels. I will conduct ongoing assessments to identify areas where students may need additional support and adjust my instruction accordingly. Additionally, I plan to provide more opportunities for students to apply their phonological awareness skills in authentic reading and writing tasks to promote transfer of learning. By continually assessing and refining my instructional practices, I can better meet the diverse needs of my students and foster their growth as readers and learners. Consider the assess, plan, implement cycle you just completed. How will you incorporate this process into your ongoing practice? I will integrate the assess, plan, implement cycle into my ongoing practice by adopting a reflective approach to teaching. Before each lesson, I will assess students’ prior knowledge and skills to inform my instructional planning. During the lesson, I will closely monitor students’ progress and adjust my teaching strategies as needed to ensure understanding and engagement. After the lesson, I will reflect on the effectiveness of my instruction and consider how I can refine my practices to better support student learning. By continually cycling through this process, I can identify areas of strength and areas for growth, ultimately improving my teaching practice and student outcomes over time.

Lesson 

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 1 of 11

© 2022 University of Florida Lastinger Center for Learning

Your Name: Maria Alejandra Paz Date: 2/29/2024

Grade(s) You Teach: VPK

Activity 3: Lesson Video Description and Guiding Questions

Instructions:
Watch a video of your own instruction to find one or more examples of each Instructional Practice.

Overview: In Activity 1, you used the Diagnostic Model to guide you as you analyzed assessment
data for one student who needed supplemental reading instruction. In Activity 2, you created a one
day instructional plan for your student.

In Activity 3, you will complete two assignments: the Video Description and Reflection
Questions.

• Video yourself modeling the instructional plan you created.
o Before filming, reflect on potential barriers you would encounter in a classroom and

show how you would address them in your video. Think about what responses students
may give or behaviors they may show and model how you would respond in your lesson
delivery.

o You will then use the video you created to reflect on your use of effective instructional
practices. No students or teachers should be in the video. The model lesson does not
have to take place in an actual classroom.

• Complete the Self-Reflection Scale and the Instructional Reflections sections in this
document.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 2 of 11

© 2022 University of Florida Lastinger Center for Learning

1. Review the Examples of Instructional Practices

2. Watch your entire Lesson Video to become familiar with its contents.

You will incorporate effective Instructional Strategies in your plan.

Explicit Instruction makes skills easier for students to learn by using clear and concise language.
Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first model,
and then gradually transfer responsibility for learning from the teacher to the student as they demonstrate
their readiness.

• I Do: Model the skill to show exactly how to do what you explained.

• We Do: Provide guided practice with scaffolding. Monitor the student’s progress in acquiring and
mastering the skill. Scaffold instruction as needed by prompting and giving corrective feedback.
Provide multiple opportunities for students to practice the skill with your guidance.

• You Do: Provide independent practice when students are able to do the skill accurately. Continue
to monitor and give feedback.

Systematic Instruction ensures that students learn in a way that gradually increases in difficulty and
follows the scope and sequence for a given skill. Visually and auditorily similar information is separated
when first learning a skill.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 3 of 11

© 2022 University of Florida Lastinger Center for Learning

3. Read the instructions for the Instructional Practice Identification activity:

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 4 of 11

© 2022 University of Florida Lastinger Center for Learning

4. Fill out the entire Instructional Practice Identification Table.

Instructional Practice Identification Table

Length of Lesson:
Approximately 2
minutes

Focus of Instruction:
Phonological Awareness –
segmenting and blending
phonemes in single-
syllable words

Group: VPK students Lesson Day #:
02/29/2024

Instructional
Practice

Instructional
Practice that is the

primary focus of the
video clip at the time
stamp you indicated.

Description and Metacognition
1. Write what you said and did to show the

instructional practice.
2. Explain your thinking. Why did you choose this

example?
–Be very specific.

Time Stamp
Start/stop time of

video clip.

Example:
Multisensory Instruction

Example:
1. I used multisensory instruction during the Elkonin box

portion of the session. Specifically, when I said “mat”, I
pushed up a token for each sound, and said /m/, /a/, /t/.

2. I chose this example because Elkonin boxes was my
chosen multisensory strategy for modeling each of the
sounds in the word “mat”. This allowed students to both

listen for the sounds in the word and use manipulatives to
represent each of the individual sounds they heard.

Example:
Time Stamp: 2:34-

2:42

Explicit Instruction 1. During the video, I provided clear and concise

instructions on how to use the Elkonin boxes to

segment and blend sounds in single-syllable

words. I used simple words like “cat” and “dog”

to model the process step by step.

2. I chose this example to ensure that VPK

students understand the task and feel supported

in their learning journey. Explicit instruction

helps establish a solid foundation for

phonological awareness skills.

0:00 – 0:47

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 5 of 11

© 2022 University of Florida Lastinger Center for Learning

Systematic
Instruction

1. I structured the activity by presenting words in

a systematic manner, starting with basic words

like “cat” and gradually progressing to more

challenging ones like “frog” and “snail.” This

allowed VPK students to build confidence and

competence in segmenting and blending sounds.

2. My choice of systematic instruction aimed to

scaffold VPK students’ learning experiences and

ensure they develop phonological awareness

skills progressively over time.

0:47 – 1:10

Multisensory
Instruction

1. Throughout the video, I incorporated

multisensory elements by using colorful and

engaging visuals, pronouncing words aloud with

exaggerated intonation, and encouraging

students to use their fingers to segment sounds

in the air.

2. I selected these multisensory techniques to cater

to the diverse learning styles and developmental

needs of VPK students. By appealing to multiple

senses, I aimed to make phonological awareness

activities more interactive and memorable.

1:10 – 1:57

5. Complete the Self-Reflective Scale.

Completing the Self-Reflective Scale

• For each instructional practice, mark a circle on the continuum to indicate where you think
you are in your development.

• Then, use the comments section to journal your self-reflections (see example below).
o Reflect on each instructional practice—what you knew, what you know now, and

how your new knowledge will affect your instructional practices. Give specific
examples!

*Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as
a time to reflect on how far you’ve come and where you would like to focus your attention next.

Example [e.g., for Systematic Instruction]

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 6 of 11

© 2022 University of Florida Lastinger Center for Learning

Accomplished Emerging Not Yet Evidenced

Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This
module gave me lots to think about. For instance, my mindset was that my students have difficulties with
comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be
interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological
awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it
almost seems impossible that decoding could still be a problem after all this time—or that they just need
practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of
the problem” so I could teach more systematically. After analyzing the assessment data using the model, I
now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is
always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills
might be missing. I think this model will be something I continue to use in my classroom going forward.

Self-Reflective Scale

Demonstrate research-based instructional practices for developing students’ reading skills.

I have the skills to provide Explicit Instruction

I can do, and I can identify examples of the following:
• Use the “I Do, We Do, You Do” sequence.

• Use clear and concise language.

• Use instructional strategies that ensure that students do not rely on guessing or discovering the skill.

• Provide a brief purpose for instruction.
o Fluency example: “Learning to read words at a good rate helps us understand what we are reading.”

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 7 of 11

© 2022 University of Florida Lastinger Center for Learning

o Comprehension example: “Today we’ll be learning how the Generating Questions strategy will help us
better comprehend what we’re reading.”

Accomplished Emerging Not Yet Evidenced

Reflection: I have honed my skills in providing explicit instruction to VPK students, ensuring clarity

and understanding in phonological awareness activities.

I have the skills to provide Systematic Instruction
(e.g., consider levels of skill development; when students are ready for an intervention targeting a

particular skill)

I can do, and I can identify examples of the following:
• Considers levels of fluency instruction.

• Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e., accuracy develops first,
then automaticity, then prosody).

• Considers the usefulness of information (high frequency before low frequency).

• Chooses text at an appropriate level for students.

• Assists students in developing an appropriate rate while reading aloud.

• Uses strategies for gradual release of responsibility (i.e. shift from teacher to student over time).
o PA example: Mixing words with /b/ and /p/, and /d/ and /t/
o Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q) when students are

not yet ready for that level of complexity

Accomplished Emerging Not Yet Evidenced

Reflection: While I strive to implement systematic instruction, I acknowledge the need to further

refine my approach to ensure a cohesive and progressive learning experience for VPK students.

I have the skills to engage students with Multisensory Instruction

I can do, and I can identify examples of the following:
• PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 8 of 11

© 2022 University of Florida Lastinger Center for Learning

• Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult sounds, etc.
Accomplished Emerging Not Yet Evidenced

Reflection: I am adept at incorporating multisensory techniques into my teaching practice, fostering

engagement and comprehension among VPK students with diverse learning preferences.

Use assessment and data analysis to monitor student progress and guide instruction over
time to ensure an increase in student learning.

I have the skills to teach lessons that are directly linked to assessment

I can do, and I can identify examples of teaching lessons that are directly linked to assessment data.
Accomplished Emerging Not Yet Evidenced

Reflection: I recognize the importance of utilizing assessment data to inform my instructional

decisions, and I am committed to enhancing my skills in data analysis to support the growth of VPK

students.

Use a variety of instructional practices to motivate and engage students in reading.

The length of time I teach is appropriate for the target skill and allows for student mastery.

I can do, and I can identify examples of teaching an appropriate length of time.
Accomplished Emerging Not Yet Evidenced

Reflection: I consistently employ a range of instructional strategies to captivate and inspire VPK

students, cultivating a positive and dynamic learning environment.

In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large
group teaching alone.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 9 of 11

© 2022 University of Florida Lastinger Center for Learning

Accomplished Emerging Not Yet Evidenced

Reflection: Integrating opportunities to respond into my daily teaching helps students
improve their skills.

I have the skills to provide students with various opportunities to respond.

I can do, and I can identify examples of providing various opportunities to respond.
• I use choral and individual responses.

• All students respond during choral responding; if not, I correct and redirect and engage the student.

• I provide students with individual turns.

Accomplished Emerging Not Yet Evidenced

Reflection: While I integrate opportunities for student response into my teaching, I acknowledge the

need to diversify and tailor these interactions to accommodate the unique needs and abilities of VPK

students.

Continue to Instructional Reflections…

6. Answer the Reflection Questions

Instructional Reflections

Consider your experiences in the
practicum. Reflect on one practice that
you believe ensures that students receive

Equality and Equity are not the same. Equality is about dividing
resources (instructional time, targeted assessing and planning,

scaffolding, practice opportunities, etc.) evenly so all students get
the same thing. Equity is about dividing resources proportionally to

achieve a fair outcome for all.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 10 of 11

© 2022 University of Florida Lastinger Center for Learning

equitable instruction. Provide a detailed
example.

Examples:
• The data tells me that Dani will need more

fluency practice than the other students in
her group.

• During one of my classroom observations,
my literacy coach collected data on my
questioning during my intervention group.
I realized that I was asking some students
much higher-level questions than other
students.

• My formative assessment shows that Raul
is mastering the content quickly. I’m
planning to move him to a more advanced

group.

During my practicum, I implemented differentiated

instruction to ensure equitable learning opportunities

for all students. In one instance, I noticed that some

students struggled with decoding multisyllabic words

while others excelled. To address this discrepancy, I

created leveled reading groups based on students’

decoding abilities. Students who needed more support

worked with me in a small group where we practiced

decoding strategies using multisensory approaches,

such as tapping out syllables and using word chunks.

Meanwhile, advanced students engaged in independent

reading activities that challenged their decoding skills at

a higher level. By tailoring instruction to meet individual

needs, I ensured that each student received targeted

support to enhance their decoding abilities.

What aspects of your teaching went well
in the video?

In the video, I effectively utilized explicit instruction by

clearly modeling the skill of segmenting and blending

sounds in single-syllable words using Elkonin boxes. I

provided a step-by-step demonstration (I Do), guided

students through the process with scaffolded support

(We Do), and encouraged independent practice once

students demonstrated readiness (You Do).

Additionally, I incorporated multisensory strategies by

encouraging students to use manipulative materials,

such as markers and tokens, to represent individual

sounds in words. This approach engaged students and

reinforced their phonological awareness skills in a

meaningful way.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and

Reflection Questions

Page 11 of 11

© 2022 University of Florida Lastinger Center for Learning

What would you do in future lessons to
improve your instruction?

In future lessons, I aim to incorporate more systematic

instruction by carefully planning the progression of

skills based on students’ readiness levels. I will conduct

ongoing assessments to identify areas where students

may need additional support and adjust my instruction

accordingly. Additionally, I plan to provide more

opportunities for students to apply their phonological

awareness skills in authentic reading and writing tasks

to promote transfer of learning. By continually assessing

and refining my instructional practices, I can better

meet the diverse needs of my students and foster their

growth as readers and learners.

Consider the assess, plan, implement
cycle you just completed. How will you
incorporate this process into your ongoing
practice?

I will integrate the assess, plan, implement cycle into

my ongoing practice by adopting a reflective approach

to teaching. Before each lesson, I will assess students’

prior knowledge and skills to inform my instructional

planning. During the lesson, I will closely monitor

students’ progress and adjust my teaching strategies as

needed to ensure understanding and engagement. After

the lesson, I will reflect on the effectiveness of my

instruction and consider how I can refine my practices

to better support student learning. By continually

cycling through this process, I can identify areas of

strength and areas for growth, ultimately improving my

teaching practice and student outcomes over time.

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You have been tasked to merge the staffs of two organizations, one based in the United States and one in a foreign country, which your company has just acquired. Using a fictitious company of your choosing, create a PowerPoint presentation of at least 10 slides (not counting the title slide or references slide) with speaker notes to address the numbered topics below. Each speaker note should be at least one paragraph containing 5-10 sentences. In the presentation, you need to include the following items. 1. Create a staffing plan for the upcoming merger. Explain the four approaches to international staffing and select the one(s) that your organization should use. 2. Describe to what extent expatriates will be employed in the overseas location. 3. Describe how training and orientation plans will prepare expatriate employees for success abroad and for their return home. 4. Include specific strategies for increasing the participation and success of women in expatriate assignments in your staffing plan. 5. Describe the key components of the international compensation program. Be sure to include a title slide and a reference slide that lists references in APA format.

You have been tasked to merge the staffs of two organizations, one based in the United States and one in a foreign country, which your company has just acquired. Using a fictitious company of your choosing, create a PowerPoint presentation of at least 10 slides (not counting the title slide

Being Respectful Across Diverse Cultures Chapter Ten Multicultural A core value of the counseling profession: Honoring diversity and Embracing a multicultural approach As guardians of professional core values, counselor educators and supervisors actively infuse: Multicultural/diversity competency in their training and supervision Promote awareness, knowledge, and skills in the competencies of multicultural practice Issues and Ethics 2 Multicultural Multiculturalism A generic term that indicates any relationship between and within two or more diverse groups Multicultural counseling A helping intervention and process that defines contextual goals consistent with the life experiences and cultural values of clients, balancing the importance of individualism versus collectivism in assessment, diagnosis, and treatment Issues and Ethics 3 The Role of the Supervisor A primary obligation of a counseling supervisor is to “monitor client welfare and supervisee performance and professional development” Counselor competence includes knowledge of the diverse cultures across which the supervisee counsels. Even the client’s diagnosis (ACA, 2014, E.5.b), may be influenced by such knowledge. Help determine what modality would be most effective for this particular client. Supervisory competence must include multicultural understanding. Issues and Ethics 4 The Concept of Culture Culture means “a lens through which life is perceived”. The client’s cultural background is always a key factor in the provision of competent supervisory and counseling services. Interpreted broadly, culture can be associated with a racial or ethnic group and with gender, religion, economic status, nationality, physical capacity or disability, and affectional or sexual orientation Cultural diversity The spectrum of differences that exists among groups of people with definable and unique cultural backgrounds Issues and Ethics 5 The Concept of Culture Individualist Culture characterized by individualism, which is the prioritization or emphasis of the individual over the entire group. In individualistic cultures people are motivated by their own preference and viewpoints. Individualistic cultures focus on abstract thinking, privacy, self-dependence, uniqueness, and personal goals. Collectivist Culture refers to how the group makes decisions. A collectivist group or leaders of the group usually makes decisions, and they choose the option that best supports the group. Collectivist cultures also put more emphasis on group goals. Issues and Ethics 6 The Concept of Culture Ethnicity a sense of identity that stems from common ancestry, history, nationality, religion, and race Issues and Ethics 7 The Supervisor’s Critique A therapist who is culturally sensitive will have the capacity to enter the phenomenological world of the client and perceive the world through his cultural perspective. The goal is to resonate with the client’s phenomenological world, grasping it on a deep emotional level enlightened by knowledge of the client’s plight. Issues and Ethics 8 Barriers to Resonating with the Client Phenomenological World As a virtuous supervisor, we need to transcend the popular stereotypes. A stereotype is a form of oversimplified thinking that categorizes reality into overly broad categories through the use of universal quantifiers such as “all,” “no,” and “most”. The person who stereotypes perceives the other through such a rigid conceptual framework and therefore does not see the other as an individual. Issues and Ethics 9 Barriers to Resonating with the Client Phenomenological World Stereotypes can dehumanize the other Stereotypes permit the stereotype holder to treat the other in dehumanizing or degrading ways without taking responsibility for it. The stereotype can conceal the transgression behind a veil of self-righteousness. No one is immune to stereotyping. Issues and Ethics 10 Barriers to Resonating with the Client Phenomenological World A virtuous supervisor would be aware of this human propensity to stereotype and would be sensitive to identifying his own particular stereotypes and those of whom he trains. Issues and Ethics 11 Mind-Sets A mind-set is a frame of mind that is resistant to evidence to the contrary. A supervisor needs to be aware of this tendency to dismiss evidence in helping a supervisee address their stereotypes. Stereotypes also tend to be held as mind-sets. Stereotypes arise through socialization. Mass media (television shows, movies, music, etc.) tend to reinforce such stereotypes. Issues and Ethics 12 Mind-Sets A confirmation bias is used to sustain the stereotype. If what we are looking at corresponds successfully with what we anticipated, the stereotype is reinforced for the future. Virtuous supervisors and therapists are adeptly aware of the flawed logic of stereotyping. Virtuous supervisors work diligently to expose this flawed logic in supervisees. Issues and Ethics 13 Mind-Sets Stereotypes are endemic to humankind. We need keen awareness, diligence, and reflective practice in overcoming stereotypes. Racism Ethnocentrism Power to oppress Issues and Ethics 14 Mind-Sets Cultural tunnel vision a perception of reality based on a very limited set of cultural experiences Assumption: Self-disclosure is a characteristic of a healthy personality. Fact: Some clients view self-disclosure and interpersonal warmth as inappropriate in a professional relationship with an authority figure. Assumption: Directness and assertiveness are desirable qualities. Fact: In some cultures, directness is perceived as rudeness and something to be avoided. Issues and Ethics 15 Mind-Sets Assumption: It is important for clients to become authentic and self-actualized. Fact: A creative synthesis between self-actualization and responsibility to the group may be a more realistic goal for some clients. Assumption: Direct eye contact is a sign of interest and presence, and a lack thereof is a sign of being evasive. Fact: Many cultural expressions are subject to misinterpretation, including eye contact, silence, personal space, handshaking, dress, formality of greeting, etc. Issues and Ethics 16 Client Informed Consent in the Supervisory Context Counseling Ethics require receiving informed consent from the client about the nature of the supervision. Methods of Supervision Self-report is one of the most widely used supervisory methods, yet it may be the least useful. This procedure is limited by the supervisee’s conceptual and observational ability. Process notes build on the self-report by adding a written record explaining the content of the session and the interactional processes. Audio recording is a widely used procedure that yields direct and useful information about the supervisee. Issues and Ethics 17 Client Informed Consent in the Supervisory Context Methods of Supervision (continued…) Video recording allows for an assessment of the subtleties of the interaction between the supervisee and the client. Live supervision, which is conducted by the supervisor during the supervisee’s session with a client, provides the most accurate information about the therapy session. It is preferable if informed consent about supervision is given in writing to clearly establish legal permission. Issues and Ethics 18 Client Informed Consent in the Supervisory Context Direct liability: can be incurred when the actions of supervisors are the cause for harm to client. E.g. Giving poor or incompetent therapeutic direction to counselor Vicarious liability: pertains to the responsibilities supervisors have to oversee the actions of their supervisees. E.g. If counselor “goes off script” of supervision advice Issues and Ethics 19 The Supervisory Relationship Gatekeepers of the profession, supervisors have a responsibility to insure that supervisees are competent to enter the profession. Give approval Recommend dismissal Help supervisee obtain remedial assistance Supervisors also seek consultation and document their decisions. Issues and Ethics 20 The Supervisory Relationship Supervisors must also be aware of and address multiculturalism and diversity as it relates to the supervisory relationship. If the supervisor is unable to objectively evaluate the performance of the supervisee, then the supervisor should provide appropriate referral to other potential supervisors Supervisors do not counsel their supervisees. Counseling a supervisee can lead to a problematic dual role relationship. Issues and Ethics 21 Supervisee Informed Consent Supervisors provide the supervisee with the opportunity to give their informed consent to the supervisory relationship Agreements should be in writing. Supervisor and supervisee should cooperate to develop goals of supervision. Counseling performance Self-awareness Relationship building Diagnosis Treatment planning Cognitive skills Professionalism Cultural Competence Issues and Ethics 22 Online Supervision When using online technologies in supervision, supervisors should be competent in their use. They act diligently in protecting the confidentiality of all information transmitted through such technologies Issues and Ethics 23

Being Respectful Across Diverse Cultures Chapter Ten Multicultural A core value of the counseling profession: Honoring diversity and Embracing a multicultural approach As guardians of professional core values, counselor educators and supervisors actively infuse: Multicultural/diversity competency in their training and supervision Promote awareness, knowledge, and skills in the competencies of

What did international businesses do during/after each of the below-mentioned crisis to build resilience against global supply chains disruptions. You will need to list out individually what was done after – 1. Pandemic 2. Russia-Ukraine War 3. Suez Canal Crisis 4. The Middle East Crisis One page for each topic. References should be added. Single spaced  Do not use chatgpt or any other AI source. Examples of international companies are cocacola.

What did international businesses do during/after each of the below-mentioned crisis to build resilience against global supply chains disruptions. You will need to list out individually what was done after – 1. Pandemic 2. Russia-Ukraine War 3. Suez Canal Crisis 4. The Middle East Crisis One page for each topic.

 I relate with your statement that in the future I would develop or add indicators that are more individual like and not as general as the one I completed. I agree with you that the best strategy is planning, the teachers should create and set clear expectations and rules that result in routines. As a teacher,  what would you implement to acquire feedback from your students?  

 I relate with your statement that in the future I would develop or add indicators that are more individual like and not as general as the one I completed. I agree with you that the best strategy is planning, the teachers should create and set clear expectations and rules that

find attached. Consider the scenario below, then follow the instructions underneath it to complete the discussion. If appropriate, support your position with credible resources/examples/evidence and provide APA references. Mr. D Mr. D is a 90-year-old man who was admitted to the hospital with complaints of nausea, vomiting, left arm pain, and chest pain. An electrocardiogram (ECG) is performed, and he is diagnosed as having a myocardial infarction. Mr. D has a long history of comorbidities including hypertension, diabetes, and congestive heart failure (CHF). With this in mind, the physician asks Mr. D if he wants life-sustaining measures taken (e.g., CPR, mechanical ventilation, etc.) should he experience cardiopulmonary arrest. Mr. D tells the physician that he wants all measures taken to save his life. Imagine that you are the nurse assigned to provide care to Mr. D, and address the following: 1. Considering Mr. D’s advanced age, what are the benefits/risks associated with providing life-sustaining measures? 2. What factors should you consider based on the Mr. D’s age and health history? 3. If Mr. D were your family member, how would you respond to his decision? Review the posts made by your classmates and reply to someone expanding on their idea or offering an alternative for consideration.

find attached. Consider the scenario below, then follow the instructions underneath it to complete the discussion. If appropriate, support your position with credible resources/examples/evidence and provide APA references. Mr. D Mr. D is a 90-year-old man who was admitted to the hospital with complaints of nausea, vomiting, left arm pain,

read attached the topic i want is    Nutrition and hydration Course Competency: · Analyze the increased complexity of care among older adults. Your supervisor needs to make sure that each of the in-service topics will be covered by someone, so she is asking the staff to communicate their topic preference. Below is the list of problems your supervisor wants the nursing staff to be able to teach older adult clients (and/or their family members) about. In-service Topic Options: · Hypertension · Diabetes · Coronary artery disease · Depression · Dementia · Polypharmacy · Increased risk of falls · Vison/hearing impairment · Nutrition and hydration Your supervisor has asked you to submit a 1-page proposal, written using proper spelling, grammar, and APA, which addresses the following: 1. Identify the client problem your in-service will address. 2. Describe at least 5 consequences of the client problem as it relates to the health, safety, and well-being of older adults. 3. Explain your rationale for choosing the client problem you selected.

read attached the topic i want is    Nutrition and hydration Course Competency: · Analyze the increased complexity of care among older adults. Your supervisor needs to make sure that each of the in-service topics will be covered by someone, so she is asking the staff to communicate their topic

1 Ethics Leila Nguyen University of Houston Business Law & Ethics Professor Williams 4/13/2024 Universal Ethics, Utilitarian, Golden Rule Ethics, & Virtue Ethics Ethical Issue The ethical issue in this scenario is whether Luke should tell his brother Owen about ABC company’s plans to build an entertainment store or uphold the confidential clause of the job. It is about Luke’s conflict between breaching the terms of his job contract or breaking the loyalty of his relationship with his brother by withholding sensitive information. Choosing to withhold information from Owen means that the value of his house will depreciate after the company announces its plans to the public. If he decides to disclose the company plans to Owen, he will go by the currently offered ‘okay’ price, thus avoiding losses arising from lower prices. Luke’s situation is ethical because he has to make a moral decision. Such decisions are affected by preconceived notions or inherent rules and values. The values held by individuals provide a roadmap of how they ought to behave. Expectations from society also reference the acceptable things to embrace and those that are unacceptable. In the current case, Luke has to decide between acting with integrity as required by the social rules or following his conviction about family relationships. Suppose his inherent codes give higher regard to family relationships than work relationships. In that case, Luke may compulsively go against his employment expectations and disclose the company’s plans to Owen. Universal Ethics Kant used categorical imperatives to describe morality. Categorical imperative refers to mandatory commands that a person should follow while pursuing their desires (CrashCourse, 2016). He considers abiding by the moral law to be compulsory and such behavior to be common knowledge. According to universal ethics, an ethical action can be converted into a universal law. The universal law allows everyone to act similarly when faced with similar circumstances. In the current case, Luke should share company information with Owen only if the behavior can be generalized (CrashCourse, 2016). In other words, if every other employee would freely disclose company information to their relatives. Clearly, taking that direction would throw the firm into a chaotic situation. That means Luke should suppress loyalty to his brother. Kant’s ethics requires individuals to reflect on the universal law applicable before taking moral actions. In Luke’s case, safeguarding a company’s confidential information can be adopted by other employees. Abiding by organizational rules allows the smooth running of workplaces. Universal ethics, therefore, forbid employees to prioritize personal relationships at the expense of corporate ones. For the sake of strengthening trust between the company and clients, employees ought to safeguard information entrusted to them. Kant emphasizes that moral actions should not cause contradictions. If Luke went ahead and disclosed company plans to Owen, an imbalanced society would be created where one person holds a competitive advantage. It would be contradicting if every employee shared company plans with their kin every time( CrashCourse, 2016). Were such behavior to be made universal, conflicts of interest would flood the business environment, making it difficult to make progress. An unfair society would be created that favors the relatives of employees. Luke should, therefore, avoid disclosing the project report to Owen. Universal Ethics Correction: Some relevant arguments made towards application of theory to case facts; however, the arguments could be developed a little more fully here, to bring out the key tenets of the theory. In general, considering the difficulty in applying this theory, Luke would be faced with a dilemma about what would be the right choice to follow in this case. What should Luke do, that everyone else could also follow universally? In this case, since Luke is first a professional, you may like to ask: “What would the world be like if everyone in Luke’s position shared confidential company information outside with the others?” Would this help you make more convincing arguments here? You must also consider the criticisms of the theory for a more balanced analysis, i.e., it allows no flexibility in action. You should also consider the other possibility here, i.e., whether it would be ok to have a universal rule that one must help their siblings or be honest with them. In the end, you have not concluded your arguments here clearly. What should Luke do? Utilitarianism Utilitarian ethics describe moral actions on the basis of consequences and outcomes. If good outcomes are produced, the preceding action automatically becomes good. The happiness generated by each consequence determines their level of goodness. In a utilitarian approach, human beings should act to produce the highest good for a higher number of people( CrashCourse, 2016). Pursuing the pleasure of the majority, in most cases, means suppressing personal interests. Luke can, therefore, reflect on the choice that will produce more benefits for most people. I would ask him to consider the impact his actions will generate on each stakeholder. In the event that he discloses company information to Owen, Luke’s relationship with his brother will profit. Owen will make an informed decision to accept the present price. By so doing, he will avoid the case of having to settle for lower property rates by waiting for future years. However, Luke’s relationship with his employer will be negatively affected. Since disclosing organizational information to external parties goes against company policies, corrective measures will be taken upon him, which may even involve termination of employment. If other stakeholders, such as neighbors, learn about the action, they will lose trust in the company for acting in partiality. Clients will shift to a company that upholds fairness. Overall, disclosing the development details to Owen will have net negative consequences for the majority of people( CrashCourse, 2016). Luke’s failure to inform Owen about the upcoming project will harm their relationship. Owen will lose trust in him as a loyal brother. Besides, he will probably suffer financial losses by turning down the current offer, only to face worse prices in the future. However, Luke will enjoy a healthy relationship with his employer. The company’s neighbors will be treated fairly, thus promoting healthy networks. The client’s positive perception of ABC Company will not be affected, which will benefit the company. Clearly, the net results of this action will be positive(CrashCourse, 2016). Utilitarianism Corrections:  Arguments towards application of theory to the case are correctly made, but need to be more complete. You need to show me how the end-effects you talk of will come about as a result. However, some of the arguments need to be more logically developed. In the end, you could more clearly bring out the sum of ALL the consequences (societal harms and benefits) if Luke divulges the information, or if he does not do so? This will help you to more convincingly make a recommendation from this theory for Luke. You could also consider the criticisms of the theory more comprehensively, e.g., what’s greater benefit or greater harm; who decides that, etc. While discussing the harms of Luke sharing the information with Owen, you could have discussed aspects such as: Owen benefiting over the other home owners in the neighborhood, risk of protests and potential lawsuits against ABC Co., possibility of Luke being identified as the source of the leak and resulting consequences, etc. In your arguments, you have not considered those who will be harmed by the adult entertainment center not coming up, which would include ABC Company, its employees, their families, its suppliers and other stakeholders in the local community, including those who could have got jobs there. This could also include Luke (losing his job, possibly)! Also, what if Luke’s brother decides to keep the benefits to himself—by selling his property, before any others can come to know?Luke should, therefore, choose to withhold company information from Owen. Utilitarianism Final recommendation: So, what should Luke do? What will you advise him? Analysis is incomplete. No conclusion and final recommendations. The final recommendation needs to be supported by arguments made towards application of theories to case facts. However, application of theories to case facts isn’t completely done, as pointed out above. Arguments towards application to case facts must be clearly and correctly developed, as per the tenets of these theories. Finally, you need to make a clear recommendation to Luke–I do not see it here. If you do not make a specific recommendation from the theories, you will lose points in the future assignments. Golden Rule Ethics According to the Golden Rule ethics, humans should do to others what they want done to themselves (Gensler, 2013). The principle leaves open the standards of the good or the bad, which an individual would wish to receive in return. As long as the reciprocation of your actions would bring fulfillment to you, then the golden rule of ethics justifies the action. A notable problem with this rule is that the intentions of malicious actors cannot be separated from those of genuine persons. For example, someone who would like to be killed gets a license to slaughter under this principle. In other words, the appropriate ways in which people wish to be treated differ from one person to another. This pauses complexities in the application of the principle. In the current case, Luke should consider how he would wish to be handled. This consideration can be approached in two ways: by the company and by Owen. If Luke is to put on Owen’s shoes, he would wish his brother to demonstrate loyalty to their relationship. Luke would expect his brother to help him make the best decisions to the best of his knowledge. Were he to be in a dilemma of choosing between an acceptable price and waiting for an unknown future to chance a better price, Luke would wish that sharing the situation with his friend would lead him to make the better decision. Failure to act in this manner would result in a broken relationship and a deal gone wrong for Owen. However, the way he would desire to be treated depends on whether both parties involved are ethical-minded (Suchanek, 2008). In the first case, the golden rule would guide Luke to disclose the information to Owen, meaning he accepts the okay price. If Luke and Owen are ethically minded, Luke should demonstrate loyalty to his employer by safeguarding company information, and Owen would have chosen that option, too. From the company’s viewpoint, Luke should reflect on how the company would like to be treated by an employee in his shoes. The answer to this reflection should then define the right thing for him to do. As a commercial organization, any action compromising its profitability and well-being would threaten its survival. If Luke shares confidential information with outsiders, they would take advantage of the opportunity the company is eyeing, meaning that opening the entertainment store would create less value. When the company’s performance is generally low, its stakeholders will be negatively affected. Luke would most probably not desire such a treatment. For this reason, he should avoid putting ABC in such a situation but instead choose to respect the terms of his work contract. He should, therefore, not tell Owen about the plans to construct an entertainment store in the neighborhood. The Golden Rule: Great! Application of the theory is correctly done. You have considered that Owen would not want Luke to jeopardize his career; however, this is an ideal situation and it may not be so always. So, Luke could be confronted with a dilemma here about what he should do.You have brought out the difficulty in making a decision here. How could Luke resolve the dilemma? You also need to consider how does the theory’s requirement that “Luke must be highly ethical” come to influence his decision here. How does that apply here? Does this help resolve his dilemma? Concluding arguments are correctly made, but could be more forceful applying the requirement of the theory to be highly ethical. Virtue Ethics Virtue ethics require individuals to act in a way that upholds virtues such as honesty, compassion, justice, and care (Hursthouse, 2017). Aristotle suggests that aligning our actions with virtues leads to adopting the best decisions in the face of ethical dilemmas. Virtue ethics rely on the inherent beliefs which a person holds. The actor’s perception of morality and integrity influences their actions. In other words, the question of whether killing is a good decision depends on the actor’s perspective about the behavior of killing. In Luke’s case, his decision to disclose company information to an external party depends on what that would reveal about his morality. Luke’s character should be the determining factor, such that if he desires to be regarded as an honest employee, he should safeguard the company’s information (Hursthouse, 2017). Therefore, the company would consider him loyal, and Owen would probably never know that Luke had the opportunity to alert him about the construction plans. However, if he chose to break the privacy rule, the company would associate him with lousy morality. The consequence of evil morality would be losing his employment contract. The company would also lose on potential investments, and stakeholders would suffer. Luke would appear to be malicious and selfish before the company stakeholders. In light of these possibilities, the virtuous way to handle the situation is to abide by the terms of his employment contract and let Owen learn the news from the public announcement. Virtue Ethics Corrections: Great! Theory has been correctly applied and some good arguments made here. You must also consider the criticisms of the theory for a more balanced analysis. In general, Luke would face a dilemma choosing between his family and work context. Perhaps, consideration of his primary role and obligations may help you make your recommendations even more forcefully here.   Luke’s current dilemma applies to his work context, so the arguments made to uphold his duties as an employee are on the right lines here. You could also apply the Golden Mean logic to help arrive at a decision for Luke under Virtue ethics. Final Recommendation Missing: Good effort! Your final recommendations for Luke needed to be supported by arguments made towards application of theories to case facts. Application of theories to case facts needed to be done more completely, as indicated above. Arguments towards application must bring out the key principles of each theory. A summary reference to both theories in the recommendation can highlight the important elements and also bring out why you prefer the theory (or theories) that you do. Also, consideration of the criticism of the theories may help decide which of the theories may be more applicable in this case. In the end, you need to briefly summarize your earlier arguments and state clearly what you recommend Luke should do. References CrashCourse. (2016, Nov 15). Kant & Categorical Imperatives: Crash Course Philosophy #35[Video]. YouTube. CrashCourse. (2016, Nov 21). Utilitarianism: Crash Course Philosophy #36[Video]. YouTube. Gensler, H. J. (2013). Ethics and the golden rule. Routledge. Hursthouse, R. (2017). On virtue ethics. In Applied Ethics (pp. 29-35). Routledge. Suchanek, A. (2008). Business ethics and the golden rule. Diskussionspapier des Wittenberg-Zentrums für Globale Ethik, 2003.

1 Ethics Leila Nguyen University of Houston Business Law & Ethics Professor Williams 4/13/2024 Universal Ethics, Utilitarian, Golden Rule Ethics, & Virtue Ethics Ethical Issue The ethical issue in this scenario is whether Luke should tell his brother Owen about ABC company’s plans to build an entertainment store or uphold

FN626: FINANCE LIVE ASSIGNMENT 3: BITCOIN AND PORTFOLIO DIVERSIFICATION Drawing on your modules to date and the Presentations made during Finance Live lectures, you are asked to complete the following individual project. Project “Given the returns bitcoin has offered in the past, and its correlations with other assets, the result could be a rush of cash into bitcoin, as even sensible investors consider putting small slices of their pension pots or portfolios into crypto for diversification”. Why Bitcoin is up by almost 150% this year: Introducing the cockroach theory of crypto. The Economist (Finance and Economics, Buttonwood), December 18th, 2023. You must prepare a report which discusses the remarks made in the Economist magazine. Drawing on your first semester modules, you are asked to provide a rigorous, evidence-based answer to whether cryptocurrencies provide diversification benefits for equity investors. Your answer must make use of cryptocurrency and equities data from the Bloomberg Terminal. All quotations, ideas, etc. should be fully and properly referenced in line with the referencing section of your module handbook (see section 7.3). Similarly, the data sources used in the report must be included in the notes to the Tables / Figures that use the data. The report should not exceed 1,500 words (excluding references and Tables / Figures). Reports should include a title page with the following information: Title of the Report; Student name and number; Abstract; Date of submission; word count. An Abstract is a short (100-150 words) summary of the goal and main findings of the report. Submission Instructions You are required to submit your report on the FN626 Moodle page no later than 12 noon, April 18th, 2024. Late penalties will be applied as per the Programme Handbook. Your submission should consist of a single pdf file containing the entire report. Any supporting Tables and Figures should be included in this document. The report should be word processed with double line spacing and 12pt font.

FN626: FINANCE LIVE ASSIGNMENT 3: BITCOIN AND PORTFOLIO DIVERSIFICATION Drawing on your modules to date and the Presentations made during Finance Live lectures, you are asked to complete the following individual project. Project “Given the returns bitcoin has offered in the past, and its correlations with other assets, the result

i want a excel sheet based on the report that i am uploading  Running Head: CRYPTOCURRENCY DIVERSIFICATION 1 CRYPTOCURRENCY DIVERSIFICATION 4 Student Name Tutor’s Name Course Date Abstract Legislative bodies, industry professionals, the media, and academics from various fields are finding cryptocurrency to be an intriguing subject. The study finds benefits to diversification when combining cryptocurrency with equities instruments. To see how cryptocurrencies contribute to diversification, three separate, independent experiments were carried out. The two studies’ results demonstrate that when cryptocurrencies are included in equities stock portfolios, they increase portfolio risk and yield higher returns. According to the first experiment, cryptocurrencies raise average returns while lowering the risk level of equities portfolios. In keeping with theoretical models, adding more equity stocks to equity portfolios reduces portfolio risk (Burniske & White, 2020). The findings suggest that portfolio managers should take cryptocurrencies very seriously as a crucial component of the benefits of portfolio diversification. Future research may increase the samples of chosen portfolios containing equities from various stock indexes in order to examine the issue from a wider angle. Parameters that Affect Diversification Due to their tendency to be unrelated to conventional financial assets, cryptocurrencies provide benefits for diversification. According to conventional portfolio theories, increasing the number of stocks in traditional equity portfolios reduces risk exposure. The two primary input criteria that impact diversification risk are the correlation between assets and the volatility resulting from price fluctuations. The portfolio’s financial assets’ connection with one another affects the risk of diversification because a higher positive correlation raises that risk and vice versa. Correlation A statistical tool for determining the degree of the relationship between the relative movements of two or more variables is the correlation coefficient. Positively correlated variables travel in the same direction as negatively correlated variables, which have the opposite connection. It is ideal for the components of a well-diversified portfolio to be unrelated to one another. This implies that the other asset should lessen the impact of a price change in the first one. The study examines the relationship between Bitcoin’s excess returns and traditional asset returns as measured by a number of market indices, including the S&P 500, MSCI Emerging Market, Gold, and dollar index. Making the correlation table has as its goal determining how closely Bitcoin is related to other assets. A higher correlation with other assets would indicate that Bitcoin is more likely to be impacted by the same variables as the other assets and would not provide a means of diversification. To evaluate the relationships between Bitcoin and other assets, a correlation table was created. Three months were chosen as the sample period, which ran from August 1 to October 31, 2018. The relationships between different equities and different indexes were compared with Bitcoin. The average historical return for the securities was obtained using the Bloomberg terminal. We gathered the average historical return from Bitcoin using Bitcoincharts.com. Regression models were utilized to compute correlations, with Bitcoin and various securities’ average historical returns serving as the X and Y variables. Volatility Levels The volatility level of Bitcoin relative to the US dollar is compared to that of Litecoin, a cryptocurrency that is similar to Bitcoin, and the Chinese yuan using the 30-day annualized return volatility. The comparison aids in demonstrating how much Bitcoin may be thought of as having superior portfolio diversification. The standard deviation of the daily returns of Bitcoin, Litecoin and Chinese Yuan against the US dollar was used to create Chart 2.0, which covered a three-month sample period (August 1, 2018 to October 31, 2018). Information was gathered from Bitcoincharts.com and the Bloomberg terminal. Assets without correlations should make up a well-diversified portfolio. This guarantees that the other elements should lessen the loss when one asset is damaged. The components of the portfolio should also be able to increase returns for that degree of risk. Due to a number of underlying reasons, the majority of traditional assets—stocks, money, bonds, and other instruments—are related. However, most assets’ values have fluctuated recently (particularly in the 2015–2016 period when a drop in the price of oil caused a global commodity price slump), while Bitcoin remained unaffected. The fact that Bitcoin has relatively little association with other asset classes is what triggered this. Bitcoin has a very low correlation with fiat currencies and other assets from other parts of the world (as shown in the above table). In the chart below, the 30-day annualized return volatility is displayed for three different currencies: Chinese Yuan vs. USD (green line), Bitcoin vs. USD (blue line), and Litecoin vs. USD (purple line). Figure 2.0: 30-day annualized volatility of returns. When compared to established currencies like the Chinese Yuan, the chart indicates that Bitcoin has a comparatively high return volatility. Given that Bitcoin increases uncertainty, it might not be a good idea to incorporate it in a portfolio. The graph does however demonstrate that Bitcoin is much less volatile than Litecoin, a rival cryptocurrency that is gaining traction. Furthermore, the graph indicates that Bitcoin’s volatility has been declining over the sample period, suggesting that the currency may eventually stabilize. According to the observation, while Bitcoin’s volatility may pose a risk to the currency’s inclusion in a portfolio diversification strategy, its volatility is still much lower than that of other cryptocurrencies and it is on the decline which supports the inclusion of Bitcoin in the strategy. Furthermore, Bitcoin can attain even lower volatility and be a terrific tool for portfolio diversification as long as it continues to gain acceptance and use. Conclusion Over time, Bitcoin has grown in popularity. Its rapid value growth attracts many investors to speculate, which accounts for its appeal. While speculating may reduce systematic risks in a portfolio, it is not good for the long-term growth of the currency. Research indicates that there are extremely few correlations between Bitcoin and other stocks, and that portfolios that include Bitcoins generate higher returns than those that do not (Oosterlinck & Szafarz, 2022). Nonetheless, investing in Bitcoin carries certain dangers. It is significant to remember that in comparison to other traditional currencies like the Chinese Yuan, Bitcoin still exhibits rather high return volatility. Investors should also be aware that excessive Bitcoin investment can reduce portfolio return. Finally, the decentralized nature of Bitcoin, along with illicit trading and a lack of certainty regarding network security may raise the risk associated with holding Bitcoin in a portfolio. According to the research, investing in Bitcoin can help diversify a portfolio, but because there are a lot of risks associated with it, investors should proceed with caution. Reference Briere, M., Oosterlinck, K., & Szafarz, A. (2022). Virtual currency, tangible return: Portfolio diversification with bitcoin. Journal of Asset Management, 16(6), 365-373. Burniske, C., & White, A. (2020). Bitcoin: ringing the bell for a new asset class. Ark Invest (January 2017) ark invest.com/hubfs/1_Download_Files_ARKInvest/White_Papers/Bitcoin-Ringing-The-Bell-For-A-New-Asset-Class. pdf. Carpenter, A. (2020). Portfolio diversification with Bitcoin. Journal of Undergraduate in France, 1-27. Eisl, A., Gasser, S., & Weinmayer, K. (2015). Caveat Emptor: Does Bitcoin Improve Portfolio Diversification?. image1.png

i want a excel sheet based on the report that i am uploading  Running Head: CRYPTOCURRENCY DIVERSIFICATION 1 CRYPTOCURRENCY DIVERSIFICATION 4 Student Name Tutor’s Name Course Date Abstract Legislative bodies, industry professionals, the media, and academics from various fields are finding cryptocurrency to be an intriguing subject. The study finds

Psychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.  For this Assignment, you will document information about a patient that you examined during the last 4 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Attached you will see file with a started FOCUS note with some information pre-filled.  Also attached is the EXAMPLAR with highlighted areas that need to be addressed on the started FOCUS not and what needs to be included.

Psychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.  For this Assignment,

You are the controller of a public Fortune 500 airline, TransGlobal Airlines. The airline utilizes a fleet of corporate jets for private charter by Fortune 500 clients at several major airports. Your company is looking to acquire smaller aviation firms as part of an overall growth strategy. In addition to creating an acquisition proposal, the CFO has asked you to create a report recommending a few performance-improvement strategies so that the company will meet your overall sustainability goals. Prompt Create a report to recommend performance-improvement strategies that will help TransGlobal Airlines be more sustainable. Specifically, you must address the following criteria: Use the TransGlobal Airlines Information document to identify a strategic goal for the company’s sustainability practices. Based on your understanding and research about sustainability objectives and practices, where do you envision the company will be in 10 years with respect to its sustainability measures? Identify a KPI and corresponding target measures for the sustainability goal identified. Recommend at least two performance improvement strategies that will help achieve the sustainability objectives of the company. Support your recommendations with a clear cause-and-effect rationale. What to Submit In a Word document, use double-spacing, 12-point Times New Roman font, and one-inch margins. This executive summary should be 2–3 pages in length and include references cited in APA format. Consult the Shapiro Library APA Style Guide for more information on citations.

You are the controller of a public Fortune 500 airline, TransGlobal Airlines. The airline utilizes a fleet of corporate jets for private charter by Fortune 500 clients at several major airports. Your company is looking to acquire smaller aviation firms as part of an overall growth strategy. In addition to

Overview In today’s information age, customers have access to various digital platforms to access and share information. Customers also use these platforms to communicate with service providers, share opinions, and provide feedback. Therefore, it is important for product owners and service providers to be ready with a response plan for all communications over digital platforms. You are a regional marketing director of a theme park and responsible for designing marketing strategy for the reopening of the park. Each department is helping you with the relevant and required information. As the date of reopening of the parks gets closer, the business intelligence unit of the organization in the scenario has noticed a surge of negative opinions among consumers. This is evident not only on social media platforms but also across a host of other digital media platforms, such as the organization’s websites and other digital information sources. A major cause of concern is that the organization’s ethics are being questioned in most of these negative opinions. The business intelligence unit has sent a memo to share their concerns. The CMO has asked you to respond to this memo by creating a recommendation report. Prompt Write a recommendation report, in a memo format, to the CMO of the organization in the course scenario, describing the strategies to minimize the negative opinion from consumers. Refer to the Business Intelligence Memo to ensure adjustments and additions to the plan for stopping negative publicity. In your memo, emphasize the need for cross-functional effort alignment, crisis management, social media response methods, and CSR communications. Specifically, you must address the following criteria: Describe how you must now pivot from your previous plan to introduce strategic changes to stop negative publicity. Which two steps will you take to effectively address the negative publicity related to the park re-opening? Describe the cross-functional effort alignment. How can the organization’s sales and operations departments help address the negative publicity? How can you use marketing channels to communicate the safety measures to the customers? Explain how a crisis communication plan can improve the organization’s image, when aligned with ethical practices. How would you use your public relations efforts in crisis communication? How would you use your corporate website for crisis communication? Describe the social media response methods to be used in this scenario. How would you address negative comments? How would you answer the safety-related questions? Describe the corporate social responsibility (CSR) communications strategy in this scenario. What are the key CSR initiatives and policies for the organization? What are the key channels of communicating the CSR initiatives? What to Submit Submit a  2- to 3-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Consult the Shapiro Library APA Style Guide for more information.

Overview In today’s information age, customers have access to various digital platforms to access and share information. Customers also use these platforms to communicate with service providers, share opinions, and provide feedback. Therefore, it is important for product owners and service providers to be ready with a response plan for

Assignment 10 – Teacher Salaries and Cost of Benefits Teacher Pay Scale 22-23.pdf Download Teacher Pay Scale 22-23.pdf  Scenario – You are a new superintendent and you have been charged with lowering personnel costs. Using the teacher pay scale attached above, how much money in both salaries and benefits will you save if 10 teachers retire (see experience level below) and you replace these ten teachers with ten brand new teachers with zero experience? The benefit savings can be calculated by using the following percentages that districts must match for all employees: Social Security = 7.65% and Retirement = 15.75%. *Special note – Salary will be MAEP + Local = Total (use the total amount) Experience Level of the 10 retiring teachers: 3 teachers with 25 years and a master’s degree (AA), 3 teachers with 28 years and a specialist’s degree (AAA), and 4 teachers with 32 years and a bachelor’s degree (A).  You will need to show all of your work so I can understand how you came to your calculated savings for the district. ASSIGNMENT 9 – Discussion – "Evolution of Federal Interest" Most Impactful Federal Legislation ” style=”float: left;”>Previous

Assignment 10 – Teacher Salaries and Cost of Benefits Teacher Pay Scale 22-23.pdf Download Teacher Pay Scale 22-23.pdf  Scenario – You are a new superintendent and you have been charged with lowering personnel costs. Using the teacher pay scale attached above, how much money in both salaries and benefits will you save if 10

my name:Esteban Tankou Kevin  degree: Finance class: senior  school:university of Texas at Tyler  please don’t use AI or plagiariase my paper. I’ll assist in anyway please text me. Study of a Professional Community  For this assignment, you will conduct a study on a professional organization in your field and do a write-up of that study.  Rationale  The people who make up a field, or subfield, have their own definition of effective writing and sound argument. Those definitions are based on the community’s values and priorities. Once you understand what those values and priorities are, the better prepared you are to communicate effectively within that community. Also, professional communities use various genres, and modes of circulating those genres, to communicate with different audiences. Knowledge of these genres, circulation modes, and audiences, as you begin your time in college, can help you develop a sense of how writing knowledge and skills will be useful to you in college and after you graduate.  To build your knowledge of your professional community, youwill explore three related research questions. To hone your academic writing skills, you will use the IMRAD format  for the write-up of your study.    Audience Your professor Goal To demonstrate that you can write an effective study using IMRaD format Length  At least 1,500 words Website for the Study Website for a professional organization in your field. To find a professional organization in your field: • Review the “Research Guides by Subject” for your field at the Muntz Library; some guides have links for professional organizations • Search the web and/or Wikipedia for: “nursing professional organizations,” “nursing organizations,” and/or “engineering societies”  Conducting and Writing Up the Study  We will conduct and write up the study sequentially.  Introduction  State the purpose, establish the context, provide background information, and explain the scope/map of the study.  • Purpose: “Per the assignment prompt, the purpose of this study is to . . . .” (paraphrase the purpose of the assignment)  • Context: The write-up is for a first-semester First-Year writing course at UTT (you will need to provide and cite information to contextualize UTT) • Background Information: Briefly discuss what your major is, why you want to pursue that major, and what you hope to do in your career—use this information to explain your choice of a professional community for the study • Scope and Map: What the write-up covers in the order information is presented  Methods  You should provide enough details in this section so that someone could pull up the website and redo your data collection. To write this section, revisit the Methods section of the Analytical Checklist from the Rhetorical Analysis.  Research Question #1: What Are the Community’s Values and Priorities? Read the following pages on the website:  • About Page: This page contains the organization’s mission statement, explains what the organization does, and may discuss what the organization values • Membership Page: This page gives the qualities, requirements, and benefits to becoming a member of the organization • Resources: This page is a curated list of resources that are valuable to members • Conferences and Events: This page is a list of events held by the community to present research, to network, and for continuing education  • Other Pages: Look for other pages that might be useful in determining the organization’s values and priorities  As you read these pages, identify key and/or repeated words andphrases that seem to reflect the values and priorities of the organization. These words and phrases are your data for Research Question #1. Use Table One (below) to record your data. For now, do not fill in the “Value/Priority” column as looking at one page on the website is not sufficient to determine values and priorities. Nor is looking at several pages in isolation.  After you have collected data from several pages on the website, analyze your data to determine the values and priorities of the organization. To do so, take a step back and think about your data as a whole. As a whole, what values and priorities does your data reflect? To make that determination, rereading the pages that you collected data from will be helpful. As you work through this process, fill in the “Value/Priority” column in Table One.  Research Question #2: What Genres and Circulation Modes Does the Community Use? Scour the website to locate the genres and modes used by the community to circulate information. Use Table Two to record your findings.  Research Question #3: What Audiences Does the Community Communicate With?  Determine who the audiences are for the genres used by the community. Use Table Two to record your findings.  Results In this section, present your findings. To write this section, revisit the Results and Discussion section of the Analytical Checklist from the Rhetorical Analysis and draw on the summary skills from the Informative Summary.  Research Question #1 Table One: (Name of the Organization) Values & Priorities   Location (Page) Word or Phrase Value/Priority  Research Questions #2 & #3 Table Two: (Name of the Organization) Genres & Audiences  Genre Circulation Mode Audiences Discussion In this section, discuss the significance of your findings. To write this section, revisit the Results and Discussion and Conclusion sections of the Analytical Checklist from the Rhetorical Analysis. You will not have prior studies to draw on to discuss the significance of your findings. Instead, discuss the following:  • What is the most important aspect of your professional organization that your discovered from this project? • What did you learn about your field from this project?• What do you think, based on your study, it will take to write/communicate effectively in classes in your field? • How will you use the knowledge and skills you gained from working on this project in the future? For “suggestions for future research,” discuss areas that you will need to work on to write effectively in classes in your field. 

my name:Esteban Tankou Kevin  degree: Finance class: senior  school:university of Texas at Tyler  please don’t use AI or plagiariase my paper. I’ll assist in anyway please text me. Study of a Professional Community  For this assignment, you will conduct a study on a professional organization in your field and do a write-up of that study.  Rationale  The people who make up a field, or