Attached are the videos of the 2 people that need to be reviewed.  Read full instructions. You may have to log in to review information about the 2+2 feedback

Link 1: https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1378472/uiconf_id/43969931/entry_id/1_o5lbpq2n/embed/dynamic

Link 2:https://courseroomc.capella.edu/courses/1/ED5440_002342_1_1193_1_01/db/_27544060_1/IMG_0200.TRIM.mp4In this assignment, you will review two of your fellow learner’s teaching application recordings. Follow the directions in Adobe Connect and choose two. Watch each one once all the way through and then use the assessment guidelines given in the course to reflect on each video’s teaching activities.

As you write, remember to focus on the 2+2 approach to give feedback. You will post these 2+2 feedback pieces in the second discussion in Unit 9. Feedback is presented as if you are mentors to one another. Provide recommendations to the other student regarding ways to improve instructional outcomes and student learning.

You will assess each teaching lesson video and describe your assessment of each one. You will then write a 3–5 page paper in which you identify the two videos you are assessing. The paper must describe and evaluate the teaching activity, developmental appropriateness, and supported differentiated reading instruction. Compare and contrast the two approaches giving suggestions for improvement and identifying the strengths of each. Describe how each lesson was appropriate or inappropriate in supporting differentiated reading instruction for the child and how the lessons impacted the literary environment.

Then, add a section in which you will write as if you were the administrator of the school. Provide each teacher with your critique sheet along with recommendations for growth at both the school wide and classroom levels. You will be using a critique sheet during your teaching video review. With this sheet you will be looking for evidence of specific teaching strategies related to fluency, for example repeated reading, modeling fluent reading, choral reading, or readers’ theater, and explicit demonstration of vocabulary development using several instructional strategies from your readings. In addition, pay attention to identifying how each teacher included such areas as phonemic or phonological awareness, explicit instruction, guided practice, independent reading, interactive talk, opportunities for response and if there was any opportunity for reading and writing across the curriculum.

Provide suggestions for professional development that you think would assist the teachers in strengthening their ability to teach reading and literacy along with supporting the school wide literacy program.

 

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THE VERBATIM

Bring enough copies for all group members

The verbatim presentations are critical to the process of CPE. It is a way to look directly at your ability to provide pastoral care and to give you feedback for reflection. Verbatims should be about 5-7 pages in length. The data section will be a couple of paragraphs, the verbatim part will be a concise but full detail of the dialogue between you and the patient, and the reflection/evaluation section should take the bulk of your energy and time and will bring depth and insight to your ministry. You should have 2 pages on the reflection/evaluation questions listed. 

For case presentations to the group you must bring a copy of your verbatim for each student and each supervisor. For a verbatim presented to your supervisor, bring two copies to the supervisory session, one for you and one for the supervisor. Group copies will be returned to you. The supervisor will keep his/her copy until the end of the unit. After the evaluations are written supervisor copies will be destroyed. Use the following format.

Heading:

Verbatim #:

Patient/Resident/Parishioner Initials or Pseudonym:

Place of Visit:

Date of Admission (if applicable):

Date of Visit:

Time/Length of visit:

Type of Visit: as in: Initial, follow –up, referral, trauma call, etc

I. Learning Issues: It is very important for you to identify these for the group and for yourself. This paragraph should include these questions:  Why are you presenting this verbatim? What questions does this verbatim raise for you? How does this verbatim relate to your learning goals/contract/outcomes? On what, specifically, do you want feedback from the group? What are your growth edges in this encounter?

II. The Data:

Introductory Information: (For purposes of confidentiality, do not use the person’s actual name. Use a pseudonym or letters). Provide the person’s age, gender, ethnicity, diagnosis, referral source, etc.

Pre-visit Knowledge: What did you know, if anything, about the patient/person/ family prior to this encounter?

Initial Feelings: What do you remember feeling at the beginning of the encounter?

Initial Observations: What were your initial observations at the beginning of the encounter? (room dark, airy, family members present, smells, etc.)

III. Verbatim Data: Word by Word Report. Write exactly how the conversation went between you and the person/family member(s)/staff. If this was a long conversation with the person you may summarize parts of the conversation. However, you must write verbatim how the conversation began and ended, and choose one part of the conversation that was most troubling, or in need of process and write that part verbatim (exactly how it went or to the best of your recall ability). You may put in parenthesis feelings or thoughts you had about what was said, etc. Write in the following format:

C1: (C for chaplain/caregiver/clergy)

P1: (P for patient/person/parishioner)

C2:

P2:

Reflection/Evaluation

IV. Self Evaluation: Evaluate your ministry with this patient/family. How well did you do? How might you have done better? What feelings do you remember having immediately after the encounter? What does this tell you about the encounter? What parallel process was going on with you and with the patient/resident/parishioner? What would you do different if you were to go back and visit this person?

V. Parallel Process: What was going on with you and the patient? What were similar issues for the both of you? How did your experience effect this interaction?

VI. Spiritual Assessment: What is your assessment of this person’s spiritual needs? What, if anything, is this person asking of you? What happened in this encounter between you and the person? What theological perspectives did this encounter raise? Did this encounter raise any theological concerns/questions for you? Use defined criteria through reading materials and lecture material to apply conceptual learning around theological criteria.

VII. Psychological: What psychological or psychosocial issues are you aware of in this situation? What behavioral sciences do you draw on to help you understand or respond to this situation?

VIII. Application of Conceptual Learning: What conceptual learning do you apply to this encounter? Reading? Speakers? What behavioral or developmental issues did you observe and/or deal with. Demonstrate integration of theory and practice in these paragraphs. Use quotes to assist you with application.

IX. Cultural Perspectives: What are you aware of concerning cultural differences, expectations, observations, What about gender issues, class, or age issues? What observations add to your awareness of issues, concerns, or needs of this patient.

X. (If applicable) Attach a copy of your chart note or write what you put in the chart. (some sites do not do chart notes. If this is the case, disregard this item). Parish CPE students disregard this item.

VERBATIM HELPFUL HINTS & HAZARDS

1.  Develop a note-taking process after your visits that will help you recall the verbatim material. If you do not do this, you will find that the memory of your visits will become jumbled. Do not take notes while listening to the patient. You are encouraged to sit down immediately following a patient visit that raised questions/thoughts for you and write down as much as you can recall. 

2.  Present verbatims that are “fresh.” It will be helpful if the encounter has occurred within the last week of presentation. However, there will be times that an incident occurs that you really want to present that does not lend itself to this suggestion. You need to present what is best for your learning needs. However, you should not present information that is more than two weeks old as memory and reason fade. It is not always possible, but it will be most helpful if the patient/family is still hospitalized and available for future ministry. This allows you to learn from your presentations and to go back to the patient/family. 

3.  Do not make a visit “looking for a verbatim.Looking for a verbatim” puts too much pressure on the encounter and makes for an encounter designed to meet your needs and not those of the person/patient/family. 

4.  The Verbatim is meant to be a learning tool for you. Therefore, the best verbatim is an encounter about which you have some questions. Be specific with your questions.

5.  Do not present a verbatim where you felt you excelled. Your peers and supervisor expect to assist you in your development and will give you feedback about how to improve your work. If you are expecting only affirmation of your work, you will be disappointed and perhaps resentful about the feedback you receive. Verbatims should be about interactions where you stumbled, where you have questions, where you wondered what to do next, where you wondered if you did well enough with the situation posed to you, etc.

6.  For purposes of confidentiality, destroy copies of your verbatims after they have served their purpose and do not leave any copies lying around.

7.  Copies of the verbatims used for class will be returned to the student who provided them and that student will take responsibility for the destruction of the sensitive material.

 

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