How Cloze Reading Can Be Used to Solidify Learning

Cloze reading is an instructional strategy where users are required to fill in the blanks within a passage with correct words from a word bank. Cloze reading is used to assess a students understanding of vocabulary. STAR Reading is an online assessment program that embraces cloze reading passages. Many teachers create cloze reading passages to assess student vocabulary understanding within a particular story or passage or a group of spelling words. Cloze reading passages are easily created and can be adjusted to specific content and/or grade level. Cloze Reading Passages Teachers can also have students create their own cloze reading passages as they read a story. This makes the learning more authentic. It also helps students find and make connections between key vocabulary within in the story and how their meaning enhances the story. Finally, students can exchange their cloze reading passages with other classmates. This naturally reinforces the critical components of the story including key vocabulary as students interact with each other and share what they created. This gives students ownership in the learning process. Cloze Reading as a Study Tool Cloze reading can also be used to help students study and prepare for a test. Students can be taught to create their own study guide using the cloze reading process. They can essentially build their own version of the test from their notes. As they put together the guide, it cements the content, makes the connections, and helps them remember it. Providing students with this skill will help them develop better study habits that can help them succeed throughout life. Most students struggle with test and quizzes because they do not know how to study. They simply read through their notes and call it studying. True studying is a much more rigorous and time-consuming process. Developing cloze reading passages that align to a test is one way to study more authentically. Five examples of cloze reading: 1. An elephant is a ____________________________ mammal with a trunk and large ears. A. microscopic B. enormous C. vigorous D. small 2. The radius of a circle is one-half the ___________________________________. A. circumference B. chord C. diameter D. arc 3. A dog chased a cat down the alley. Luckily, the cat was able to escape by climbing over a fence. The word alley refers to a ___________________________________? A. sidewalk running through a neighborhood B. narrow road that between buildings C. open field in a park D. long hallway connecting two parts of a building 4. ______________________________ was the twenty-seventh president of the United States of America and later became the only former president who also became a Supreme Court justice? A. George H. W. Bush B. Theodore Roosevelt C. Martin Van Buren D. William Howard Taft 5. The phrase time is money is an example of a ________________________________. A. Metaphor B. Simile C. Alliteration D. Onomatopoeia

How Education Should Be Structured Essay - 2015 Words

Since the birth of Puritanism in what is now the United States of America, education has been shaped and molded time and time again with each movement of North American history. Most early American literature was persevered not in the form of novels, but in letters, diary and journal entries, and memoirs. These works often focused on the daily struggle of the author and the author’s love for God even in straining situations. The Pilgrims, as well as the Puritans, believed that a firm education was necessary for all children. This education was based out of and around religious material found in the Bible (Harper 259). As time went on in America, a widespread dislike of British culture and rule led many American to reevaluate how education should be structured. This period became known as the Enlightenment as it reintroduced an emphasis on the Grecian masters and ushered in a new appreciation for the schools of science and philosophy (â€Å"Enlightenment† 159). Decades l ater, in the 1820s and 1830s, another revolution of thought occurred, once again challenging the definition of education. These writers, most notably Henry David Thoreau, Ralph Waldo Emerson, and Margaret Fuller, were part of a movement known as Transcendentalism, which championed self-education and living out one’s full potential foremost as person in truth rather than in scholarly learning. Although each major educational movement throughout American history has been met with some level of resistance, each ofShow MoreRelatedHello Professor Essay757 Words   |  4 PagesA., amp; Long, A. (2012). Diabetes education: what do adolescents want?. Journal Of Clinical Nursing, 21(1/2), 216-223. doi:http://dx.doi.org.library.gcu.edu:2048/10.1111/j.1365-2702.2010.03692.x Abstract - Aims and objectives. To establish adolescents beliefs regarding the need for structured diabetes education and their views on how such a program should be organized and what topics need to be addressed. 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Nursing Practice and Profession Abstract Free Essays

Abstract Nurses committed to the interpersonal caring hold themselves accountable for the human well being of patients entrusted to their health care. Being accountable means being attentive and responsive to the health care needs of individual patient. It means that my concern for the patient transcends whatever happens during my shift, and that I ensure continuity of care when I leave the patient. We will write a custom essay sample on Nursing Practice and Profession Abstract or any similar topic only for you Order Now In today’s highly fragmented system of care, patients often find themselves unable to point to any one care giver who knows the overall situation and is capable and willing to coordinate the efforts of the healthcare team. Being responsive and responsible earns a patient’s trust that â€Å"all will be well† as the healthcare needs are addressed. This will be the central them of this paper in the quest of establish the nurse’s accountabilities in evaluating or implementing change. Nurses who are sensitive to the legal dimensions of practice are careful to develop a strong sense of both ethical and legal accountability. Competent practice is a nurses’ best legal safeguard. When working to develop ethical and legal accountabilities, nurses must recognize that both deficiencies and or excesses of responsible caring are problematic. Although it is reasonable to hold oneself accountable for promoting the human well being of the patients, nurses can err by setting unrealistic standards of responsiveness and responsibility for themselves. Prudence is always necessary to balance responsible self care with care for others. Inexperienced nurses might feel totally responsible for effecting patient outcomes beyond their control and become frustrated and sad when unable to produce the desired outcome Conversations about what is reasonable to hold ourselves and others accountable for are always helpful. Each employing institution or agency providing nursing service has an obligation to establish a process for reporting and handling practices by individual or by health care systems that jeopardizes a patient’s health or safety. The American Nurses Association code of Ethics obligates nurses to report professional conduct that is incompetent, unethical or illegal. For nurses, incompetent practice in measured by nursing standards, unethical practice is evaluated in light of the professional codes of ethics, while illegal practice is identified in terms of violation of federal legislations and laws. Nurses must respect the accountability and responsibility inherent in their roles.   They have the moral obligations in the provision of nursing care, hence they collaborate with other health care providers in providing comprehensive health care, recognizing the perspective and expertise of each member.   Nurses have a moral right to refuse to participate in procedures that may violate their own personal moral conscience since they are entitled to conscientious objection. They must keep all information obtained in a professional capacity confidential and employ professional judgment in sharing this information on a need to know basis. Nurses are expected to protect individuals under their care against lack of privacy by confining their verbal communications only to appropriate personnel; settings, and to professional purposes. They are obliged to adhere to practice that limits access to personal records to appropriate personnel. They must value the promotion of a social as well as economic environment that supports and sustains health and well-being. It includes the involvement in the detection of ill effects of the environment on the health of the patient as well as the ill effects of human activities to the natural environment. They must acknowledge that the social environment in which the patient inhabits has an impact on health. Nurses must respect the rights of individuals to make informed choices in relation to their care. They have this responsibility to inform individuals about the care available to them, and the choice to accept or reject that care.   If the person is not able to speak for themselves, nurses must ensure the availability of someone to represent them. It is vital to respect the decisions made concerning the individual’s care. Standards of care are one measure of quality.   Quality nursing care provides care by qualified individuals. Likewise, the individual needs, values, and culture of the patient relative to the provision of nursing care is important to be respected and considered hence it should not be compromised for reasons of ethnicity, gender, spiritual values, disability, age, economic, social or health status, or any other grounds.   Respect for an individual’s needs includes recognition of the individual’s place in a family and the community. It is due to this reason that others should be included in the provision of care, most significantly the family members. Respect for needs, beliefs and values includes culturally sensitive care, and the need for comfort, dignity, privacy and alleviation of pain and anxiety as much as possible. â€Å"Evidence-based practice (EBP) is a problem solving approach to clinical practice that integrates the conscientious use of best evidence in combination with a clinician’s expertise as well as patient preferences and values to make decisions about the type of care that is provided† (Melnyk, 2004). Quality of care outcomes refers to accuracy and relevance demonstrated by the decisions concerning the need for medical and surgical intervention. Evidence of appropriateness in healthcare is necessary to improve health outcomes, balance costs, provide guidance to physicians and meet the need of the new informed health consumer. Appropriateness is unlike effectiveness since the later refers to the degree in which an intervention achieves the objectives set (Muir Gray, 1997). One criterion of appropriateness is that of necessity. As technology and improved methods of care has advanced, access to appropriate interventions should likewise improve. Today some interventions are still limited such as magnetic resonance imaging (MRI) in rural communities and since access to this technology is limited, a criterion of necessity is used to determine who is able to access and how quickly. Therefore although use of MRI may be appropriate in diagnostics, it may be underused. Advancements in technology, interventions and clinical research will provide updated evidence which in turn would affect ratings of appropriateness (Muir Gray, 1997). Clinical guideline statements are developed from evidence to assist healthcare practitioners in making appropriate health interventions (Woolf, Grol, Hutchinson, Eccles Grimshaw, 1999). The clinical guideline may be a general statement or concise instruction on which diagnostic test to order or how best to treat a specific condition. The purpose of clinical guidelines is as a tool for making decisions that will result in more consistent and efficient care. Guidelines are not rules nor are they mandatory. The benefits of clinical guidelines include: Improved health outcomes; Increased beneficial/appropriate care; Consistency of care; Improved patient information; Ability to positively influence policy; Provide direction to health care practitioners; References Agency of Healthcare Research and Quality. (n.d.). Outcomes research fact sheet. [Online]. Available: https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html Brook, R.H. (1994). Appropriateness: The next frontier. [Online]. Available: http://www.bmj.com/content/308/6923/218.full?ijkey=t7GNbMJu0NIhA Fitch, K., Bernstien, S. J., Aguilar, M. D., Burand, B., LaCalle, J. R., Lazaro, P. van het Loo, McDonnell, J., Vader, J. P., Kahan, J. P. (2001). The RAND/UCLA appropriateness method user’s manual. [Online]. Available: http://www.rand.org/pubs/monograph_reports/MR1269.html? John A. Hartford Foundation. (n.d.). [Online]. Available: http://www.johnahartford.org/ Muir Gray, J.A. (1997). Evidence-based healthcare: How to make health policy and management decisions, New York: Churchill Livingstone. Woolf, S. H., Grol, R., Hutchinson, A., Eccles, M., Grimshaw, J. (1999). Clinical guidelines: Potential benefits, limitations and harms of clinical guidelines. [Online]. Available: http://www.bmj.com/content/318/7182/527.full How to cite Nursing Practice and Profession Abstract, Essay examples