An effective nurse educator participates in continuous reflection of instruction. Reflection allows the nurse educator to identify areas of needs in order to improve practice and student success.
The purpose of this assignment is to reflect on lesson plan implementation in the practicum setting.
After implementing your lesson plan, write a 350-500 word short answer reflection on the following questions:
1.Were students actively engaged in the learning? How do you know?
2.Did you make changes to your lesson during implementation? What were the changes and why did you make that change?
3.What refinements will be necessary before implementing this lesson again? Support your answer with at least one evidence-based practice.
4.What went well that you will repeat in future lesson plan implementations? Implementation Reflection Essay Paper
This assignment requires 2-3 scholarly sources.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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Leaners were engaged throughout the lesson. This was noticeable from the way students were paying attention during the lesson, active listening, asking questions and responding to questions, and reacting throughout the lesson. Evidence shows that engaging learners during learning improves their attention and focus, and also motivates students to practice critical thinking and fosters meaningful learning experiences (Darling-Hammond et al., 2020).
During implementation, I made several changes to the lesson. For example, to improve the concentration of the students, the learning activities would change constantly. Therefore, I ensured students were divided into groups and they engaged in problem-solving exercises. I would introduce questions during the lesson to monitor the understanding of learners about the learning content and to provoke discussions. Discussions ensured that students explored their own ideas while confronting the ideas and views of their peers as well. Problem-solving activities and discussions have been shown to improve learner recall and understanding (Culyer et al., 2019).
The refinements that would be necessary before implementing the lesson includes integrating student-centered strategies. For example, I would manage the learning time in a flexible manner that matches the needs of learners and incorporate learning activities relevant to individual learners. Moreover, I would give students more responsibility for the learning process and provide learners with activities and questions that stimulate them to think beyond rote memorization. For example, to promote critical thinking skills among the students and at the same time enhance student-centered learning, I would use case studies based relevant to individual learners (Culyer et al., 2019). I would also integrate peer teaching and peer learning as a component of the instructional method. The rationale of using the student-centered approach is because the adoption of a student-centered approach during teaching has been shown to increase student engagement and address individual learning issues for the students (Czajka & McConnell, 2019). This helps to ensure all students accomplish the course’s learning objectives. Implementation Reflection Essay Paper
In the future, I would still use questions to assess the understanding of learners on the learning content and discussions to facilitates exploration of ideas from their own and peers’ perspectives. Small group discussions among students promote learners because students get an opportunity to share and brainstorm ideas among themselves (Horntvedt et al., 2018).
Czajka, C. D., & McConnell, D. (2019). The adoption of student-centered teaching materials as a professional development experience for college faculty. International Journal of Science Education, 41(5), 693-711.
Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using? Teaching and Learning in Nursing, 13(3), 174-179.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 172.
Implementation Reflection Essay Paper