Five Senses of Human Being Template

For this assignment, work collaboratively with your mentor teacher to design a lesson plan for your field experience classroom. Using the “COE Lesson Plan Template,” ask your mentor teacher to support you in designing a lesson that includes all of the components in the template, is grade level appropriate, and includes elements of technology and support services.

Review one of your mentor teacher’s lesson plans to help inform this assignment. Your mentor can provide much needed support for designing a lesson that includes all required components.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In a summary of 250-500 words, reflect on how the information you learned while working with your mentor teacher to develop the lesson plan might be applied in your future practice.

Five Senses of Human Being Template

Submit your lesson plan and reflection as one deliverable.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

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Five Senses of Human Being Template

Lesson Plan and Reflection

Teacher Candidate:	Jennily Martinez-Rodriguez
Grade Level:
Date:	August 29^th,2021
Unit/Subject:	History of Healthcare
Instructional Plan Title	Diversity in Healthcare
I. PLANNING
Lesson summary and focus:	This lesson focuses on exploring diversity in healthcare as a critical component of care delivery and learning in clinical practice. Diversity in healthcare entails having a workforce comprised of multiple ethnicities and definitive classes such as gender, age, and orientation and enhancing tolerance to multiplicity. This lesson explores the multiplicity of the healthcare environments, incorporates the diverse beliefs, cultures, and differing lifestyles related to healthcare. Embracing diversity-related lessons in learning is a significant milestone to prepare culturally competent learners who fit in all settings in their future workplaces.
Classroom and student factors:	The classroom factors to incorporate in this lesson include the demographic and environmental factors related to teaching strategies, grouping practices, and evaluation and assessment approaches. Besides, student factors accounted for in this learning include mental factors such as attitudes, emotions, ethnicity, and student tolerance to diversity.
National / State Learning Standards:	Exhibit respect for individual social, ethnic, and cultural diversity within the healthcare settings. Value the clients’ autonomy, determination, and independence.
Specific learning target(s) / objectives:			Teacher notes:
1. By the end of the, less the learners will develop an understanding on cross-cultural Skills 2. By the end of the lesson, the learners should be aware of the individual and subconscious biases 3. By the end of the lesson, the learners should have learned intercultural communication skills 4. Learners should know how to be culturally responsive to the client’s needs by the end of the lesson.			Enhancing diversity frameworks promotes the learners’ capability to establish the potential barriers towards the provision of culturally competent service to all clients. This lesson is a foundational development to enhance inclusivity and cultural competence to deal with diverse clients. It is an eye-opener to promote objectivity and commitment to equality for all.
Agenda:			Formative assessment:
1. Promote cross-cultural interactions 2. Steer tolerance to multiplicity 3. Enhance objectivity in class and practice			The learners will postulate the benefits for cultural diversity in school and practice The learners will exhibit cross-cultural interrelations at school and practice The learners will list at least two encounters they think they have acted competently in a different culture or identity The learners will exhibit higher tolerance capability by narrating when they have been objective
Instructional Materials, Equipment, and Technology			Textbooks Journals Videos Downloads Documentaries
Grouping			Grouping for this lesson is heterogeneous; every learner should be assigned a group consisted of different identities in terms of gender, race, ethnicity, and beliefs.
Academic Language:
Key Vocabulary:		Functions:		Form:
Diversity Multiculturalism Cross-culture Relationships		They offer an understanding to guide the summarization of this lesson holding the key meaning and purpose of the lesson.		The vocabularies will be presented after the abstract segment, where the students will read and research the meaning of such terms in clinical practice.

II. INSTRUCTION
A. Opening
Prior knowledge connection:	The students will be required to conduct a recap on the ethical standards in practice to establish cultural competence and how it relates to diversity in healthcare, as discussed in this lesson. The learners will conduct a discussion over the previous lesson on cultural competence and link it to this lesson on diversity.
Anticipatory Set:	I will engage the learners in an interactive section to recap the previous lesson using class videos on cultural competence. I will integrate diverse images to identify and distinguish different academic vocabularies I will use images to display different identities
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do		Students do		Differentiation
I will arrange groups heterogeneously and incorporate genders, religion, age, and race-related components.		Students will hold interactive sessions at their respective groups and conduct mock client-provider interactions.		There will be a 1-hour personalized learning program for students with tolerance and emotional challenges to enhance their awareness of diversity.
III. ASSESSMENT
Summative Assessment Differentiation
The learning will be tested verbally through an interactive session by providing case scenarios and ask them to explain how they would engage such clients competently. Additionally, every learner will be assigned a weekly test based on a case study exploring his or her diversity and cultural competence knowledge.			Learners with tolerance problems will be assigned additional case studies and be examined more on the code of ethics directing on the cultural competence.
Closure:	The lesson will conclude with a recap session of the discussed elements and a whole class interactive discussion to monitor their earned knowledge.
Homework:	The learners will be assigned a related topic on the code of ethics in anticipation of discussion, reviews, and pretests.

Reflection

Regarding the effectiveness of this lesson, engagement was the essential aspect to promote the learners’ success in the health field. Promoting the right foundation skills is critical for the learners’ excellence (Drake & Reid, 2018). Thus, the learners are motivated to explore new needs and grow their curiosity to identify and use the new materials and knowledge for academic and professional life. Therefore, the instructor has a central role in promoting teaching strategies that enhance diversity in academics and professional practice. Indeed, with this lesson covering a widely interesting topic, integrated teamwork and interpersonal relations systems are imperative for learners’ engagement and motivation towards the right capabilities.

Five Senses of Human Being Template

Promoting health education to future healthcare professionals is essential for the instructors and learners to achieve a higher quality of life and promote culturally competent learners. The instructors must incorporate National Health Education Standards to develop a culturally competent lesson plan (Lewallen et al., 2015). The approach adopted in this lesson plan steers quality of health education and skills for professional practice and academic excellence by developing the right skills and competencies. This lesson is a significant player in enhancing healthcare experience and cultural competence as a critical approach for promoting literacy and commitment to coordinated excellence.

For enhanced understanding, it would be imperative to integrate supportive counseling to improve differentiation for students struggling with tolerance. Mazzer and Rickwood (2015) confirm that the instructor must integrate supportive counseling to ensure quality teaching and identify the learners’ needs using counselor’s therapy to promote emotional balance. For effective address on the learners’, this lesson plan acknowledges their needs and power of social and emotional balance for quality student engagement in the classroom setting. Therefore, this lesson successfully addresses the learners’ needs by steering inclusiveness and multiplicity in classroom and practice while acknowledging the need for cultural competence.

References

Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31-50.

Lewallen, T. C., Hunt, H., Potts‐Datema, W., Zaza, S., & Giles, W. (2015). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739.

Mazzer, K. R., & Rickwood, D. J. (2015). Teachers’ role breadth and perceived efficacy in supporting student mental health. Advances in School Mental Health Promotion, 8(1), 29-41.

Five Senses of Human Being Template