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Where do we go from here? Let’s get there. |  | 1-2 class periods |  |\n| Rationale (why students need this lesson to accomplish unit goal; to be successful on the unit assessment) |  |  |  |\n| As members of the community, students have the unique capacity to develop culturally relevant solutions to address real gaps in the community |  |  |  |\n| Design Question Focus of the Lesson (Highlight relevant focus for this lesson) |  |  |  |\n| Introducing New Knowledge | Deepening or Practicing |  | Generating & Testing Hypotheses |\n| Learning Goal (these are more broad, reflect unit level expectations) |  | Standards/Competencies |  |\n| Explore how diversity leads to increased racial and ethnic minority patient choice and satisfaction\u003Cbr>Discuss why Racial and ethnic minority patients who have a choice are more likely to select healthcare professionals of their own racial or ethnic background.[17]\u003Cbr>Hypothesize how Increasing diversity will also lead to improving the ability of the health care workforce to effectively address the health care needs of all Americans |  | KCKC 10209 Value client’s independence and determination\u003Cbr>KCKC 10210 Discuss the impact of religions and cultures on those giving and receive healthcare with an understanding of past and present events\u003Cbr>KCKC 10211 Demonstrate respect of individual cultural, social, and ethnic diversity within the healthcare environment |  |\n| Learning Targets (measurable, breaks down the learning goal) |  |  |  |\n| Level 1.0. Retrieval\u003Cbr>Recognize… |  | Level 2.0. Comprehension\u003Cbr>Discuss the impact of religions and cultures on those giving and receiving health care with an understanding of past and present events. Value client’s independence and determination |  |\n| Level 3.0. Analysis\u003Cbr>Demonstrate respect of individual cultural, social, and ethnic diversity within the healthcare environment |  | Level 4.0. Knowledge Utilization\u003Cbr>: Create an awareness through a mini-lesson ora directory around the importance resemblance |  |\n\n\n|  | of the healthcare worker to community that they service. |\n| --- | --- |\n\n\n| Critical Chunks of Information: (3-5 Key points you will emphasize; What is to be taught) |\n| --- |\n| Diversity leads to increased racial and ethnic minority patient choice and satisfaction: • Racial and ethnic minority patients who have a choice are more likely to select health care professionals of their own racial or ethnic background. [17] • Racial and ethnic minority patients are generally more satisfied with their care, and are more likely to report receiving higher-quality care, when treated by a health professional of their own racial or ethnic background. [18][19] Increasing diversity will also lead to improving the ability of the health care workforce to effectively address the health care needs of all Americans |\n| Instructional Strategies/Lesson Activity (Describe what you are doing) |\n| So, what does it all mean\u003Cbr>Students will complete a 2-circle discussion group.\u003Cbr>The inter-circle will answer the driving question of the unit with supportive evidence from their class notebook. The outer circle will take down notes of the discussion notes sheet. (Once everyone in the intercircle has answered the driving question, the class will have a 5-minute break and then the outer group will change seats with the inter-circle and the actively will occur again.)\u003Cbr>Where do we go from here-Students will complete the Debriefing protocol, which will allow the students to reflect on the information that was expressed in the round table.\u003Cbr>Lets get there-Students will be take their reasoning behind the driving question and Create either a directory around healthcare workers, services and e","cbCaidhPCNnWlAfy","https://ap.wps.com/l/cbCaidhPCNnWlAfy","pdf",143027,"English","# Lesson Title\n## Duration, Dates, and Unit Alignment\n## Explore Diversity and Patient Outcomes\n## Learning Targets by Level\n## Instructional Strategies and Lesson Activities\n## Assessment and Monitoring\n## Resources and Materials","[{\"question\":\"What is the driving question of this lesson?\",\"answer\":\"“Should the Healthcare worker mirror the community?” Students use evidence from their class notebook to discuss the question.\"},{\"question\":\"How do students participate during the lesson activities?\",\"answer\":\"Students complete a 2-circle discussion group, switching seats after a break. They then complete a debriefing protocol to reflect on the discussion.\"},{\"question\":\"What is the knowledge utilization task at the end?\",\"answer\":\"Students create either a directory around healthcare workers/services or a mini-lesson on the importance of having a healthcare worker look like them.\"}]","Lesson 6 - So, what does it all mean? - where do we go from here lets get there | PDF",1790131834]