Discussion Diversity Through 21st-Century Teaching and Learning There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.  Initial Post  - Select three of the five prompts below, and then discuss how the  Framework for 21st century learning  can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.  Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.  Discuss how you would differentiate instruction for the inclusion of various learning styles. Reflect on ways in which you would modify instruction for special education students.  Discuss how you would modify instruction to meet the needs of students who are designated second language learners.  Assignment Supporting Diversity Through 21st-Century Teaching and Learning This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your  ePortfolio (Pathbrite) . Specifically, after reviewing the  Framework for 21st century learning , you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: Student Outcomes:  Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. Support Systems:  Standards and assessments, curriculum and instruction, professional development, learning environments.  When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students whi.

1. Discussion
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school
every day by cultural, linguistic, and ethnically diverse
students. These unique diversities compel the development and
use of different teaching strategies to target each student as an
individual. In this discussion, you will explore the concept of
supporting diversity through 21st-century teaching and learning.
This discussion is also intended to support your performance on
the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how
the
Framework for 21st century learning
can be applied to each prompt using specific examples of the
actions you would take to apply the framework. Your response
to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate
high expectations for all ethnically, culturally, and
linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant
curriculum and instructional materials that recognize,
incorporate, and reflect students’ heritage and the contributions
of various ethnic groups.
Discuss how you would differentiate instruction for the
inclusion of various learning styles.
Reflect on ways in which you would modify instruction for
special education students.
Discuss how you would modify instruction to meet the needs of
students who are designated second language learners.
Assignment

2. Supporting Diversity Through 21st-Century Teaching and
Learning
This assignment re-introduces you to the framework of 21st
Century Skills that you will consider each week as you work to
redesign prior coursework for your ePortfolio. Note that a
similar format is followed for each of the assignments in this
course. You will upload this assignment to the course for
evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, after reviewing the
Framework for 21st century learning
, you will redesign or modify a prior assignment from one of
your courses in the MAED program that represents your mastery
of the MAED program learning outcomes 1, 2, and 3. An
assignment you may want to redesign could be in the form of a
lesson plan or teaching unit you previously created for a course.
Your redesign of the assignment must show a representation of
21st-century learning through incorporation of student outcomes
and support systems, which are defined as follows:
Student Outcomes:
Learning and Innovations Skills (critical thinking,
communication, collaboration, and creativity), Core Subjects
3Rs and 21st Century Themes, Information, Media, and
Technology Skills, Life and Career Skills.
Support Systems:
Standards and assessments, curriculum and instruction,
professional development, learning environments.
When selecting an assignment to redesign, think about how the
assignment should consider the diverse strengths, differences,
cultures, and communities of students while offering a safe,
collaborative, engaging, and inclusive learning environment.
If you do not have previous work to use for this assignment,
please contact your instructor for guidelines on how to proceed.
As needed, refer to the
MAED program learning outcomes (PLOs) list

3. . Create your assignment to meet the content and written
communication expectations noted below.
Content Expectations
The Redesign expectations explain what you are required to do
with the prior coursework you choose to redesign. The Summary
expectations are for the separate written portion of this
assignment.
Redesign – Outcomes (2 Points): Redesign of the lesson plan or
teaching unit includes at least one component of the following
21st Century Student Outcomes: Core Subjects and 21st Century
Themes, Learning and Innovation Skills, Information, Media,
and Technology Skills, and Life and Career Skills.
Redesign – Support Systems (1 Point): Redesign of the lesson
plan or teaching unit includes at least one component of the
following 21st Century Support Systems: 21st Century
Standards, Assessment for 21st Century Skills, 21st Century
Curriculum and Instruction, and 21st Century Learning
Environments.
Summary – Introduction/Conclusion (1 Point): A one paragraph
introduction to the summary that concisely presents the scope
and organization of the summary writing, as well as a one
paragraph conclusion that recaps your summary’s key points.
Summary – Modification (1 Point): For each revision,
summarize in a paragraph how you revised the activity to
address the components of 21st Century Student Outcomes and
21st Century Support systems. Explicitly state how your
redesign assignment provides evidence of mastery of PLO’s 1,
2, and 3.
Summary – Reflection (1 Point): In one page, reflect on your
experience with the redesign in terms of challenges you
encountered and how you overcame those challenges, including
any difficulties experienced in revising to address the
components of 21st Century Student Outcomes and 21st Century
Support systems.
Written Communication Expectations

4. Page Requirement (.5 points): Two to four pages, not including
title and references pages.
APA Formatting (.5 points): Use APA formatting consistently
throughout the assignment.
Syntax and Mechanics (.5 points): Display meticulous
comprehension and organization of syntax and mechanics such
as spelling and grammar.
Source Requirement (.5 points): Reference three scholarly
sources in addition to the course textbook. All sources on the
references page need to be used and cited correctly within the
body of the assignment.
For information related to APA style, including samples and
tutorials, please visit the
Ashford Writing Center.
Required Resources
Required Text
Burnaford, G., & Brown, T. (2014).
Teaching and learning in 21st century learning environments: A
reader
.
San Diego, CA: Bridgepoint Education, Inc.
Chapter 2: Meeting the Instructional Needs of Diverse Learners
Website
Framework for 21st century learning
. (n.d.). Retrieved from http://www.p21.org/our-work/p21-
framework
This website provides a comprehensive review of 21st-century
teaching and learning and combines a focus on student
outcomes with support systems that help students’ master skills
they will need in the 21st century.
Recommended Resources
Articles
Jackson, N., Bolden, W. S., Fenwick, L. T., & Southern
Education Foundation, A. A. (2001).
Patterns of excellence: Promoting quality in teaching through

5. diversity
.
Policy Perspectives on Diversity Training and School
Leadership
.
This collection of papers includes descriptions of university
programs that are representations of minority teacher
recruitment and preparation.
Kwok, J. (2009).
Boys and reading: An action research project report
.
Library Media Connection
, (4). 20. Retrieved from the EBSCOhost database.
A personal narrative is presented in this resource, which
explores the author's experience of conducting an action
research project on boys and literacy in a third-grade classroom
in a New York public school.
Waters, F. H., Smeaton, P. S., & Burns, T. G. (2004).
Action research in the secondary science classroom: Student
response to differentiated, alternative assessment
.
American Secondary Education, 32
(3), 89-104. Retrieved from the EBSCOhost database.
In this article, Waters, Smeaton, and Burns discuss how an
interdisciplinary team of 16 faculty designed a research-based,
comprehensive classroom assessment model that provided
professors with a framework for making informed choices about
assessing student learning.
Text
Bossche, P., Gijselaers, W., & Richard, M. (2013).
Facilitating learning in the 21st century: Leading through
technology, diversity and authenticity
. Heidelberg, NY: Springer Dordrecht.
In this book, Bossche, Gijselaers, and Richard examine the
challenges in education today, including how students must be
taught to adapt to an environment that will require new skills

6. and why collaboration is essential. The authors also focus on
team-oriented and project-based learning as ways to address the
challenges they discuss.