2 Journal 4 Latoria Johnson EDG6250 Professor Iuspa September 18, 2022 Journal 4 When it comes to meeting the specific needs of each student, teachers frequently find themselves up against insurmountable obstacles. However, if we want these students to develop into self-sufficient individuals who continue to learn throughout their lives, we must do so. This is a significant break from the decades-old practice of "teaching to the exam," which can be characterized as radical. There is the potential for instructors and their pupils to have less conflict with one another if they adopt a more personal approach to teaching. Every class must adhere to a predetermined standard for arranging the classroom's furniture and accessories. Each person needs to have a curriculum, knowledge of that curriculum, the ability to manage to learn, the desire to learn, and acceptance of the fact that individual circumstances will periodically disrupt the learning environment. All students that fall into these categories have variable levels of skill and need. These variances become more of a benefit than a problem when education moves toward a more customized model of delivery, which is the current trend. Students will be more motivated to learn and will remember what they have learned if their teachers can offer them some latitude in how they approach the lessons. Think of students as juries think of the accused: innocent (of understanding, skill, and so on) until proven guilty by a preponderance of evidence that is more than circumstantial (Wiggins & McTighe, 2005, p. 148). Because of this, the cognitive aspect is also made possible; difficulties of misunderstanding may be addressed as they happen rather than being overlooked for an excessive amount of time, as has been the case for years, because of the emphasis placed on having everyone on the same page. However, even the students with the most difficulty are given assignments that are appropriate for their current ability level. The more proficient students have more work than those with the most problem. Students take on a more collaborative role in the classroom when they actively participate in determining what they need to know to meet their educational goals. Students can feel they are actively participating in class rather than merely attending. Students who are more engaged in their education will acquire a growth mentality, which will serve them well in their academic and professional pursuits. This mindset will help them well in both their academic and professional endeavors. By shifting the focus away from merely the content that will be on the test, it broadens the scope of the issues that are discussed in the classroom. Conducting a needs assessment to understand better the school's current state and the areas in which it has room for improvement is one strategy for improving the academic outcomes for students. An assessment approach grounded in authentic work calls for student ...

1. 2
Journal 4
Latoria Johnson
EDG6250
Professor Iuspa
September 18, 2022
Journal 4
When it comes to meeting the specific needs of each student,
teachers frequently find themselves up against insurmountable
obstacles. However, if we want these students to develop into
self-sufficient individuals who continue to learn throughout
their lives, we must do so. This is a significant break from the
decades-old practice of "teaching to the exam," which can be
characterized as radical. There is the potential for instructors
and their pupils to have less conflict with one another if they

2. adopt a more personal approach to teaching. Every class must
adhere to a predetermined standard for arranging the
classroom's furniture and accessories.
Each person needs to have a curriculum, knowledge of that
curriculum, the ability to manage to learn, the desire to learn,
and acceptance of the fact that individual circumstances will
periodically disrupt the learning environment. All students that
fall into these categories have variable levels of skill and need.
These variances become more of a benefit than a problem when
education moves toward a more customized model of delivery,
which is the current trend. Students will be more motivated to
learn and will remember what they have learned if their teachers
can offer them some latitude in how they approach the lessons.
Think of students as juries think of the accused: innocent (of
understanding, skill, and so on) until proven guilty by a
preponderance of evidence that is more than circumstantial
(Wiggins & McTighe, 2005, p. 148).
Because of this, the cognitive aspect is also made possible;
difficulties of misunderstanding may be addressed as they
happen rather than being overlooked for an excessive amount of
time, as has been the case for years, because of the emphasis
placed on having everyone on the same page. However, even the
students with the most difficulty are given assignments that are
appropriate for their current ability level. The more proficient
students have more work than those with the most problem.
Students take on a more collaborative role in the classroom
when they actively participate in determining what they need to
know to meet their educational goals.
Students can feel they are actively participating in class rather
than merely attending. Students who are more engaged in their
education will acquire a growth mentality, which will serve
them well in their academic and professional pursuits. This
mindset will help them well in both their academic and
professional endeavors. By shifting the focus away from merely
the content that will be on the test, it broadens the scope of the
issues that are discussed in the classroom.

3. Conducting a needs assessment to understand better the school's
current state and the areas in which it has room for
improvement is one strategy for improving the academic
outcomes for students. An assessment approach grounded in
authentic work calls for students (and teachers) to come to two
important understandings: first, learning how adults in the
larger world beyond the school really use or don’t use the
knowledge and skills that are taught in school; and second, how
discrete lessons are meaningful, that is, how they lead to
higher-quality performance or mastery of more important tasks
(Wiggins & McTighe, 2005, p. 155). Educators can utilize the
results of a needs assessment to zero in on tried-and-true
solutions that have been demonstrated to increase student
performance. This can be accomplished by identifying problem
areas, establishing priorities, and focusing on specific solutions.
References:
Wiggins, G. P., & McTighe, J. (2005).
Understanding by Design. Association For Supervision
And Curriculum Development.
Topic: Industrialization
Grade Level: 8-10
Duration: 2 hrs.
Subject Area: History
Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-
10.2
Stage 1 – Desired Results
Established Goals: For students to understand the beginning
and progress of the Industrial Revolutions from past history to
present day industries.
Understanding(s)/goals:

4. Students will understand that:
· Inventions made over the years
· Development and trade resultant from industrialization
· Impact of governments to industrialization
· Progress made over the years
· Difference in modern day processes in comparison to past
years industrialization inventions and equipment’s
Students will know:
· Key years of industrial revolution
· Key inventions made
· Key terms
· Tools used
· Progress made in the years before and after the industrial
revolution
· Events that supersede the growth seen today in industri al
revolutions and tools such as iron and steel and resultant impact
in the span of the years.
Essential Question(s):
· Why are these events important?
· What effect did the Industrial Revolution have on people's
sense of independence?
· In what ways did the manufacturing of iron alter during the
age of the factory?
· Why did urban areas expand during and after the advent of
industrialization?
Reviewed Questions
· Explain the impacts of industrial revolution on the people’s
sense of independence over the years?
· Did the manufacturing of iron tools and equipment’s alter the
manufacturing during the age of the industrial revolution, in
what ways?
· Explain the reasons for urban and trade expansions after the
industrial revolution?
· viewed Questions
· alisatial as ofrributes. learning tends to crease a more deheir
understandin

5. · How did the advent of the industrial age affect families in the
working class?
Student objectives (outcomes):
Students will be able to:
Compare: To compare tools and equipment used in the
industrial revolution in comparison to today’s equipment’s and
determine the difference in progress made over the years in over
two past centuries
Apply: The grade 8 to 10 students will be able to apply the
inventing ideology gained from past history progresses to better
their lives in professions they end up in in order to continue the
progress to always make work easier and improvements in
investments. They will appreciate the progress made over the
years and learn on the use of tools and equipment’s at their
disposal.
Describe: describe processes involved in the industrial
revolution and dictate the events that supersede the process of
industrialization.
The worldwide expansion of the economy is largely attributable
to industrialization. Performance is up, mass production is
possible, and that has raised everyone's level of living.
Stage 2 – Assessment Evidence
Performance Task(s):
· Document Years and events
· Create a chart of progresses made during the industrialization
· Make relations between data in the two industrializations to
modern day events.
· Answer assignment questions on learned outcomes and events
as instructed by the teacher.
Performance Task Criteria:
· In groups established by the teacher students will come up
with a concept map of inventions made in the period of
industrial revolution and processes involved.

6. · Students should mentions and list types of inventions made in
the industrial revolution and products.
Other Evidence:
· Engage in history discussion of years after and the second
revolution difference with the first.
· Reflect in what is learned previously on the progresses and
inventions that led to the industrial revolutions.
Stage 3 – Learning Plan
Learning Activities:
G.R.A.S.P.S.A tool for designing authentic tasks
Goal:
· Your task is studying historic events and industrialization.
· The goal is to understand events that transpired and led to the
industrialization.
· The problem or challenge is different types of students and
ESL learners.
· The obstacles to overcome are lack of historic resources and
time constraints.
Role:
· You are the teacher.
· You have been asked to educate and teach on industrialization.
· Your job is educating children on historic concepts.
Audience:
· Your clients are students.

7. · The target audience is students.
· You need to convince parents of quality learning.
Situation:
· The context you find yourself in is teaching.
· The challenge involves dealing with different types of students
and ESL learners.
Product, Performance, and Purpose:
· You will create a presentation in order to enhance student
understanding of concepts.
· You need to develop a chart so that learners get a better
understanding of events that led to industrialization and post
industrialization.
Standards and Criteria for Success:
· Your performance needs to reflect students understanding.
· Your work will be judged by students’ academic performance.
· Your product must meet the following standards
· Every class must adhere to a predetermined standard for
arranging the classroom's furniture and accessories.
· Students take on a more collaborative role in the classroom
when they actively participate in determining what they need to
know to meet their educational goals.
· A successful result will
indicate students understanding of concepts of historic
events surrounding industrialization.
Rubric for Performance Tasks
3
2
1
Document Years and events
Demonstrates understanding of the events and when they
happened.

8. Able to document a few events and when they happened
.
Partially demonstrates the years of events
.
Create a chart of progresses made during the industrialization
Chart includes most all of information relevant to progresses
during the industrialization.
The chart is done and shows that the student is capable of some
understanding of the progresses made during industrialization.
Chart is missing multiple elements and lack of information.
Make relations between data in the two industrializations to
modern day events.
Integrates relevant and sufficient information to address
industrializations to modern day events.
Attempts to make relations between data in the two
industrializations.
Unable to make relations between data in the two
industrializations to modern day events.
Answer assignment questions on learned outcomes and events as
instructed by the teacher.
Answer all questions on the outcomes and events.
Minimally addresses questions.
Has not demonstrated knowledge of questions asked on
assignment.