Ash edu 645 week 3 assignment 21st century instructional plan design & description (2 papers) new
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This document provides guidance for a two-part assignment on designing a 21st century instructional plan. Part 1 involves developing an instructional plan using a template that includes: a grade-level content standard, appropriate ISTE standards, a measurable learning objective, phases of the gradual release of responsibility model, differentiated instruction, evidence of rigor and student thinking at two levels of depth of knowledge, a teacher question promoting critical thinking, and two formative assessments. Part 2 requires a 1-2 page synopsis elaborating on areas difficult to show in the plan like depth of knowledge in activities and assessments. It should describe assessment stages and how data will be used, and discuss integrated technology and its purpose in helping students meet the objective. At
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Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
Developing a Curriculum Guide
Outline of steps for developing a "working curriculum" or "curriculum guide"
Part 1 Instructional Plan DesignSynthesize what you have learne.docx
Part 1: Instructional Plan Design
Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan.
Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or ELA standards)
Appropriate
ISTE standards for students (Links to an external site.)Links to an external site.
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Differentiated instruction (how you will reach all learners)
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by the teacher to promote critical thinking
Assessment FOR learning; provide two different ways to assess including authentic formative assessment
Use of technology that supports the learning outcome and instructional strategies
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments.
Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback.
Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective.
Cite at least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.
.
Ash edu 645 week 4 assignment 21st century instructional plan student populat...
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Part 1 Instructional Plan DesignThis week you will constr.docx
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or English Language Arts [ELA] standards)
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by teacher to promote critical thinking;
Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
Part 1 Instructional Plan DesignThis week you will construct .docx
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or English Language Arts [ELA] standards)
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by teacher to promote critical thinking;
Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
21st Century Instructional Plan Student PopulationPart 1 Instr.docx
21st Century Instructional Plan: Student Population
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard
(using either math or English Language Arts [ELA] standards).
Learning objective (clear, measurable, describes WHO will do WHAT and HOW).
Gradual Release of Responsibility (each phase clearly labeled and utilized).
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers.
*You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking;
At least two levels of Depth of Knowledge (DOK), clearly labeled.
At least one purposeful question posed by teacher to promote critical thinking.
Assessment FOR learning;
Embed three different ways to assess FOR learning including authentic formative assessment.
Part 2: Description
Provide a one- to two-page (not including title and reference pages) synopsis of your plan, following APA formatting requirements. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
EDU 645 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-645-ash
For more classes visit
http://www.uopassignments.com
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COMM120 WEEK 7 AssignmentInstructionsGoal Demonstrate the abili
COMM120 WEEK 7 AssignmentInstructions
Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report. (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go through Turnitin.
· If you have a question, please contact your faculty member.
Attachments
Week 7 Project.pdf
(289.43 KB)
1
Field Experience Project Part 1
Context Information and Math Lesson Observation
Primary Goals:
● Communicating and collaborating with school personnel
● Practice reflective/analytic skills involved in instructional decision-making
● Analyze critical aspects of lesson planning and teaching
The focus learner is preferably a student who: has been identified
as having specific learning disability (SLD), or struggles with
mathematics and receives intervention support (Tie ...
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EDU 695 Entire Course NEW
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Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
Developing a Curriculum Guide
Outline of steps for developing a "working curriculum" or "curriculum guide"
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Part 1 Instructional Plan DesignSynthesize what you have learne.docx
Part 1: Instructional Plan Design
Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan.
Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or ELA standards)
Appropriate
ISTE standards for students (Links to an external site.)Links to an external site.
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Differentiated instruction (how you will reach all learners)
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by the teacher to promote critical thinking
Assessment FOR learning; provide two different ways to assess including authentic formative assessment
Use of technology that supports the learning outcome and instructional strategies
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments.
Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback.
Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective.
Cite at least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.
.
Ash edu 645 week 4 assignment 21st century instructional plan student populat...
edu 645 week 4 assignment analyzing and improving a test using statistics,edu 645 week 4 dq 1 item analysis,edu 645 week 4 dq 2 marking,ash edu 645 week 4,ash edu 645 week 4,ash edu 645,ash edu 645 week 4 tutorial,ash edu 645 week 4 assignment,ash edu 645 week 4 help
Part 1 Instructional Plan DesignThis week you will constr.docx
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or English Language Arts [ELA] standards)
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by teacher to promote critical thinking;
Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
Part 1 Instructional Plan DesignThis week you will construct .docx
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard (Links to an external site.)Links to an external site.
(using either math or English Language Arts [ELA] standards)
Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
Gradual Release of Responsibility (each phase clearly labeled and utilized)
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by teacher to promote critical thinking;
Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment
Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
21st Century Instructional Plan Student PopulationPart 1 Instr.docx
21st Century Instructional Plan: Student Population
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:
Grade level content standard
(using either math or English Language Arts [ELA] standards).
Learning objective (clear, measurable, describes WHO will do WHAT and HOW).
Gradual Release of Responsibility (each phase clearly labeled and utilized).
Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers.
*You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
Evidence of purposeful rigor and student thinking;
At least two levels of Depth of Knowledge (DOK), clearly labeled.
At least one purposeful question posed by teacher to promote critical thinking.
Assessment FOR learning;
Embed three different ways to assess FOR learning including authentic formative assessment.
Part 2: Description
Provide a one- to two-page (not including title and reference pages) synopsis of your plan, following APA formatting requirements. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
.
EDU 645 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-645-ash
For more classes visit
http://www.uopassignments.com
Ash edu 695 week 1 assignment 21st century framework revision new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
COMM120 WEEK 7 AssignmentInstructionsGoal Demonstrate the abili
COMM120 WEEK 7 AssignmentInstructions
Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report. (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go through Turnitin.
· If you have a question, please contact your faculty member.
Attachments
Week 7 Project.pdf
(289.43 KB)
1
Field Experience Project Part 1
Context Information and Math Lesson Observation
Primary Goals:
● Communicating and collaborating with school personnel
● Practice reflective/analytic skills involved in instructional decision-making
● Analyze critical aspects of lesson planning and teaching
The focus learner is preferably a student who: has been identified
as having specific learning disability (SLD), or struggles with
mathematics and receives intervention support (Tie ...
Ash edu 695 week 2 dq 1 common core state standards new
Ash edu 695 new week 2 dq 1,Ash edu 695 new week 2 dq 2,Ash edu 695 new week 2 individual wileyplus assignment,Ash edu 695 new week 2,ecet 370 week 2,Ash edu 695 new, ecet 370,Ash edu 695 new week 2 tutorial,ecet 370 week 2 assignment,Ash edu 695 new week 2 help
EDU 695 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-695-ash
For more classes visit
http://www.uopassignments.com/
Ash edu 695 week 2 dq 1 common core state standards new
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First AssignmentUniversal Design for Learning (UDL) can be def.docx
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Discussion 1Common Core State StandardsCommon Core State Standar.docx
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
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Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
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.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - 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, a.
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is a truly special teacher is very wise and sees tomorrow in every student’s eyes
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Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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