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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. .
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![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,](https://image.slidesharecdn.com/part1instructionalplandesignthisweekyouwillconstruct-221115164214-40e8a6c2/85/Part-1-Instructional-Plan-DesignThis-week-you-will-construct-docx-1-320.jpg)
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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.
.
Ash edu 645 week 4 assignment 21st century instructional plan student populat...
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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
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
.
Ash edu 645 week 3 assignment 21st century instructional plan design & de...
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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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
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.
.
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This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
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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.
.
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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
.
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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
Ash edu 645 week 3 assignment 21st century instructional plan design & de...
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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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.
.
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This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...
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.
Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
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.
Write Five page Essay.Topic What do you think will be the m.docx
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Pgptp session 2
This document summarizes a science education seminar. It began with Dawn Berkeley introducing the session objectives and group norms. The session then covered assessing science content knowledge, identifying important concepts and vocabulary, and methods for assessing student proficiency through pre-testing. Participants were guided to develop science unit plans and analyze sample test questions. The goal was to help teachers better understand science content in order to develop goals and improve instruction to close achievement gaps.
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.
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
can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
Diverse Lesson Plan Template[Note Delete all of the writing in
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
Mdd 2&3
This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - 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:
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
Writing measurable learning objectives
.
P21 common core toolkit
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 engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Identify and describe the key factors that you would consider.docx
A large suburban school district wants to implement a new personalized learning approach across all schools where students will progress through individualized learning plans at their own pace. As the Associate Superintendent, you must develop a diffusion plan considering key factors such as:
- Potential obstacles like teachers adjusting to a changed role and student resistance to less structured learning.
- The relationship between obstacles, student and teacher support needs, and critical success factors.
- Additional supports like professional development, resources, and monitoring progress to help overcome obstacles.
- An annotated concept map showing the relationships between these factors to make the case for an effective implementation plan.
Discuss how Christianity spread through the Roman Empire as a minori.docx
Discuss how Christianity spread through the Roman Empire as a minority belief and then became the state religion.
Describe the institutions of the ancient Germanic tribes and how they contributed to European civilization.
Describe the origins and institutions of European feudalism as a form of government and a way of life.
.
Discuss Federal Drug PolicyIdentify how the policy was formu.docx
Discuss Federal Drug Policy
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
Appropriately incorporate at least three quality sources. A quality source can be either grey literature, such as a news article, or scholarly, such as peer-reviewed works. In the case of public administration, government websites are appropriate quality resources.
.
More Related Content
Similar to Part 1 Instructional Plan DesignThis week you will construct .docx
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...
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.
Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
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.
Write Five page Essay.Topic What do you think will be the m.docx
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Pgptp session 2
This document summarizes a science education seminar. It began with Dawn Berkeley introducing the session objectives and group norms. The session then covered assessing science content knowledge, identifying important concepts and vocabulary, and methods for assessing student proficiency through pre-testing. Participants were guided to develop science unit plans and analyze sample test questions. The goal was to help teachers better understand science content in order to develop goals and improve instruction to close achievement gaps.
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.
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
can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
Diverse Lesson Plan Template[Note Delete all of the writing in
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
Mdd 2&3
This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - 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:
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
Writing measurable learning objectives
.
P21 common core toolkit
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 engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Identify and describe the key factors that you would consider.docx
A large suburban school district wants to implement a new personalized learning approach across all schools where students will progress through individualized learning plans at their own pace. As the Associate Superintendent, you must develop a diffusion plan considering key factors such as:
- Potential obstacles like teachers adjusting to a changed role and student resistance to less structured learning.
- The relationship between obstacles, student and teacher support needs, and critical success factors.
- Additional supports like professional development, resources, and monitoring progress to help overcome obstacles.
- An annotated concept map showing the relationships between these factors to make the case for an effective implementation plan.
Similar to Part 1 Instructional Plan DesignThis week you will construct .docx (20)
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Understanding Educational TerminologyEducation.docx
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First AssignmentUniversal Design for Learning (UDL) can be def.docx
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Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
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Write Five page Essay.Topic What do you think will be the m.docx
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
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Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
can you helpUnit 2PRINTCreating Goals for Professional
can you helpUnit 2PRINTCreating Goals for Professional
Diverse Lesson Plan Template[Note Delete all of the writing in
Diverse Lesson Plan Template[Note Delete all of the writing in
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
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The Edge
Hip hop is a musical art form that has a sociopolitical message. The hip hop movement originated in New York in the mid 70s and it early pioneers were African Americans who were members of the lower socioeconomic class. Grandmaster Flash can arguably be recognized as the father of the hip hop. His song
The Message
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Grandmaster Flash & The Furious Five - The Message (Official Video) - YouTube
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Journal of Contemporary Criminal Justice, 34
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Frederickson, A. (2017).
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Journal of the American Academy of Child & Adolescent Psychiatry, 56
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Watch
Racial Stereotypes
[Video]
, which traces the history of stereotyping and discusses a key theory of media influence, called the theory of cultivation. When you click on the video link, the window opens to the player screen, with the film broken into segments for viewing. Total running time for all segments is about 38:00.
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Discuss a type of hazard control that you have applied or that has been applied to reduce the risk of a job you perform at work or at home. Explain what that control is and describe where it fits within the hierarchy of controls (elimination, substitution, engineering, administrative, or PPE). Explain how successful, or unsuccessful, it is at eliminating or reducing your risk while performing the job.
When commenting on another student's post, offer suggestions on controls that could be applied from an additional level (or levels) of the hierarchy.
ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW WITH A POSITIVE COMMENT RESPONSE
DEXTER:
Not so long ago, I was in charge of Safety for a fleet of vehicles and drivers. The trucks always had a "team", i.e. 2, and sometimes 3 to a truck to perform delivery duties. There always seemed to be accidents that were minor (damage) to the vehicles with no injuries to the driver team. These accidents would mostly occur while backing. Prior to my managing of fleet safety, technological advancements had "SUBSTITUTED" the job of a good old-fashined "spotter". Back up cameras, sensors and additional mirrors had replaced a person simply disembarking the vehicle and positioning themselves in a safe location to make eye-contact with the driver; and usher the driver/truck into the parked position. Seeing that "ENGINEERING CONTROLS" were already in-place, I needed to affect "ADMINISTRATIVE CONTROLS" and revise the drivers current Standard Operating Procedures, SOP's, (outlining backing) to incorporate the passenger performing duties as a spotter. This also necessitated a training component for the entire fleet of drivers as to expectations around both critical functions of driving and acting as the spotter. This change was implemented successfully and minor-backing accidents, without a spotter, reduced significantly and the engineering controls were present as an additional measure in lieu of ELIMINATING the spotter.
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Ransomware has been increasingly used in cyber attacks to encrypt files and demand payment. While ransomware can be difficult to detect, maintaining regular backups and having antivirus software can help avoid being impacted by ransomware attacks. Up-to-date cybersecurity practices are important for both individuals and organizations to protect against evolving malware threats.
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Discuss a particular type of Malware and how has it been used in "todays news" and the respective impact on cyber security. Add to your discussion ways the Malware could have been detected and potentially avoided.
Read Chapter 1 of the assigned textbook.
Book reference:
Computer Security: Principles and Practice
Fourth Edition By: William Stallings and Lawrie Brown
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Sixteen states and the federal government abolished discretionary parole release from prison in favor of mandatory parole. Another four states abolished it for certain violent offenses or other crimes against a person. Proponents of discretionary parole release argue that abandonment of discretionary parole has a detrimental effect. They believe that parole serves a beneficial purpose by requiring inmates to focus their efforts on successful reentry from prison to the community or risk revocation and possible reincarceration. They argue that without the prospect of discretionary parole, inmates have fewer incentives for cognitive transformation and, in turn, opportunities for work, reuniting with families, and finding housing.
Research and include the following in your paper:
What advantages and disadvantages would you see in abolishing discretionary parole in favor of mandatory parole? Explain.
If you were a state legislator, what advantages and disadvantages would you see in abolishing discretionary parole in favor of mandatory parole? Explain.
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Syllabus
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