21st Century Skills and Standards

In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and

International Society for Technology in Education Student

(ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the

Framework for 21st Century learning

as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MAED, or

MASE

).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the

final assignment

for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

• Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
• Creativity and Innovation
• Apply existing knowledge to generate new ideas, products and processes.
• Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSS (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes and a minimum of one Learning and Innovation Skill, one Information, Media, & Technology Skill, and evidence of at least one Life and Career Skill.
• Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
• Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program.
• Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
• Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

• Page Requirement (.25 points): Two to four pages, not including title and references pages.

Content Area or Developmental Focus: Math and Language

Age/Grade of Children: Pre-K

Length of Lesson: 5 minutes

UDL Lesson Plan

Subject: English

Grade: First Grade

Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.

Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures

Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.

UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.

Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly geared towards students who struggle with hearing or some type of communication loose. The AAC devices will support the students in communicating themselves, and since one of the assisgnments require the students to develop an electronic picture this would be a great way to help them. The AAC device will be used in the form of a picture board, so all the students will be able to participate in the activities and properly get their point across while doing it.
For this activity, I would like to implement a “Smart Board.” The smart board would be beneficial across the board. Everyone in the classroom would benefit from this device that allows students and teachers to be interactive. The board will allow the students to give unqiue presentations that would ultimatly keep others interested.

Formative Assessment (Describe the closure of the lesson and the final assessment used to provide evidence that students have met the learning objectives. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work):
I think classroom discussions are a great way to observe what the students may or may not know. It’s also a great way for everyone to be involved and bounce ideas off of one another. This lesson calls for open-ended questions that will challenge the students thinking process. The ultimate goal is to help increase the student’s critical thinking skills. The student’s responses will be closely examined, while taking anecdotal notes.
The formative assessment will also include 21st century skills of public speaking. Students will get infront of the classroom with a partner asking questions about the subject to the class.

Teacher Self-Assessment (Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson?  What did you learn about instructional technology and UDL from creating this unit? What would you change about the lesson based on its impact on student outcomes?)
The problems that I anticipate with this lesson are students having a difficult time grasping on to the concept of developing their own adventures using technology. Although, technology is widely used and advancing I feel like many students will have a difficult time getting started. The questions I would ask myself are, “How can I get them to understand their story is different from the story we have read?” “What things could I do to help my students comprehend the lesson? Is there a better way that this lesson could’ve been presented? How?

Resources (you may list and describe any resources that will be used over the course of the lesson)
Dolan, R. P., & Hall, T. E., (2001). Universal Design for Learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25.

Introduction: Now that we are in the 21st century the concept of teaching has completely changed. The new way of teaching has encouraged educators to open their minds in finding innovative ways to reach their students. In my last course I was required to create a UDL Lesson plan. The lesson plan allowed me to be more open-minded to different learning styles of the students in the classroom. I learned to plan for various learning styles, while still having the same objective. All the students will get to the end of the road, but it’s my job to take them through different routes.

Summary of modifications: (Modifications are in Red)

Grade: The first time I created this lesson plan, I orginally planned for Kindergarteners to participate in the activities, but after thinking long and hard about the objectives that I was expecting, I thought it was best to increase the grade level. I felt like some of the objectives I choose for a Kindergarten level would be somewhat stressful for them.

Learning Objectives: On the previous lesson plan I was not very clear about the learning objectives. The three learning objectives that I listed were somewhat vague, so I wanted to be more specific about what the students would get from this lesson. Now that the lesson is targeted towards first graders, the set objectives are reasonable for this age group and attainable.

Assistive Technology: I pretty much kept everything the same, but I did add one support device. The activity in this lesson plan requires the students to present their own story and I felt like a great way to reach all the students would be through a “Smart Board.” They are a great way to get students excited and involved in their learning.

All the modification were made with 1-3 PLO’s in mind.

· PLO 1 is demonstrated in the fact that students are being challenging to learn a new experience of public speaking which helps the learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth.

· PLO2 is demonstrated collaborative, engaging, inclusive, 21st-century learning environment with the use of the smart board.

· PLO3 is demonstrated in the evidence-based assessments used for ongoing evaluation of student progress and to guide teacher and learner decision making.

The activites that are planned are intentional and developmentally approriate for the targeted grade level. The activites are planned to challenge and stretch the students coginitive level and social development as well as other important areas. In this particular lesson plan I focus on assistive technology, which has been known to enhance students learning. There are many students who have disabilities that depend on these types of devices, but everyone benefits. I thought the “Smart Board” was a great way to get everyone involved and supported through developing and presenting their presentation. In order to help me as the educator understand what the students are grasping on, I planned to formulate assessments. The assessments will include the students feedback of the material. The students will be asked to engage in collobrative discussions about what they have learned. I will also ask myself questions based off their responses.

Include a link to your ePortfolio here