Week 2 Assignment

 

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 (Links to an external site.)

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

Framework for 21st Century learning (Links to an external site.)

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

(MACI, MAECEL, MAED, MASE, MATLT).

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 (Links to an external site.) (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes (Links to an external site.) and a minimum of one Learning and Innovation Skill (Links to an external site.), one Information, Media, & Technology Skill (Links to an external site.), and evidence of at least one Life and Career Skill (Links to an external site.).
• 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.
• APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the

Ashford Writing Center (Links to an external site.)

.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Lesson Plan Template

– Overview

For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.

Content Area or Developmental Focus:

Age/Grade of Children:

Length of Lesson:

Goal	The goal is the purpose of the lesson.
	Objective	The objective is what students will be able to know or do at the end of the lesson.
	Standards Included	Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below: Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards. Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state. Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework. K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials	The materials section lists all items needed throughout a lesson.
Introduction	The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development :	The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
	Differentiation	Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment (Practice/ Checking for Understanding)	Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing	Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.

Lesson Plan Template

Content Area or Developmental Focus: Identifying Feelings

Age/Grade of Children: Preschool

Length of Lesson: 4 minutes and 57 seconds

Objective

Standards Included

Differentiation

Goal	To help the children develop empathy by creating awareness of how it feels when we are sad, happy, angry, and surprised. Students will be able to connect these feelings.
The Student will be able to identify their emotions and the emotions of other people.
SED2.0b Uses sounds, facial expressions or body movements to express simple emotions of contentment or discontent. SED2.1b Displays a range of basic emotions such as happiness, sadness and fear. SED2.3b With adult guidance, uses verbal and non-verbal expressions to demonstrate a larger range of emotions such as frustration, jealousy and enthusiasm.
Materials	Popsicle sticks, paper, marker, and the book “ No David No”
Introduction	Introduce lesson by giving each student a popsicle stick with the different emotions on them. And introducing each emotion one at a time.
Lesson Development	The lesson helps children develop empathy by creating awareness of how it feels when we are sad, happy, surprised, and angry.
The emotions and character in the book
Assessment (Practice/ Checking for Understanding)	The children will demonstrate their understanding of the lesson by acting out the emotions, verbal interactions, and physical interactions during the lesson.
Closing	To let the students know it is ok to make mistakes and you can have all these emotions and still be loved and do things to make yourself feel better.

References

Center on Enhancing Early Learning Outcomes. (2014). State-By-State. Retrieved from

http://ceelo.org/state-information/state-map/

.

Education World. (2014). Standards by State. Retrieved from http://www.educationworld.com/standards/state/.

Head Start. (2011). Head Start Child Development and Early Learning Framework. Retrieved from:

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011)

.

National Center on Child Care Quality Improvement. (2014). State/Territory Early Learning Guidelines. Retrieved from

https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web_final

.

The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from

http://www.preschoollearningcenter.org/images/upload/developmental_checklist

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department