In this assignment, the goal is 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. The assignment will use the Framework for 21st Century learning as a resource, to redesign or modify week #3 assignment in EDU 645. This was an instructional plan design for a kindergarten class and the subject area is English Language and Arts (ELA). The unit is on reading, rhyme and vocabulary.
“In the history of education, the current modern learner is considered to be the most complex, informed, tech-savvy and energetic individual” (Burnaford & Brown, 2014). The student’s today are inspired by creativity and innovation and are challenged and informed by technology (Framework for 21st century learning. n.d.). Their learning needs and wants are currently driven by innovation, creativity as well as the continuous changing space of technology (Burnaford ; Brown, 2014). Thus, these students’ expectations for teachers are as high as the expectations teachers have for them.
In reference to Loveless (2002), living and lifelong learning requires five capabilities namely, thinking (creativity); managing self; relating to others; using language, symbols, & text; and participating and contributing. Along with these five capabilities, the current student also has the 21st century skills for learning, the CCSS, and the ISTE-S Standards (Burnaford & Brown, 2014). To understand each of these skills I have redesigned my lesson plan called “Reading, Rhyme and Vocabulary” (Gibbons & Lomax, 2015). It helps to illustrate how to incorporate each of these skills into a daily lesson so as to not only meet the needs of all the diverse learners, but to build upon current knowledge with learning new skills (. Framework for 21st century learning n.d.).
Class: Grade 2
Subject: English Language Arts (ELA)
Unit: Reading, Rhyme and Vocabulary
Date: March 26, 2017, 11 am Teacher
Ms. Jane Doe Lesson Duration
CCSS (New York ELA) – CCSS. ELA-Literacy.RL.K.2: Demonstrate proper reading skills and understanding of spoken word, syllables, and phonemes
– CCSS. ELA-Literacy.RL.K.2a: recognize and produce rhyming words
– CCSS.ELA-Literacy.RL.K.4: vocabulary enhancing standard. Students will be able to identify unknown (new) words found in a text and know them
Lesson Objectives – Be able to read their materials and identify rhyming words and at least three words that are new to them (vocabularies)
– Be able to work with the visual models to understand and identify rhyming words
– Apply their learned skills and knowledge to write on the iPad and computers about the rhyming words from the text
ISTE Standards – The teacher will Inspire and facilitate imagination, creativity and innovation in students
– Apply existing knowledge to generate new idea
– Model creativity in reading using digital age learning
– Create original work to show personal or group expression
Materials Class reading book, pen & notebook, audio and visual version of the book, computer or iPad with drawing software, SMART-Board
P21- 21st Century Skills: – What performance standards are expected from students?
– When will students be held accountable for these expectations?
– Learning and Innovation Skill:
• Think originally and creatively
• Create new valuable ideas
• Work creatively and innovative with others to show innovative expressions
• Effectively develop, communicates & implement new ideas to others
– Information Media & Technology:
• Use computers/iPad to efficiently access information
– Life and Career Skills:
• Indicate leadership and responsibility
• Indicate initiative and self-direction
Teaching Activities/ Tasks What are the learning experiences that students will engage in? How will the instructor use these learning experiences (student products) as the lesson’s formative assessment opportunities?
Input The instructor provides the needed information for students to gain the skills or knowledge through reading the book, guided instruction, audio-visual reading, sample drawing, and sample use of iPad
Modelling The instructor demonstrates using the materials to show students what is expected of them at the end of the lesson
Checking for understanding It is vital that students understand what is instructed before they practice it. The teacher will walk around and observe student’s understanding
Questioning strategies The teacher gets the opportunity to ask students the right questions in a bid to probe for higher thinking levels. Bloom’s Taxonomy of Educational Objectives is a valuable tool for this section. The teacher will let students use the concept map, students will work together in groups, and let their friends help them brainstorm as they collaborate
Gradual Release of Responsibility
Focused lessons The teacher will model his/her thinking and content understanding for students. Teacher will prepare students for learning by establishing purpose of the lesson, model skills and strategies, think aloud, and notice how students are respond to instruction
Guided Instruction Teacher will prompt, cues, question, lead, or facilitate students through the tasks, which increase their understanding of the content.
Collaborative learning Allowing the students to collaborate and consolidate their concept understanding through group discussions, group exploration and brainstorming, problem-solving, and thinking with their peers e.g. use of workstations
Independent work Requiring students to apply their learned skills and knowledge as acquired to ask new questions and create authentic products. Student apply their acquired information in new ways. Thus, students are able to synthesize acquired information, transform them into ideas, and solidify their understanding. Students will research the new words over the internet and define them in their own words.
Differentiation Instruction How will the instructor ensure that all the students have access to appropriate instruction and can appropriately engage in this lesson?
– Consider all the aspects of the student’s diversity
– Give equal amount and similar materials and resources to all the students in the classroom using various instructional strategies, tools, and methods
– Give differentiated assessments
– Group students by ability for assignments or shared interest, topic etc.
– Design lesson based on students different learning styles
– Use formative assessments to assess students
– Appeal to the social and emotional needs of all the students all the time
Evidence of purposeful rigor and student thinking DOK: level 1- students will demonstrate knowledge of basic reading and understanding of the text DOK Level 2 – students will demonstrate understanding of text by identifying rhyming words and vocabularies
Assessment FOR Learning – Support of learning during the learning process
– Check if students are able to identify rhyming words
– Analyze student work during their guided practice and independent work if they can be able to explain the vocabularies in their own words
– Can the students draw pictures of the rhyming words
Use of technology that supports the learning outcome and instructional strategies – Help students use iPads and computers in drawing
– Students will use digital technologies to integrate, manage, evaluate and create information
– Students will apply technology effectively, as a tool for researching vocabularies
– The SMART Board will help in the instruction process
This summary details on the modifications and reflections of the lesson plan. There are times when the lesson plan needs to be modifies to cater for the needs of all the students as they arise. It is important that the teacher also reflects on the experience of the lesson plan and if its objectives and outcomes have been or shall be achieved (Lefrançois, 2013).
Summary – Modification
The precious CCSS were for a kindergarten class. I change them to reflect the needs of a second grade class. It was important that they reflect the needs of all students as regards to their 21st century skills as well as creativity and innovation (Gibbons & Lomax, 2015). The standards also had to ensure that students understand and use technology in a way that supports their learning and understanding (Burnaford & Brown, 2014). The ISTE- S changes were to improve their relationship with the teacher and their learning needs as regards to creativity and innovation and life and career skills. This is to ensure that the lesson plan and assignments, as previously planned, should reflect evidence of PLO’s 5 ; 7, which reflect their levels of creativity, technology use and innovation and aligning the lesson plan to New York CCSS.
Summary – Evaluation
I also redesigned the lesson plan to include appropriate 21st century support system components that align with the redesigned CCSS and activity. The assessments assesses the students’ learning levels and gives them an opportunity to decide their preferred learning style. The 21st century skills have been incorporated in the assessments and evaluation and forms part of the lesson plan (Gibbons & Lomax, 2015). These include Learning and Innovation Skill such as thinking originally and creatively; creating new valuable ideas; working creatively and innovative with others to show innovative expressions; and effectively developing, communicates & implement new ideas to others (Burnaford & Brown, 2014). Information Media & Technology have also been incorporated in the evaluation by requiring student to use computers/iPad to efficiently access information. Moreover, the lesson plan has also included Life and Career Skills such that students should be able to indicate leadership and responsibility as well initiative and self-direction skills (Lefrançois, 2013).
Summary – Reflection
For this second redesign I did not encounter many challenges. I have included in the new lesson plan opportunities for students to become globally aware and live within the capabilities of the digital world. The lesson plan is to give all students a chance to use their innovative and creativity skills, information and media, problem solving skills, collaboration, analytic thinking, and communication skills to improve their learning and share with others (Gibbons & Lomax, 2015). Even with the difficulties in redesigning the lesson plan I believe it will now equip the students with the proper 21st century skills. One thing I realized is that students must not only prepare for future work and education, but also for their international civic role. Each one of these components – CCSS, ISTE- S, Technology, and 21st C. skills, – is equally significant to shaping a student’s successful future (Burnaford ; Brown, 2014).
In conclusion, this new lesson plan view stress the importance of CCSS, ISTE-S, Technology, and creativity skills in learning vocabulary, reading and rhyme. It applies different approaches are components of the 21st Century skills set. It has been designed to cater for the needs of the 21st century learner who is not only tech savvy but also driven by creativity and innovation.
Burnaford, G., ; Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Electronic version. Retrieved from https://content.ashford.edu/
Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
Gibbons, L. ; Lomax, K. (2015). Counting: Why is it Important and How Do We Support Children? Part 1. Retrieved from http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting_-Why-is-it-Important-and-How-Do-We-Support-Children_-Part-1/
Masters of Arts in Education Program Learning Outcomes. (2014). Retrieved from http://syllabus.next.college.com/
Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education.
Partnership For 21st Century Skills. (n.d.). Curriculum and Instruction: A 21st Century Skills Implementation Guide. Retrieved from http://www.p21.org/storage/documents/p21-stateimp_curriculuminstruction.pdf