Title: Week 5 Leadership in the 21st Century Support Systems
- Total Pages: 3
- Words: 1119
- Citation Style: APA
- Document Type: Research Paper
FOR WRITER JOHNFITZ44 ONLY!!!
Ashford University: MAED Capstone
Source 1: Online Course Textbook: https://content.ashford.edu/books/AUEDU695.14.1
Source 2: http://www.p21.org/about-usus/p21-framework/831
Leadership in the 21st-Century Support Systems
This assignment requires you to make connections between 21st-century support systems, specifically 21st Century Professional Development components. As the emphasis is on professional development, consider prior coursework that included collaboration, self-reflection, and other components pertaining to your growth as a practitioner and how that may contribute to student outcomes. There are several approaches you could take with this assignment. However, it is recommended the assignment you select to redesign includes at least one of the components found on the 21st Century Professional Development link and listed here:
Highlights ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their classroom practice ? and help them identify what activities they can replace/de-emphasize.
Balances direct instruction with project-oriented teaching methods.
Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills.
Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students.
Cultivates teachers? ability to identify students? particular learning styles, intelligences, strengths, and weaknesses.
Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning.
Supports the continuous evaluation of students? 21st century skills development.
Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications.
Uses a scalable and sustainable model of professional development.
For example, you may redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan including a summative assessment that demonstrates either points f or g, both focusing on student assessment. On the other hand, you might select a previous assignment that focused on professional collaboration and/or PLCs and modify it to support points d, h, or i. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
Create your assignment to meet the content and written communication expectations below.
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 ? 21st Century Professional Development (3 Points): Redesign of an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes integration of 21st Century Skills, teaching strategies, project-oriented teaching methods, problem-solving, and critical thinking.
Summary ? Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary?s key points.
Summary ? Modification (1 Point): In one paragraph, summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLOs 5 and 7
Summary ? Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations
Page Requirement (.5 points): Two to four pages, not including title and references pages.
APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
Source Requirement (.5 points): References 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.
*****Sample assignment from professor:
21st Century Support Systems
In the 21st century, education has entered a new era. Technology is increasingly being integrated into the learning experience. In fact, technology has become so common in classrooms that standards and frameworks have been designed to specifically address student outcomes that encompass the use of technology for learning. These standards and frameworks even address specific guidelines for teachers and administrators. The following unit is an example of how technology can be integrated in the classroom in order to support 21st century learning and skills.
Community Lesson Plan
What Is A Community?
9 boys, 11 girls
3 ELL students
1 below grade level reader
This lesson is designed to teach students about what a community is and the importance of being good citizens. It also emphasizes acceptance and respect for diversity.
Connection to Common Core State Standards:
Identify real-life connections between words and their use (e.g., note places at home that are cozy) (Common Core Standards Initiative, 2012).
1.Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources (International Society for Technology in Education, 2008).
Students will be able to define the word community and list the attributes of good citizenship within the context of a community.
Pre-assessment and activation of prior knowledge will take place in the form of a class discussion on the topic. Students? knowledge of the concept will be formatively assessed throughout instruction. Production of that knowledge will be evaluated via a project based summative assessment. The summative assessment will be evaluated according to the provided rubric.
Computers, printer, Smart Board
Microsoft Power Point
Build your own town is a free website that allows kids choose building designs and print them in order to build a 3d community. Access this site at http://www.yourchildlearns.com/letters/make-a-town.html
Babylon is a free translation website. ELL students can use this to help them translate words into English as they do written assignments. Access herehttp://www.enchantedlearning.com/languages/Spanish2dictionary.html
A worksheet with 6 concentric circles with cutout labels me, school, city, state, country, and planet (VandenBerge, 2012).
A Microsoft Power Point presentation on community (The teacher must design this presentation based on her class demographics and the surrounding community).
Youtube video Characteristics of a Good Citizen by BrainPOP Jr. (2012). The video discusses and depicts what a citizen is, rights and responsibilities of citizens, and what makes good citizens. It can be accessed at https://www.youtube.com/watch/?v=3zRxiktEaug
Poster sized person outline for the citizenship activity (Durning-Leander, 2011).
Post It sticky notes
Graphic organizer template printed for each student
A grading rubric for evaluation of the summative assessment project
Markers or crayons
Key Vocabulary Terms
Prior to teaching this unit, the teacher should have a working knowledge of how incorporating technology can enhance student comprehension and learning. She must also have a comprehensive understanding of how to incorporate technology into the lessons in order to advance student learning about exploring real world issues and authentic problem solving skills. These instructional skills should be developed within the school PLC. This development should occur via sharing lessons and instructional strategies within the PLC. Additionally, the teacher should collaborate with colleagues on developing lesson plans that address 21st century learning skills. Evaluation of the application of these skills will be conducted through video analysis. The lesson will be recorded for peer and administrative analysis and feedback.
The teacher will introduce the lesson by opening a class discussion. She will ask the students what they think a community is. This is also an informal pre-assessment. After students give their answers, the teacher will do the Power Point presentation about communities and citizenship and project it onto the Smart Board. The use of Power Point and Smart Board technology aligns with the ISTE standard for the unit. The class will continue the discussion with the new information they have acquired about communities and copy the key vocabulary terms.
Activity: The students will complete the concentric circle community worksheet. Students will take their key terms list home and discuss the meanings with their parents and record their definitions. This is not a technical definition exercise. It is meant to discover the different perceptions that people have of community and citizenship.
Assessment: The teacher will close the lesson by distributing index cards to each student and giving the class an Exit Slip formative assessment writing prompt. This strategy will be used because it facilitates reflective thinking and allows a non-threatening check for understanding (Reading Rockets, 2014). The information gathered from this assessment will be used to make any necessary adjustments to instructional strategies or assignments in order to meet the learning needs of any students who need extra support.
The teacher will begin today?s lesson with the BrainPOP Jr. video on citizenship. Make sure that students have pencils and paper to write down the characteristics of a good citizen as they are listed throughout the video. The teacher should also pause the video to allow ELL students some extra processing time and to discuss the traits as they come up in the video. This differentiation strategy supports both ELL students and the student who reads below grade level with reading comprehension of the text that is present in the video. This also aligns with the unit?s ISTE teacher standard.
Activity: The teacher will give each student a post it sticky and ask them to write down one way they can be a good citizen. The students will share their answer with the class and place the post it on the model citizen poster. This activity appeals to visual, bodily/kinesthetic, and interpersonal communication intelligences of Gardner?s multiple intelligence theory (Public Broadcasting Service, 2013). Then, the class will identify the key vocabulary terms that were included in the post it notes. Specific technical definitions will be recorded, and the definitions parents provided will be compared.
Assessment: The formative assessment activity for this lesson will be the graphic organizer. The teacher provide each student with a copy of the template and ask them to complete the template independently. This allows the teacher to check for understanding after the day?s lesson. Students who are having difficulty will maintain a low affective filter as this assessment keeps their responses private. A low affective filter is essential to student learning because students need to feel unguarded and safe to express their thoughts (Krashen, 2009). Again, the information gathered from this assessment should serve as a guide for making instructional and assessment changes as needed.
Today?s lesson will begin with a brief review discussion of the content. The teacher will spend a few minutes asking students to verbally identify the characteristics of a community and good citizenship. Afterward, the teacher will assign students to collaborative, heterogeneous groups of 4. Flexible and collaborative grouping is an important differentiation strategy for this lesson. It provides all students in the class equal access, learning, and expressive opportunity at their own individual level of readiness (Great Schools Partnership, 2013).
Activity: Once students are in their groups, the teacher will explain and provide directions for the project based summative assessment. Each group will build a 3D paper community and write a paragraph about what a community is and what constitutes good citizenship. The teacher will also provide the students with the resources for completing the project including the town building and translation websites with allotted computer times for each group. The teacher should also provide the students with the remaining materials listed for the completion of the project. The students should be given their exit slips and graphic organizers to refer to during the project.
Assessment: As today is the culmination of the lesson, the teacher will only observe the students as they work in their groups. The teacher should provide gentle guidance to the students as needed. However, this project should be a product of the students? knowledge.
Students will continue to work on their summative assessment projects with the teacher observing and providing needed guidance. The groups who did not have computer access yesterday will be given their computer time today. The teacher will remind the class that projects must be completed and presented tomorrow.
Group projects are due today. The teacher may elect to give groups a small window to finalize their projects if it is needed. Otherwise, each group will present their community to the class from the group?s workspace. Then, the students will circulate throughout the class to view each project. The teacher will meet with each group to evaluate the project according to the grading rubric.
The group did not construct a community and write a paragraph on what a community is and what constitutes good citizenship.
The group constructed a basic representation of community and wrote a paragraph on what a community is and what constitutes good citizenship that contained a few errors.
The group constructed a solid representation of community and wrote a paragraph on what a community is and what constitutes good citizenship that contained no errors.
The group constructed a thorough representation of community and wrote a paragraph on what a community is and what constitutes good citizenship that contained no errors.
Use key vocabulary terms 20%
The group did not use more than one key vocabulary term in the presentation.
The group used at least 2 key vocabulary terms in the presentation.
The group used 3 key vocabulary terms in the presentation.
The group used all 4 key vocabulary terms in the presentation.
Collaborative Speaking and Sharing
The group members did not work as a team or less than 3 of the 5 members contributed to the project and worked together in order to accomplish a common goal.
At least 3 of the 5 members of the group contributed to the project and worked together to accomplish a common goal.
4 of the 5 group members contributed to the project and worked together in order to accomplish a common goal.
All 5 members of the group contributed equally to the project and worked together in order to accomplish a common goal.
The modifications made to this lesson plan include several support systems for 21st century learning. Some of those support systems include the use of technology in the lesson. Others are more strategic in nature. The strategic modifications are included in order to build on 21st century skills such as collaboration, creativity, and information literacy. 21st century professional development has been addressed as well. The professional development aspect is addressed as a prerequisite to teaching the unit because it is essential to effectively executing the lesson plan. It is further integrated with the recording and analysis that is prescribed to take place via the use of technology and critical analysis with feedback provided after the lesson is taught.
In reflecting on this lesson?s redesign process, the challenge came in the addition of professional development to the lesson. Adding a professional development plan to a lesson during the process of designing the unit is much less complicated. In this case, surmounting the challenge through the incorporation of technology was the solution. Video recording the lesson for analysis and feedback gives the teacher and students the opportunity to move through the lesson without the distraction of an unfamiliar observer being present. However, the PLC can observe the teacher in action along with seeing student response to the teacher?s strategies for conveying content and communication with students throughout the lesson.
Concluding this redesign and integration of 21st century support systems through the teaching of 21st century skills and PLC support in incorporating those skills in professional development as well as instruction, it is clear that education has entered a new era in which technological skills are essential. Both teachers and students need to learn and develop skills that are essential in the current globally competitive climate. This includes but is not limited to the adept use of technology. Other 21st century skills include the ability to collaborate with culturally diverse peers as well as the ability to think critically and creatively. This is especially important for teachers as students tend to be naturally adept at the use of technology because they are born into this new era. As Burnaford and Brown (2014) state, ?The key to becoming an effective 21st century instructor is to become an efficient 21st century learner,? (p. 440).
Excerpt From Essay:
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Brengard, A. (2014). Creating a Culture for Deep Change: It's the Team that Counts.
Partnership for 21st Century Skills, 9(20).
Burnaford, G., and Brown, T. (2014). Teaching and learning in 21st century learning environments: A Reader. San Diego, CA: Bridgepoint Education, Inc.