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How to Put Self-Directed Learning to Work in Your Classroom

https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom

The Habits of Self-Directed Learners

https://ascd.org/el/articles/the-habits-of-self-directed-learners

Promoting Self-Direction Through Better Feedback4

https://www.edutopia.org/article/promoting-self-direction-through-better-feedback

Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

Required

Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from  The Socia

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https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

The Use of Music to Connect the Past, Present, and Future

Required

Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from  The Social Studies (2022)

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https://doi-org.lopes.idm.oclc.org/1

Sharma, S. (2023).  Supporting student engagement with technology. Edutopia.  https://www.edutopia.org/article/using-technology-support-student-engagement/

Cross-Curricular Social Studies Weekly Plan

Grade: 4th

	Monday	Tuesday (Virtual)	Wednesday	Thursday (Virtual)	Friday
Lesson Title
Summary and Rationale
State/National Social Studies and Arts standards (May include more than one standard per lesson)
State/National Science and/or Math standard (May include more than one standard per lesson)
State/National English/ELA standard (May include more than one standard per lesson)
Learning Objectives
Vocabulary and Academic Language
Instructional Strategies · Direct instruction · Indirect instruction · Collaborative learning · Experiential learning · Independent study · Interactive instruction
Activities and Engagement Strategies
Real-World Connections
Differentiation · Special Education · Gifted · ELLs · Early finishers
Materials, Resources, and Technology Needed
Formative Assessment Strategies Planned
Summative Assessment (This should be a short description of the summative assessment)
Reflection:

References

.

This week’s topic of discussion for week 6 is B uilding Real-World Connections.   You will identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. You will design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. You will also create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally.  You will participate in the discussion forum for week 6.  

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Throughout this program, you have had the opportunity to research various methods of integrating different content areas. As an elementary educator, one of the most significant challenges will be incorporating each of these content areas into your planning. The ability to use each content area to support the others will lessen this challenge in planning throughout the year. Furthermore, utilizing content-specific areas to support other content areas enables students to make real-world connections to the curriculum and instruction.

Part 1: Cross-Curricular Plan

You are an elementary teacher, and your school has decided to conduct two days of virtual learning each week. Therefore, your planning must be a hybrid of in-person and virtual learning where you consider how to differentiate and engage students in each environment.

For this benchmark, plan how to integrate social studies into your weekly planning. For example, think about how social studies content can support math computation, or how social studies can support learning to read critically. Use the “Cross-Curricular Social Studies Weekly Plan” template to plan how you will utilize social studies to help other content area standards. Within the plan, include the following:

· A minimum of two social studies standards.

· At least one arts standard that can be used to enhance student learning throughout the week.

· At least one science and/or math standard that can be supported during the week.

· At least one English/ELA standard that can be supported during the week.

· In the Instructional Strategies section of the planning template, include strategies and tools that encourage students to creatively identify, question, and analyze ideas from diverse perspectives.

· In the Activities and Engagement Strategies section of the planning template, include experiences that engage students in collaborative and self-directed learning in both virtual and in-person environments.

· At least one opportunity for students to create real-world connections and extend their learning locally and globally.

Part 2: Reflection

In 250-500 words, justify how you created real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Describe your struggles and strengths in creating a cross-curricular plan for a hybrid environment.

Support the plan with three to five scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

Benchmark Information

MEd Elementary Education (ITL/NITL)

This benchmark assignment assesses the following programmatic competencies and professional standards:

1.5: Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [InTASC 3(i), 4(c), 4(j), 5(a), 5(h), 5(i), 5(s), 7(h); ISTE-E 4c; TPE 1.3, 1.5; AAQEP 2d; MC2, MC5; COE 1.5]

2.1: Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [InTASC 4(b), 4(g), 5(f), 5(g), 5(o), 5(p); MC2, MC3; COE 2.1]

3.7: Design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. [InTASC 2(n), 3(b), 3(e), 3(h), 3(i), 3(j), 3(o), 3(p), 3(q), 8(n); ISTE-E 5c, 6a; TPE 2.2; MC1; COE 3.7]

Rubric Criteria

Rubric Criteria

Standards

30 points

Criteria Description

5. Target

30 points

The plan includes at least two social studies and one arts standard to enhance student learning. A realistic plan comprises at least one science and/or math standard and one English/ELA standard that can be supported during the week.

4. Acceptable

25.5 points

The plan clearly includes at least two social studies and one arts standard to enhance student learning. The plan consists of at least one science and/or math standard and one English/ELA standard that can be supported during the week.

 No submission

0 points

Not addressed.

Instructional Strategies (B)

60 points

Criteria Description

(C2.1)

5. Target

60 points

A comprehensive plan includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.

4. Acceptable

51 points

The plan clearly includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.

No submission

0 points

Not addressed.

Activities and Engagement Strategies (B)

60 points

Criteria Description

(C3.7)

5. Target

60 points

The plan comprehensively includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person environments.

4. Acceptable

51 points

The plan clearly includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person settings.

No submission

0 points

Not addressed.

Real-World Connections

30 points

Criteria Description

5. Target

30 points

A well-planned lesson includes at least one opportunity to create real-world connections and extend learning both locally and globally.

4. Acceptable

25.5 points

The plan clearly includes at least one opportunity to create real-world connections and extend learning both locally and globally.

No submission

0 points

Not addressed.

Reflection: Real-World Connections (B)

60 points

Criteria Description

(C1.5)

5. Target

60 points

Justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally is realistic. Reflection draws complex connections to struggles and strengths in creating a cross-curricular plan for a hybrid environment.

4. Acceptable

51 points

The justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning both locally and globally is detailed. Reflection provides relevant examples for struggles and strengths in creating a cross-curricular plan for a hybrid environment.

No submission

0 points

Not addressed.

Differentiation

15 points

Criteria Description

5. Target

15 points

The description of how instruction will be differentiated for students is comprehensive and detailed.

4. Acceptable

12.75 points

Description of how instruction will be differentiated for students is adequate.

No submission

0 points

Not addressed.

Assessment Strategies

15 points

Criteria Description

5. Target

15 points

The description of various assessments is insightful. The brief description of how summative assessment will be used to ensure mastery of the standards and learning objectives is exceptional.

4. Acceptable

12.75 points

Description of various assessments is clear. A brief description is provided detailing how summative assessment will be used to ensure mastery of the standards and learning objectives.

No submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

15 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

15 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.

4. Acceptable

12.75 points

Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.