Summative Assignment: Curriculum Based Assessment Design
Liz2013
21stCenturyInstructionalPlanweek4.docxRunning Head: 21ST CENTURY INSTRUCTIONAL PLAN 1
21ST CENTURY INSTRUCTIONAL PLAN 6
It is not clear what you aim to teach. It is not clear what specifically you want students to know and/or be able to do per the lesson. You will want to work on the development of specific objectives, tasks, and assessments to support learning growth and engagement. Additional feedback is noted in-text.
Title: 21ST CENTURY INSTRUCTIONAL PLAN
Elizabeth Collins-Bray
EDU 645 Learning & Assessment for the 21st Century
Instructor: Lisa Reason
Jan 12, 2019
Part 1: Instructional Plan Design
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Grade level: Grade 3 |
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Learning objectives: The learners will be required to read each of the three chapters chosen by the teacher hence writing a summary of what they have read in the entire chapters. This will test the understanding of the learners in the class. |
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Gradual release of responsibility: For the purposes of ensuring that the learners in the class come to an effective understanding of the concept, each of the learners will be required to read the chapters by their own. Again, the disabled learners will be helped to pronounce a word by word for the sake of understanding the way different words should be pronounced. |
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Considerations for unique learners: The learning will be made effective by ensuring that the teacher will ensure that the chapters are divided in different sections which will be read by the learners. For the learners with the disabilities, they will be required to use special equipment’s provided by the teacher for the purposes of their effective understanding. |
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Evidence of purposeful rigor and student thinking: (1) The thinking of the students will be evidenced by their ability to come up with different learning mechanisms which will facilitate their understanding. (2) Again, the thinking of the students will be tested by their ability to read the complex words in an easy way without being subjected to the teacher’s intervention. |
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Purposeful question: For the teacher to promote critical thinking of the learners, the following question should be posed: Name the different methods used in learning for the disabled learners? |
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Assessment FOR learning: (1) Creating exams (2) Creating different assignments (3) Using concept maps for learning |
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Part 2: Description
As far as accommodations and modifications are concerned, the learners’ adaptations to the arrangement of the classroom should be enhanced. However, this will play an important role in ensuring that the learners are free to interact hence sharing ideas which would facilitate their effective understanding. Moreover, the accommodation and modifications should be carried out in the instructional delivery therefore the teacher coming up with different mechanisms of ensuring that the instructions are delivered in an effective manner.
The changes carried out to the instructional delivery will make it easy for the students to understand the concept put across by the teacher. However, the teacher should come up with different ways which will ensure that the learners adapt to the changes in an effective manner. The adaptation of the learners to the instruction delivery will play important roles in ensuring that the disabled in the classroom grasp whatever is taught within a short period of time. (Tatar, 2018)
On the other hand, the modifications to the lesson’s presentations should be carried for the purposes of ensuring that new approaches are put in place. The changes in the lesson presentation will enable different learners to understand the concept used by the teacher. This will therefore improve the performance of the learners and it should again be implemented within the shortest time possible.
Again, modifications in the student responses especially when they do not understand whatever is taught in class should be enhanced. This will enable the teacher to come up with other mechanisms of ensuring that the concept is taught in the best way possible. In a situation whereby, the learners fail to understand the topics taught in different chapter, they should respond by raising an alarm which will draw the teacher attention. Because of the alarm by the learners, the teacher will be able to enquire what the matter is hence ensuring that the concept is understood. This will again force the teacher to use a precise language which will be understandable by the learners. (Stronge, 2018)
Moreover, the learners should be made to adapt the modifications carried out in the evaluation and the assessment of the learners. However, different assessment techniques should be used in the best way possible as that would ensure that the disabled learners in the classroom understand what is taught without having to face a lot of challenges. The modifications in the evaluation and the assessment techniques will reduce the obstacle experienced by the learners in the processes of learning.
Since the modification and the accommodation carried out in the classroom are teacher oriented, the teacher should ensure that the information to be understood by the learners is presented in a way that would benefit all the learners in the classroom. This will play important roles in ensuring that the learners do not experience unnecessary challenges in the process of learning.
Again, sitting arrangement should be modified to enable the able learners and the disabled to interact in an effective manner. However, the modification of the sitting arrangement will make it easy for the learners to share different ideas within the shortest time possible. When the ideas are shared, it becomes easy for the teachers to pass the concept to the learners. This will again address the understanding problems of the learners because the learners who have understood the concept will be able to pass whatever they understood to the other learners in the classroom. (Ware, 2018)
References
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Tatar, E., Aldemir, R., & Niess, M. (2018). Teaching Geometry in The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels. Journal of Computers in Mathematics and Science Teaching, 37(2), 111-129.
Ware, P. (2018). Telecollaboration. The TESOL Encyclopedia of English Language Teaching, 1-6.
