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21st Century Instructional Plan: Student Populations

Markis’ Edwards

EDU 645: Learning & Assessment for the 21st Century

Instructor: Dr. Christopher Bogiages

April 8, 2017

Part 1:

Common Core Aligned Lesson Plan Template

Subject: Math Teacher: Mr. Edwards Grade: 2nd

Classroom Demographics: 27 students

Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.

One pupil has Attention Deficit Hyperactivity Disorder (ADHD)

One new pupil is not fluent in English (ELL)

Common Core Learning Standard(s)

CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value

Learning Target(s) One purposeful question posed by teacher to promote critical thinking?	Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers. Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T	Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment Two ways to assess including Authentic Formative Assessment	Journals Instructor-Student Observations Exit Folder Pupil Presentations
Activities/Tasks: What learning experiences will there be for students. -Pupils will differentiate odd numbers from even numbers based on ending place value digit -Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think. Guided Instruction : (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning. Collaborative Learning: (Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information. Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction The differentiation of instruction process will begin upon pupils completing the lesson and assessment for comprehension. The pupils will work in small groups of three to four while the instructor evaluates methods and distributes assistance anywhere needed. Pupils will utilize 21st-century technology and classroom tools to complete their content understanding. Each pupil will have access to all tools and technologies utilized within this lesson, such as, computers, I-Pads, computerized learning games (Dreambox.com, classroom games (I Spy Numbers), writing utensils (crayons, pencils, markers), construction paper, and a Smart Board to assist them in completing their learning. The ELL pupil will utilize an I-Pad, I-Pod, computer, or handheld translator device. The two pupils with SLD will be studied from an altered module than their peers and given a one-on-one teacher-student assistance and allotted numerous activities. The ELL pupil will be furthered assisted in downloading translator apps, such as, Google Translate, iTranslate Voice, or the SayHi app in offering a speech-to-speech translation that will be kept with the individual at all times. The pupil obtaining ADHD will have the option to select their assigned seating, simplified instructions will be given by having the pupil complete one step before introducing the next, provide positive feedback on all improvements/achievements, and provide the pupil with his/her own checklist (to do’s) for all assignments and activities. The pupil will be given flashcards by the instructor and will be expected to utilize them for retaining old and new information. The pupil will also be distributed positive reinforcements for staying on task and completing all assignments for comprehension.
Evidence of purposeful rigor and student thinking -Pupils will be given the terms of place value for certain numbers and expected to identify odd and even numbers based on place value ending number -Pupils will comprehend place value and round numbers to whole numbers -Pupils will create a small group illustration utilizing hidden odd and even numbers within the image and another group will be expected to identify all odd and even numbers in image.
At least one purposeful question posed by instructor to promote critical thinking. What are some different place value numbers you can use if you are given at least seven digits? (millionths, thousandths, hundredths, tenths, ones, etc.)

Part 2: Synopsis

In completing this assessment, one will be elucidating the lesson objectives for the Common Core Aligned Lesson Plan, as the goal is for the instructor to aid the 2nd-grade pupils in comprehending place value in being able to work independently and within small groups to exhibit their understanding of numbers, rounding, and place value. At the completion of this lesson, the pupils within Mr. Edwards class will be able to independently recognize numbers and differentiate how place value works. The pupils will gain learning experience in comprehending and performing the expected needs being met within this lesson and future understanding of place value. “Student performance serve as a basis for information” …and all “technology used” within this lesson is “for instruction and assessment purposes to help provide feedback to the teacher and learners to assist in teaching the learning process” (Lefrançois, 2013). Mr. Edwards class is comprised of twenty-seven students, one new pupil obtaining ELL, one being identified with ADHD, and two identified with SLD. The following instructional plan will provide one with the knowledge of working with Special Populations within the classroom along with various accommodations, activities, teaching methods, and tools.

Accommodations and Modifications

In aiding and meeting all the students’ needs in Special Populations and individuals that are not, the Common Core Aligned Lesson Plan and Differentiated Instruction (DI) are the best approaches to teaching any individual. Teachers who differentiate instruction recognize…students differ…in prior knowledge and experiences, readiness, language, culture, learning preferences, and interest (Hackett & Hasty, 2012). Hackett & Hasty (2012) continues in stating teachers realize they must differentiate instruction in order to reach all students…and DI students will achieve the same learning goals. The reasons stated above are why Common Core Aligned Lesson Plan and DI is the best approach in teaching all individuals.

In working with these pupils, one will have to conduct special accommodations for individuals with SLD, the ELL pupil, and the ADHD pupil to ensure they are able to learn from the strategies, methods, and tools of being small groups designed as zones of proximal development (ZDP). The pupils with the following diagnoses will be helped and thoroughly analyzed. Each of the pupils mentioned above will be provided the best accommodations and modifications an instructor is able to offer in ensuring they are provided a positive and engaging learning environment that will meet all of their students’ needs.

The learners that are identified as obtaining SLD will be offered the best methods, tools, and resources that will beneficial in ensuring they gain new skills and techniques. The pupils have been identified as individuals struggling in math/reading. As an educator, it is their goal to seek all needed resources and tools a pupil will need to master the objective in learning. The pupils will be allotted the opportunity to learn from their peers as sometimes pupils comprehend better from someone within their age range. The SLD pupils will ultimately be provided with grouping strategies alongside their peers through the use of collaborative learning in explaining any information misunderstood from the instructor.

The pupil identified with ADHD will be given the best accommodations and modifications within the classroom setting. For example, in order to eradicate the need for the pupil to stay in his/her assigned seat, the instructor is able to provide the individual with their own section. The pupil will be placed in a designated area by the instructor to ensure he/she can maneuver as they please without being deemed out of their seating arrangement. The individual will also be given color-coded flashcards on the lesson, colorful construction paper with checklist with his/her “to do list”, a colorful hand stretching ball, and the pupil will be expected to complete specific computer learning strategies (Dreambox.com) within a given time period based on the activity for the day. The following accommodations will be utilized to confirm the student is provided a positive learning environment and given a modification to ensure he/she is engaged at all times with the lesson and not as unfocused with other aspects within the classroom.

The ELL pupil will be accommodated in the lesson plan through continuous contact to terminology and language provision. The instructor will have to ensure the pupil is applying prior skills and knowledge and utilizing graphic organizers to aid the individual in their success. The pupil will be expected to utilize Dreambox.com and the different translator apps, such as Google Translate, iTranslate Voice, or the SayHi app in offering a speech-to-speech translation. The pupil will be instructed to bring an I-pad or I-pod to class each day to utilize this as his/her translator “talker” and if the pupil does not have one, the instructor is expected to speak to someone about donating one or possibly purchase one to provide to the individual only in class. These tools and strategies will allow the instructor to properly assist the pupil in being able to utilize English terminology. It should be the educator goal to seek different ways to ensure all students’ needs are met at all times.

Gradual Release of Responsibility

In utilizing the Gradual Release of Responsibility in this lesson, one is able to identify proper use of modeling content, guided instruction, collaborative learning, and independent learning activities assist the pupils through the leadership and support of the instructor. The educator utilizes their teaching methods, strategies, and tools to educate the pupils in this lesson through the use modeling the skills needed in completing all given task. The pupils are always highly engaged in the classroom and all activities, as the instructor provides all the learners with experience through different activities mentioned in part 1. These activities are brought about so that the pupils will have a better understanding of the information they are currently being educated on. The learners are able to experience collaborative learning in being able to work one-on-one with the instructor if needed or in small groups with their peers to get a better understanding of the lesson. The goal for using Gradual Release of Responsibility it to have the learners be able to perform all task without the leadership or support of the instructor by applying the methods, tools, and strategies modeled within the classroom. We must give students support that they can hold on to as they take the lead—not just push them onto the path and hope they find their way (Fisher & Frey, 2008).

Depths of Knowledge and Student Rigor

As an educator, one will utilize the Depths of Knowledge to guarantee pupils are properly educated on using different methods, strategies, skills, and tools on being able to analytically think. In order to be a successful and effective instructor, one will provide the best methods in self-assessments, instruction, and teacher-student observations to ensure the pupils are analytically thinking and learning through various activities/task that will assist them in meeting their needs. The instructor must be able to understand what it is the pupil is struggling with and what prior knowledge the individual possess to be able to effectively assess any of the learners. If the educator is successful in meeting all the students’ needs, then their pupils will become more knowledgeable in all areas they are being assessed on. An educator is effective if he/she is able to have their pupils express all aspects of comprehension in a multitude of ways, such as oral presentations, testing, formal and informal assessments, and formative and/or summative assessments.

References

CCSS Common Core State Standards. (2016). Number & Operations in Base Ten. http://www.corestandards.org/Math/Content/NBT/

Fisher D. & Frey, N. (2008). Releasing responsibility. Educational Leadership, 66 (3), 32-37.

Hackett, N., & Hasty, E. (2012, March). Differentiated instruction: How to ensure success for all students . Retrieved from http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.p

International Society for Technology in Education. ISTE Standards Teachers. Retrieved from

http://www.iste.org/standards/iste-standards/standards-for-teachers

Lefrançois, G. R. (2013). Of learning and assessment . San Diego, CA: Bridgepoint Education.

Mississippi Department of Education. (2009).  Webb’s depth of knowledge guidance.  

http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf