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Guided Response: Respond to your peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century Learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint.. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

Peer 1 : John.

Part 1

· Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)

· Describe ways you could incorporate technology used in the flipped classroom idea to support the  Framework for 21st Century Learning (Links to an external site.)  in the classroom as it relates to decision making based on student assessments.

     The flipped classroom idea is not a new concept to me as a student or a teacher. As a student, this was the expectation even in elementary school. We were sent home each evening with reading homework in various subjects in order to be prepared for class the next day. This held true in all subjects. In English, we would read the story and be prepared to talk about it the next day. In math and Science, we would read ahead and be prepared to work as a group on a problem or lab.

     As an early educator, I am thinking about this a bit differently than my elementary and older teaching colleagues. I send home an activity or book each Monday. That book is then talked about each day in class. If it is an activity they work on, we would share the results of the activity at home. For instance, if the task is o record what they did at home with the class pet, a stuffed toy, we would all read the child's entry and talk about all the fun things that child did that were the same and different. 

     For math, we would do much the same thing. We send home an activity that covers a different domain each week. On math days, it will be a hands-on activity that we will also be doing in the classroom. We will compare and enjoy how each child is doing at home in conjunction with our in class work. 

Part 2 Now, think about assessments you have created or used in the past to address the following:

· Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment but is not accessible.

· Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

     In my experience, any tool is only as good as its ability to function. A tool such as an assessment must be accessible to all who need it. However,

if a teacher is able to find a resource that works and can share its content, I would have no issue with its use. Given that we as teachers often create our own assessments, this could be viewed in much the same way. If it was truly not accessible, I would work with the teacher and try to find an assessment piece that does work well that is in fact accessible. I would start with trying to find out what the assessment is seeking to find. Is it about a child's behavior? If yes, we have a form for that. Perhaps the teacher just needs to be guided to its whereabouts. Perhaps the assessment is to find out if a child needs to be provided special services. We have an assessment for that as well. We are fortunate enough to have a team of therapists and coaches to make these accessible to teachers, but we still must work together to find the best fit. 

Part 3

· Attach a link to your  Folio .

· In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one  ISTE-S standard (Links to an external site.)  and the  CCSS (Links to an external site.)  (Math or English Language Arts) which are aligned with a minimum of one  core subject and 21st century themes (Links to an external site.)  and a minimum of one  learning and innovation skill (Links to an external site.) , one  information, media, and technology skill (Links to an external site.) , and evidence of at least one  life and career skill (Links to an external site.) .

Here is the link to our Capstone reflection for the Week Two Assignment.

https://portfolium.com/entry/challenges-week-two-capstone (Links to an external site.)  

PEER 2: Ellie

Part 1

Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)

 This flipped classroom is a “new method of teaching, that is turning the traditional classroom on its head,” (Knewton, 2018).The flipped classroom is an incredible asset that is accessible for educators. The flipped Classroom has been utilized for Mathematics just as English Language Arts in schools around the globe. The flipped classroom is a plan where the schoolwork and course components are turned around (flipped). With the flipped classroom technique, children will survey their talks or data at home then when they class, they will have the conversations, undertakings and worksheets. The plan of the flipped classroom supported the utilization of innovation in this 21st Century Learning. The Common Core State Standards with the utilization of innovation considers differential guidance

Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st Century Learning[http://www.p21.org/about-us/p21-framework/266] in the classroom as it relates to decision making based on student assessments.

The flipped classroom and the 21st Century Learning takes into account our children to have inventive and imaginative courses. Children can utilize a wide range of innovative devices, for example, conceptualizing just as using input from the educators. With the Common Core State Guidelines, children will be ready to go to the following grade level, through school and future vocations. The appraisal interaction will be consolidated in the flipped classroom just as the web-based classes. There are multiple manners by which the flipped class be joined inside the Structure for 21st Century Learning. A portion of these ways are;

1) Video Hosting-permits instructors and understudies to transfer shareable substance.

2) Video Interaction-this can be utilized for appraisals, interchanges and issue tackling among different employments.

Part 2

Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment, but is not accessible.

There are resources that are truly adaptable in being accessible for an instructor or an student  to utilize. These media resources and apparatuses are made explicitly for illustrations. Media assets ought not be barred from any courses when accessible.

Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

In case there is no reasonably comparable assessable option for the asset, then yes they

ought to be barred from the course. Only one out of every odd resource is a sensible same or is

open. Each asset utilized ought to be comparable to the illustration.

Part 3

Attach a link to your ePortfolio. In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one ISTE-S standard [http://www.iste.org/standards/for-students] and the CCSS [http://www.corestandards.org/read-the-standards/ ] (Math or English Language Arts) which are aligned with a minimum of one core subject and 21st century themes [http://www.p21.org/our-work/p21-framework] and a minimum of one learning and innovation skill[http://www.p21.org/storage/documents/P21_Framework_Definitions. pdf] one information, media, and technology skill [http://www.p21.org/our-work/p21-framework] and evidence of at least one life and career skill [http://www.p21.org/about-us/p21-framework/266

https://portfolium.com/entry/edu-696-intro-4 (Links to an external site.)

I viewed this update to be monotonous and tedious, however extremely awesome. Considering more detail guarantees that any instructor can assume control over my example plan. It takes into consideration any student to be ready to get the illustration paying little heed to their incapacity or culture.

 

References

Knewton (2018). The flipped classroom. Retrieved from:

https://www.knewton.com/flipped-classroom

Part 1

Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)

This is my first time hearing the term a flipped classroom. When looking at a flipped classroom, the children gain exposure to the lesson prior by doing research or reading a lesson before class. Then during class, doing the processing part of the learning to expand on what the previously read (Brame, 2013). This seems like a perfect way to teach grade school children, especially math or English. Students can watch a lecture on how to do a math problem and then apply what they learned to practice the problem during class. During that time, the teacher would have more time to go around and help the children who need more help. This also makes it easier to do assessments as the teacher can sit with students individually to see what they know.

Describe ways you could incorporate technology used in the flipped classroom idea to support the  Framework for 21st Century Learning (Links to an external site) (Links to an external site.)  in the classroom related to decision-making based on student assessments.

Technology is a great way to use the flipped classroom. Teachers can send home a reading, video, or lecture for the students to do before class and then during class to apply what was learned. This can also be used for assessment to attach activities for the children to do to track the children’s learning. You can send home projects to do as a family for the preschool level, and then the children can come back in and talk about what they did. Through this learning, the children learn at home through experiences and then discuss what they are learning. This type of learning reaches the 21st-century framework of learning by incorporating different ways for the students to gain the information needed.

Part 2 Now, think about assessments you have created or used in the past to address the following:

Discuss if a school or teacher should use a multimedia resource that delivers both content and assessment but is not accessible.

I believe schools and teachers should use a variety of resources. These will be beneficial for both the teachers and families. Teachers can design assessments for students to track the students and be able to share with families. My school uses an app to communicate with families and can also take assessments. Through this app, teachers can take pictures to share with families and use them to track development. When choosing an assessment, it should be accessible to everyone and be reliable. When teachers design their assessments, I review them to ensure they are assessing standards and reliable to track the assessment.

Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

Part 3

· Attach a link to your  Folio .   Jacquelyn Taylor | Portfolium (Links to an external site.)

· In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges, including any difficulties experienced in revising to meet the components of one  ISTE-S standard(Links to an external site.) (Links to an external site.)  and the  CCSS (Links to an external site.) (Links to an external site.)  (Math or English Language Arts) which are aligned with a minimum of one  core subject and 21st century themes (Links to an external site.) (Links to an external site.)  and a minimum of one  learning and innovation skill (Links to an external site.) (Links to an external site.) , one  information, media, and technology skill (Links to an external site.) (Links to an external site.) , and evidence of at least one  life and career skill (Links to an external site.) (Links to an external site.) .

This assignment was easier to do. Once I knew what was expected of the assignment, it made the assignment go easier. I think the most challenging part was deciding what PLO’s are fitting for the assignment revision.

 

References

Brame, C. (2013, January 31). Flipping the Classroom. Vanderbilt University; Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

Peer 3 : Tim

Discuss how the flipped classroom idea can be used in conjunction with C.C.S.S. (Math or English Language Arts)

  In addressing these discussion prompts, I will elaborate on a specific flipped classroom approach, examine the significance of incorporating the C.C.S.S., multimedia platforms' effectiveness, and reflect on my current portfolio. The flipped classroom is a superb resource and a fantastic resource that is available for teachers. In the flipped classroom, teachers can address students' problems and help them realize where they made a mistake. With this method, teachers can focus on the students who need help. Students who understand the concept can move ahead after an exit ticket showing they mastered the concept or complete practice to understand the concept better.  The flipped classroom has been used for Mathematics and English Language Arts in schools around the globe. This flipped classroom is a "new method of teaching that turns the traditional classroom on its head" (Knewton, 2018). In addition, can use the flipped classroom with C.C.S.S. Math and English Language, depending on the format used to distribute the students.   With this method, teachers can focus on the students who need help. The flipped classroom is a design in which the homework and course elements are reversed flipped. With the flipped classroom method, students will review their lectures at home; then, the students will have the discussions and worksheets in a classroom. The flipped classroom also helps absent students not to lose focus in the class.   The flipped classroom design encouraged the use of technology in this 21st Century learning. The Common Core State Standards have help students with technology that will allow for differentiated instruction.    The flipped classroom can be used with the Common Core State Standards because the standards focus on core concepts and procedures starting in the early grades. Utilizing strategy in language arts, scholars will be asked to demonstrate thinking, problem-solving, and learning through activities.  As a teacher, I could use the C.C.S.S. of math and language arts to help influence the use of technology to enhance differentiated instructional strategies.

Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st Century Learning (Links to an external site.) in the classroom as it relates to decision making based on student assessments.

The flipped classroom is an innovative way of incorporating 21st -century framework and C.C.S.S. into the modern classroom and allows students to have creative and innovative courses. Students can use all sorts of creative tools, such as brainstorming and utilizing feedback from the teachers.  The flipped classroom approach aligns learning through a configuration of traditional and online reinforcement. Students are introduced to a topic or learning objective in a non-traditional setting, i.e., at home on a laptop, phone, or other utilizing technology. There are several ways in which the flipped classroom be incorporated within the framework for 21st Century learning.  A video allows teachers and students to upload shareable content, and a video interaction can be used for assessments, communications, and problem solving.

Part 2

Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment but is not accessible.

Some multimedia resources are very flexible in being available for a teacher or a student to use because these multimedia resources and tools are made specifically for lessons. Multimedia resources should not be excluded from any courses when available.

 

 

Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

If there is no reasonably equivalent assessable alternative for the resource, then yes, they should be excluded from the course; not every support is reasonable or equal, and many are just not accessible. The resources should be used that are found within the Common Core State Standards.

Part 3

 

In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one ISTE-S standard (Links to an external site.) and the C.C.S.S. (Links to an external site.) (Math or English Language Arts) which are aligned with a minimum of one core subject and 21st century themes (Links to an external site.) and a minimum of one learning and innovation skill (Links to an external site.), one information, media, and technology skill (Links to an external site.), and evidence of at least one life and career skill (Links to an external site.).

The redesign of the week two assignment was overwhelming and time-consuming but worth it; learning how to do it will help me in my classroom and during my lesson planning. I overcame this challenge by reading the assignment carefully, and I started the assignment early. As a teacher, I will use the C.C.S.S. Math and Language Arts to influence my students to use technology to enhance their learning.

 

Reference

 

Knewton (2018). The flipped classroom. Retrieved from:

https://www.knewton.com/flipped-classroom