Week 2 Discussion 1 Common Core State Standards

Running Head: DIVERSITY THROUGH 21ST CENTURY TEACHING AND LEARNING 1

DIVERSITY THROUGH 21ST CENTURY TEACHING AND LEARNING 5

Supporting Diversity through 21st Century Teaching and Learning

Pamela Weems-Baker

EDU 696: Capstone 2: Culminating Project (EDG2035A)

Dr. Robert Voelkel

August 31, 2020

Supporting Diversity through 21st Century Teaching and Learning

Introduction

According to Ashford University, "The MASE graduate plans cross-disciplinary learning experiences that promote individualized academic and social abilities, attitudes, values, interests, and career options for students with exceptionalities" (Ashford University, 2019). All instructors are required to come up with learning plans that address the needs of all learners. Planning of meaningful activities positively influences learners, raising their motivation and the desire to learn. Educator's incorporation of 21st-century skills might end up being successful beyond limits. Some areas which instructors need to take into account include but not limited to information and media technology, learning innovation ad career guidance. The paper sought to focus on a sample plan made up of 21st-century skill learning and innovation skills: communication, critical thinking, collaborations, and creativity.

Redesign Outcome

The redesign lesson plan is extracted from ECE 642 Quality Curriculum in Early Childhood Education. The purpose of the program is the formulation of new vocabularies meant to describe emotions. The lesson plan supports 21st-century skills since it upholds, critical thinking, communication, and creativity. Learners will be in a position of expressing themselves and even communicating their feelings using the right vocabularies. Learners are expected to learn and master three words and learn how they can be applied in expressing their emotions. The plan will incorporate games, reading journals, and crayons, rendering the learners as creative thinkers. Lesson introduction will entail reading a book to learners and giving them an overview of what the class will be covering.

In order to distinguish instructions correctly, the teacher will be required to read widely and read more materials so that he/she will have a more comprehensive view of what needs to be covered. Lesson assessment will be done through administered practice, which is thought and pair. Learners will get questions about reading stories and given time to reason them out and respond. Learners will be allowed to discuss the problem with peers. Independence practice assessment will entail sending the vocabulary worksheets home, where the learners will trace and copy-paste. Lesson closure will involve bringing paired learners in front so that they can share their views and also receive some questions from instructors. Activities are taking into consideration 21st-century skills of independence and innovation.

Redesign-Support systems

"21st-century curriculum and lesson design are essential to creating educational experiences that lead to deeper learning that prepares students to navigate a complex, rapidly changing world" ("Framework 21st Century", n.d). The lesson plan will create an educational experience that requires critical and deeper thinking from learners. The expertise they received will be significant beyond their current level of education.

Modification

Modification is done upon the lessons aimed at increasing learner independence and self-reliance over the content they are required to cover and what they are supposed to learn. The inclusion of a memory game in the lesson plan will trigger learners thinking and even make them more creative by trying to find solutions to the game. These solutions are positively contributed to learners' encouragement because success at one level increased their desire to succeed in the next level. Having exit slips in place also contributed to learners' critical thinking because they tend to empathize with how a given situation can hurt a person's emotions.

Summary

Lesson structure relied on off preschool students aged between 3 and 5 years. The lesson incorporated 21st-century skills of innovation and critical thinking. If instructors can successfully incorporate 21st skills in everyday Learning, learners will be well prepared and well equipped to face life matters beyond the school level.

References

Framework for 21st-Century Learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework

Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. San Diego, CA: Bridgepoint Education