Week 3 Assignment

Running head: ASSESSMENTS 1

Learning and Innovation Skills and Student Assessment

EDU 696: Capstone 2: Culminating Project

Dr. Miller

April 16, 2018

ASSESSMENTS 2

Introduction

The lesson plan that I have chosen to modify for this week’s assignment, has been

modified to include different assessment throughout the lesson, both formative and summative.

The assessments that I have included throughout this modified lesson plan, include Specific

Learning and Innovation skills, specifically from the Creativity and Innovation section, as well

as the Communication and Collaboration section. In addition to the added assessments, I have

also included Program Learning Outcomes, PLO’s, from the Masters of Arts in Special

Education, MASE, program. The specific PLO’s that I have chosen for this lesson are PLO 1,

PLO 2, and PLO 6. PLO 1 is designing appropriate learning experiences for students with

exceptionalities that are informed by diverse cultural experiences and varied patterns of learning

and development. PLO 2 is creating a safe, inclusive, culturally responsive environment that

cultivates active and effective learning for students with exceptionalities. Lastly, PLO 6 is

integrating positive collaborative practices with various stakeholders to address the needs of

students with exceptionalities across a range of learning experiences (Ashford University, n.d.).

With the combination of these aspects, I feel that I have modified a lesson plan with assessments

that promotes learning, as well as promotes 21st Century Learning Skills.

Lesson Plan Modification

I modified my lesson plan to specifically provide evidence of mastery of the PLO’s, 1,2,

and 6. When it comes to PLO 1, I modified my lesson plan to include a variety of different ways

that I can present my instruction, as well as a variety of different activities that my students can

learn. This is evident throughout my lesson plan if you look at my lesson introduction, my lesson

development, the differentiation that is included in my lesson, the different assessment

opportunities that I have provided, as well as in the closing section of my lesson plan. There is

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evidence of PLO 2 in the differentiation section of the lesson. I have differentiated this specific

lesson for a specific student based on their needs. By doing this, I am creating an environment

that is inclusive and cultivates active and effective learning for students with exceptionalities,

which is what PLO 2 is. With the last PLO that I chose, PLO 6, you can see evidence of this PLO

in the collaborative groups portion of the lesson plan, that is listed under the Assessment section.

Having the students work collaboratively together, I am providing them with a variety of

learning experiences and so are their peers by working collaboratively together.

In addition to the modifications that I made to include evidence of the PLO’s of the

MASE program, I also modified the lesson to include assessments, both formative and

summative. The goal of formative assessments is to monitor student learning to provide ongoing

feedback that can be used by instructors to improve their teaching and by students to improve

their learning (Eberly Center, n.d.). One way that teachers can improve their teaching and

students can improve their learning is through differentiated instruction. One thing that I found

very interesting about differentiated instruction is that by paying attention to the learning needs

of individual students, you can improve the academic outcomes for all students (Burnaford &

Brown, 2014). So, in order to improve the academic outcomes for all students, I feel that the

frequent use of formative assessments is very important. The formative assessments that I have

included in this lesson plan are whole group discussion with all of the students and collaboration

between the students. By providing those two opportunities, I can provide immediate feedback to

my students, as well as change the direction of my instruction to better meet my student’s needs.

When it comes to summative assessments, the goal of them is to evaluate student learning at the

end of an instructional unit by comparing it against standards or benchmarks (Eberly Center,

n.d.). The summative assessments that I have included in my lesson plan are by having them list

ASSESSMENTS 4

5 goals after the lesson was introduced in the first section of the lesson plan and by having them

complete a journal entry to include what they have learned, as well as to include specifics of the

CCSS that I have listed on this lesson plan. By having them complete those two assessments, I

am able to assess that the goal and the objective of the lesson was met.

Lesson Plan Evaluation

The assessments that I chose, promote Learning and Innovation Skills. The first

assessment that I have listed is under the Introduction portion of the lesson and that is when I

have the students list 5 goals that they would like to complete. This assessment is done after a

whole groups discussion about goals and why they are important. I have this specific assessment

meeting the Creativity and Innovation outcome under the Learning and Innovation Skills

outcome. This assessment meets the Creativity and Innovation outcome because I am having the

student brainstorm what 5 goals they would like to meet and using a wide range of idea creation

techniques is listed under the Creativity and Innovation outcome (Framework for 21st century

learning, n.d.). By having this assessment, I am able to decide what additional information may

be needed when the second session of the lesson resumes the following day. I can also use it as a

tool for ongoing evaluation by comparing it to the final project for this lesson. Under the

Communication and Collaboration outcome of the Framework for 21st Century Learning, I have

the summative assessment of having students write/type a journal response on a goal that they

have set for themselves and why goals are important. This summative assessment is listed under

the Written Response portion of the Assessment section of the lesson plan. In addition to these

requirements, students are also expected to have proper sentence and paragraph structure. This

summative assessment meets the Communication and Collaboration outcome because the

students are articulating thoughts and ideas effectively using oral, written, and non-verbal

ASSESSMENTS 5

communication skills in a variety of forms and contexts, as well as they are using communication

for a range of purposes (Framework for 21st century learning, n.d.). This is also a great

assessment for me to decide what direction I need to go in the future with instruction when it

comes to general information, as well as mechanics in writing. An assessment like this can also

be used in a student’s portfolio to show parents progress throughout the year. It is also a great

way to see what the student decides as being an important goal, as well as why goals are

important. Under this same outcome, I have also listed two formative assessments. The first one

is of a whole group conversation that is listed under the Checking for Understanding section

under the Lesson Development portion of the lesson plan. This assessment also meets this

outcome because students are listening effectively to decipher meaning, including knowledge,

values, attitudes, and intentions (Framework for 21st century learning, n.d.). Formative

assessments like whole group conversations are great because you can provide students with

immediate feedback and you can also decide as a teacher what direction you need to go with

your instruction. As with the summative assessments that I have chosen, you can also use whole

group conversations as an ongoing evaluation by asking frequent questions to your students to

identify what their needs may be. The second formative assessment that I also have listed under

Communication and Collaboration, is listed under the Collaborative Groups section of the

Assessment portion of the lesson plan and it is having students work together collaboratively. By

doing this, students are demonstrating their ability to work effectively and respectfully with

diverse teams, as well as they are assuming responsibility for collaborative work, and value the

individual contributions made by each team member (Framework for 21st century learning, n.d.).

As with the other formative assessment that I have included with this lesson plan, having small,

collaborative groups, you as the teacher can also guide a conversation, as well as provide

ASSESSMENTS 6

immediate feedback in order to direct your students in the right direction with the lesson. You

are also allowing the opportunity for your students to learn from one another and this promotes

students to make their own decisions when it comes to their learning.

Lesson Plan Reflection

When deciding what lesson plan I wanted to use for this assignment, I really took the

time on deciding what lesson I would chose based on how I could incorporate assessments that

would be beneficial to the students, as well as the teacher. This was a challenge because I found

out that my lesson plans were lacking a lot of qualities that could be beneficial for both the

students and the teacher. To overcome this challenge, I decided what assessments I wanted to

add and then I added the specific qualities that would support those assessments, as well as the

students and the teacher. The second challenge was to modify my lesson plan with the Learning

and Innovation Skills. In order to overcome this challenge, I broke down the assessments that I

wanted to use and aligned them with the Learning and Innovation Skills. I was more confident

when it came to adding the PLO’s from the MASE program and because of that, I added more

than what was required. Overall, the modification of this lesson was easier than the previous two

assignments because I have learned to break down the necessary aspects and components of the

lesson plan and add the necessary details to each section.

Conclusion

With the modification of this lesson plan, I have learned even more important aspects

when it comes to lesson planning. The specifics of this lesson plan that I learned more about

were assessments and aligning them to the 21st Century Framework Outcome of Learning and

Innovation Skills. In addition to learning more about assessments, I also learned even more on

how to show evidence of the PLO’s of the MASE program. All in all, lesson plans have been

ASSESSMENTS 7

very intimidating to me due to the many ways that you can design them, as well as everything

that has to be included. When I started this course a couple of weeks ago, I listed that as one of

my challenges and with that being said, I would have never thought that I would feel this much

more confident about lesson plans and adding more components to them.

ASSESSMENTS 8

Content Area or Developmental Focus: ELA

Age/Grade of Children: Second Grade

Length of Lesson: Two Sessions: First Session- 45 Minutes/ Second Session 1 hour

Goal Students will learn the importance of goal setting and how to set a goal.

Objective By the end of the lesson, students will be able to set a goal and be able to describe how they are going to meet that goal.

Standards Included CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Materials • Goal Setting Template: I want to (list behavior goal), by (date you want to achieve the goal by). I will (what will you do in order to meet that goal) to meet my goal (Boschen, n.d.).

• Crayons • Markers • Construction Paper • Scissors

Introduction (First Session of Lesson: 45 Minutes)

• To begin the lesson, have each student trace their hand on construction paper and then cut it out. Have them set it aside.

• Start a large group discussion on what a goal is and give examples. Talk about as a class why it is important to have goals, no matter how old you are. Give the class some examples of what a goal can be. Take one of the examples and as a class, break down the goal and come up with ways that you can achieve that goal.

• Have the students take their hand that they traced and cut out and have them write 5 goals about anything (Boschen, n.d.). It can be about school, at home, with sports, with friends… (Summative Assessment: Check the students’ hand cut outs with goals. Make sure there are 5 goals listed. If students have not filled out their hand cut out with the assigned 5 goals, support them as needed in order for them to fill it out correctly.)

Lesson Plan Template

ASSESSMENTS 9

Lesson Development (Second Session of Lesson: 1 Hour)

Direct Instruction: Review as a class what a goal is. -Vocabulary Words to Review: Goals (Keep it simple. Explain to students that having a goal is having a plan of action.) -Guided Practice: As a class, talk about what some of the goals that the students listed on their hand cut out were. Examples: - I will use kind words when talking to my teacher, my peers, my siblings, my parents... - I will follow directions in the classroom. - I will finish my chores before I leave for school. - I will remember to pack my P.E. shoes on Tuesdays and Thursdays. - I will be nice to my brother/sister. - I will help my mom out more at home. Now, as a class take on of those examples and break it down on how you will achieve the specific goal using the formula:

I want to (list behavior goal), by (date you want to achieve the goal by). I will (what will you do in order to meet that goal) to meet my goal (Boschen, n.d.).

Examples: • I want to finish my chores before I go to school, by the end of April. I

will get up 30 minutes earlier in order to meet my goal. • I want to be nicer to my brother, by the end of next week. I will start

allowing him to hang out with my friends and me in order to meet my goal.

• I will help my mom out more at home, by the end of this month. I will start cleaning up the kitchen for her and helping her with dinner to meet my goal.

-Check for Understanding (Whole Group): Ask the students: What is a goal and why are they important? (Formative Assessment: Depending on the students’ answers, base the direction of your instruction off of that.)

Differentiation • Give Bianca an example of the goal writing sheet with the formula that was gone over as a class.

• Sit Bianca in the front to lessen distractions and to help with listening comprehension.

• When doing collaborative groups, make sure groups are no larger than 3. Structure groups based on strengths and weaknesses of the individuals of the group. Also, give roles to group members to encourage all students to participate.

ASSESSMENTS 10

• Bianca will write her future goal which is a requirement of the written response portion of the lesson plan. For the explanation of why goals are important, Bianca will orally present that explanation to the teacher.

Assessment (Practice/ Checking for Understanding)

Collaborative Groups: • Group students in groups no larger than 3. • Have each group come up with a goal that they will be able to use in

the classroom. • They will fill out their own goal setting template with the required

template that they need to follow. I want to (list behavior goal), by (date you want to achieve the goal by). I will (what will you do in order to meet that goal) to meet my goal (Boschen, n.d.).

• As a group, they will present the goal to the classroom and how they are going to achieve the goal.

• Encourage students in the audience to ask questions to the students that are presenting about their goals.

CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (Formative Assessment: Have students collaborate about a goal and fill out the goal setting template. Based on their responses and discussions, the teacher will be able to determine whether or not they comprehend the concept of goal setting.)

Written Response: • Each student will type a journal response on one goal they have for

themselves in the future. It can a goal that they have for the next day, the next week, or even years later. They will also explain within their journal response why goals are so important.

• The journal response will be 2-3 paragraphs. Students will use proper sentence structures, as well as proper paragraph structure.

Summative Assessment: Students’ journals will assess whether or not students understand the concept of goal setting. Their journals will also assess their understanding of the CCSS:

CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement

CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ASSESSMENTS 11

Closing Close the lesson with posting all of the groups goals in the classroom. Explain to the students that as a class all of these goals will be revisited to see if they have achieved them or not.

***When the goals are completed, celebrate as a whole class.***

Assessment Plan Summative Assessments: Creativity and Innovation:

• Using a wide range of idea creation techniques, such a brainstorming (Framework for 21st century learning, n.d.).

To meet this assessment goal, have students brainstorm 5 goals that they would like to complete and listing them on the cut out of their hand. Communication and Collaboration:

• Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts (Framework for 21st century learning, n.d.).

• Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade.) (Framework for 21st century learning, n.d.).

To meet this assessment goal, have students complete a journal entry on a goal that they would like to complete, as well as why goals are so important. Students must follow specific sentence and paragraph structure in order to meet the CCSS: CCSS.ELA-Literacy.W.2.2 and CCSS.ELA- Literacy.W.2.6. Formative Assessments: Communication and Collaboration:

• Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions (Framework for 21st century learning, n.d.).

To meet this assessment goal, check for understanding after guided practice. This can be done through whole group discussion. Communication and Collaboration:

• Demonstrate ability to work effectively and respectfully with diverse teams (Framework for 21st century learning, n.d.).

• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member (Framework for 21st century learning, n.d.).

To meet this assessment goal, have students work together in collaborative groups of no more than 3 students. Have them come up with a goal and fill out the goal template together. Students will present the goal to the class.

Evidence Based Strategies for Teaching Self-Determination Skills Within This Lesson

Develop Goal Setting and Planning • Teach children and youth family values, priorities, and goals. • Define what a goal is and demonstrate the steps to reach a goal. • Support children and youth in developing values and goals.

Promote Self-Advocacy

ASSESSMENTS 12

• Encourage communication and self-representation. • Provide opportunities for leadership roles at home and in school.

Facilitate Development of Self-Esteem • Create a sense of belonging within schools and communities.

Bianca’s Goals Within this lesson, the following goals of Bianca’s will be supported: • Reading Comprehension • Written Expression • Listening Comprehension • Initiating and Maintaining Peer Interactions • Conversation • Social Language/Body Language • Learning Through Visuals

ASSESSMENTS 13

References

Ashford University. (n.d.). EDU 696 Course Syllabus . Retrieved from

https://ashford.instructure.com/courses/20955/assignments/syllabus

Boschen, J. (n.d.). Student Goal Setting in Elementary School. Retrieved from What I Have

Learned Teaching: https://www.whatihavelearnedteaching.com/student-goal-setting-in-

elementary/

Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning

environments: A reader. Lachina Publishing Services .

Eberly Center. (n.d.). What is the difference between formative and summative assessment?

Retrieved from Carnegie Mellon University:

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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

framework

Read the Standards. (n.d.). Retrieved from http://www.corestandards.org/read-the-standards/