Posted: February 11th, 2024

21st Century Skills and Standards

21st Century Skills and Standards
In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education StudentLinks to an external site. (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st Century learningLinks to an external site. as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list Download program learning outcomes (PLOs) list(MACI, MAECEL, MAED, MASE, MATLT).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
Creativity and Innovation
Apply existing knowledge to generate new ideas, products and processes.
Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSSLinks to an external site. (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century ThemesLinks to an external site. and a minimum of one Learning and Innovation SkillLinks to an external site., one Information, Media, & Technology SkillLinks to an external site., and evidence of at least one Life and Career SkillLinks to an external site..
Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program Download PLO’s from your master’s program.
Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations

Page Requirement (.25 points): Two to four pages, not including title and references pages.
APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.
All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Writing CenterLinks to an external site..

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

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Cooperative Learning Lesson Plan for IEP Goal

ESE668

 
Universal Design for Learning Lesson Plan
Teacher(s): Mr. Franklin Date: 28 October Subject:

Materials Needed
– Small group activity worksheets
– Timer/clock
– Whiteboard and markers

Lesson Objective(s)
This aim recognizes Huang’s desire to develop his social abilities. He must be able to work well in both small groups and as part of a team. Goal: The goal is clear, attainable, and related to his social issues. This performance criterion has a deadline for completion.

Standard/Benchmark/Indicator
Yes
Anticipatory Set
1. Motivation:
– Beginning with an engaging and thought-provoking question, quote, image, video, or story related to the lesson’s topic.
2. Prior Knowledge Assessment:
– Pose a question or scenario that prompts students to recall and share what they already know about the topic.
3. Introduction of the Topic:
– Clearly stating the lesson’s learning objectives and how they relate to the broader curriculum.
– Explaining why the topic is important and how it connects to students’ lives or future goals.

Multiple Means of Representation
1. Visual Representation:
– Use visuals, diagrams, and images to supplement written information.
– Providing charts, graphs, or info graphics to illustrate key concepts.
– Utilize whiteboards or interactive displays for visual learners.

2. Auditory Representation:
– Incorporating spoken instructions and explanations.
– Encouraging discussions and peer interactions.
– Using audio recordings or podcasts for auditory learners.

3. Textual Representation:
– Providing written instructions and handouts.
– Including captions for images and visuals.
– Offering a variety of reading materials suited to different reading levels.

Multiple Means of Expression
1. Written Assignments
– Have the students do traditional essays, reports, or research papers.
2. Oral Presentations:
– Encouraging individual or group presentations.
3. Visual Projects:
– Through developing concept maps or mind maps.
– By producing art, drawings, or illustrations.
4. Hands-On Activities:
-By building physical models or prototypes.
-By Conducting experiments or demonstrations.

Multiple Means of Engagement
1. Active Learning:
– Incorporating hands-on activities, experiments, and interactive simulations.
– Encouraging group discussions and collaborative problem-solving.
2. Choice and Autonomy:
– Offering students choices in topics, projects, or learning paths.
– Allowing them to select assignments or tasks that align with their interests and preferences.
– Promoting self-directed learning by setting personal goals.
3. Varied Resources:
– Using a variety of learning materials, including text, visuals, videos, and digital resources.
– Providing access to diverse learning tools, such as online platforms, interactive software, or apps.

4. Scaffolding:
– Offering support and guidance through gradual release of responsibility.

References

1. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. *Theory into Practice, 38*(2), 67-73.

2. Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers. Pearson.

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Program Learning Outcomes (PLOs) for the
Master of Arts in Curriculum and Instruction

1. The MACI graduate will analyze evidence- and standards-based instructional strategies aligned with learning and development theories to support highly effective instruction and inclusive learning environments.
2. The MACI graduate will appraise qualities of effective curricula and technology designed to include a variety of learners and abilities in inclusive settings.
3. The MACI graduate will design student-centered learning opportunities, assessments, and curriculum aligned with learning standards and empirically based instructional design strategies promoting 21st-century skills, creativity, and cultural relevance.
4. The MACI graduate will construct effective methods of collaboration, communication and partnership with colleagues, community, and related stakeholders.
5. The MACI graduate will evaluate educational action research drawing on critical analysis, research, and methods of various disciplines to address local or global educational issues.
6. The MACI graduate will integrate personal learning in relation to professional growth, advancement, and the ability to impact learners and other professionals in the field.

Program Learning Outcomes (PLOs) for the
Master of Arts in Early Childhood Education Leadership

1. The MAECEL graduate will evaluate evidence-based theories and strategies aligned with early development and learning needs to support high quality learning environments.
2. The MAECEL graduate will assess effective communication and collaboration strategies to positively influence partnerships with community agencies and families with young children.
3. The MAECEL graduate will evaluate early childhood curricula designed to promote development and learning across all domains of development.
4. The MAECEL graduate will evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs.
5. The MAECEL graduate will design discipline-specific action research based on relevant theory and research methodology.
6. The MAECEL graduate will propose ethical solutions that promote educational transformation in the field of early childhood education.
7. The MAECEL graduate will construct a personal definition of leadership as an early childhood education professional

Program Learning Outcomes (PLOs) for the
Master of Arts in Education

1. The MAED graduate will design appropriate, challenging, and diverse learning experiences informed contemporary, research-based theory and practice.

2. The MAED graduate will design a variety strategies and experiences to elicit evidence of learner growth and responsive instructional decisions.

3. The MAED graduate will analyze research that generates positive social change along with evidence-based practices and academic writing.

4. The MAED graduate will develop innovative actions serving as advocates and change agents within communities by engaging in continuous professional growth.

5. The MAED graduate will construct effective methods of collaboration, communication, and partnership with colleagues, community, and stakeholders.

6. The MAED graduate will apply confidence, competence, and purpose around digital citizenship, consuming, creating, and communicating information and ideas using technology.

Program Learning Outcomes (PLOs) for the
Master of Arts in Teaching and Learning with Technology

1. The MATLT graduate will generate a shared and learner-focused instructional vision

2. The MATLT graduate will data to draw conclusions that inform the design of effective learning solutions.

3. The MATLT graduate will design effective learning solutions by blending theory and accepted practice.

4. The MATLT graduate will create strategies for safe, legal, and ethical use of digital information and technology.

5. The MATLT graduate will propose solutions for equitable access to digital tools and technology.

6. The MATLT graduate will construct solutions specific to target audiences and learning environments.

7. The MATLT graduate will facilitate effective and engaging learning events.

8. The MATLT graduate will prescribe a variety of technologies for teaching and learning in a digital world.

Program Learning Outcomes (PLOs) for the
Master of Arts in Special Education
1. The MASE graduate will design appropriate learning experiences for students with exceptionalities that are informed by diverse cultural experiences and varied patterns of learning and development.
2. The MASE graduate will create a safe, inclusive, culturally responsive environment that cultivates active and effective learning for students with exceptionalities.
3. The MASE graduate will plan cross-disciplinary learning experiences that promote individualized academic and social abilities, attitudes, values, interests, and career options for students with exceptionalities.
4. The MASE graduate will synthesize results from evidence-based assessments to guide educational decisions for individuals with exceptionalities.
5. The MASE graduate will incorporates cross-disciplinary skills using evidenced based instructional strategies for students with exceptionalities.
6. The MASE graduate will evaluate special education ethical principles and standards that are driven by the many aspects of diversity and social justice, which are used to advance the profession.
7. The MASE graduate will construct an action research proposal that addresses local or global issues related to individuals with exceptionalities.
8. The MASE graduate will integrate positive collaborative practices with various stakeholders to address the needs of students with exceptionalities across a range of learning experiences.

 

Institutional Learning Outcomes for University of Arizona Global Campus
Graduates of University of Arizona Global Campus will be able to:

1. Demonstrate the ability to read and think critically and creatively;
2. Demonstrate the ability to communicate effectively in speech and in writing;
3. Demonstrate the ability to communicate effectively through the use of technology;
4. Demonstrate an understanding of the various forms of diversity;
5. Demonstrate an understanding of the interdependence among living beings, the environment and humanly created systems;
6. Demonstrate competence in their major fields of study;
7. Demonstrate an understanding of service directed at meeting the needs of others;
8. Demonstrate the ability to draw information from different fields of study to make informed decisions; and
9. Develop skills and abilities that provide for lifelong learning.

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