Leadership in the 21st-Century Support Systems
This assignment requires you to make connections between 21st-century support systems, specifically 21st Century Professional Development components. As the emphasis is on professional development, consider prior coursework that included collaboration, self-reflection, and other components pertaining to your growth as a practitioner and how that may contribute to student outcomes. There are several approaches you could take with this assignment. However, it is recommended the assignment you select to redesign includes at least one of the components found on the 21st Century Professional Development link and listed here:
Highlights ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize.
Balances direct instruction with project-oriented teaching methods.
Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills.
Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students.
Cultivates teachers' ability to identify students' particular learning styles, intelligences, strengths, and weaknesses.
Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning.
Supports the continuous evaluation of students' 21st century skills development.
Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications.
Uses a scalable and sustainable model of professional development.
For example, you may redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan including a summative assessment that demonstrates either points f or g, both focusing on student assessment. On the other hand, you might select a previous assignment that focused on professional collaboration and/or PLCs and modify it to support points d, h, or i. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
Ms. Wade this assignment is similar to the other assignments you assisted me with except this one is a re design of a collection of lesson plans. Thank you for your assistance© BrainMass Inc. brainmass.com June 23, 2018, 12:22 pm ad1c9bdddf
Redesigning an Instructional Plan with Assessment Plans Embedded:
Assessment, in any form, is a valuable tool in the educational arena. Without knowledge of the learners' levels of academic performance, instructional leaders cannot focus on educational areas of weakness. How can we take students from point A to point B, if they lack the necessary skills to move forward? To assure a student's preparedness, assessment should be included, whether it be diagnostic, formative, and summative.
William and Thompson (2007) states that: "In order to build a comprehensive framework for formative assessment three processes are central:
1. Establishing where learners are in their learning
2. Establishing where they are going
3. Establishing how to get there
The National Council of Teachers of Mathematics (Five "Key Strategies" for Effective Formative Assessment, 2007)
The instructional lesson identified for redesigning, to fulfil the requirements for this assignment is the following:
Lesson Plan 3
LESSON OVERVIEW COUNTING MONEY
Lesson Title Magnificent Money
Grade Level 7-8 Self Contained
Summary Students will demonstrate the ability to identify coins and bills.
Classroom Scenario There is a classroom of 18 students. Amongst the students there are 2 students with ADHD, one student with a learning disability and one student with developmental disability
Students with Disabilities in the Classroom Jacob- learning disability
Ashley-learning disability, SED
Kim- Developmental Disability, ADHD
Conner-ADHD Developmental disability
Austin-Developmental Disability, limited use of hands
Danny- Learning Disability
Sarah- Learning Disability, SED
Cory- Developmental Disability
Jamie- SED, Developmental Disability
PRETEACHING TASKS/PLANNING The students will be given a worksheet with various coins and bills, and asked to give name and amount of each.
Common Core State Standards To identify coins and bills
According to the CCSS Initiative website (http://www.corestandards.org/about-the-standards), the goal of the initiative is to provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live...These standards define the knowledge and skills
students should have within their K-12 education careers. (n.p.)
Lesson Objective Each student will learn and identify the worth of coins and bills.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task). At the end of this lesson each student is expected to know ...
This instructional lesson demonstrates the process of embedding assessment into a lesson, based on 21st Century format. Formative assessment is embedded throughout the lesson.