Technology that Engage the 21st century Assignment

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Type	Essay
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Technology that Engage the 21st century Assignment

Description/Paper Instructions

Creating a Unit Plan

Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner.

This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:

Introduction: Describe the demographics of your current (or fictional classroom) including:

Grade Level and Subject Area

Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)

Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:

Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.

Create at least two measurable unit objectives that align with the CCSS.

Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).

The following resources are helpful when creating Stage 1:

Common Core Standards – The Standards (Links to an external site.)

Writing measurable learning objectives (Links to an external site.).

P21 common core toolkit (Links to an external site.)

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.

Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.

Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.

Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior management).

In Stage 3 you must:

List the daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiated instruction and UDL. For example:

9th Grade English, Unit: Character Analysis

Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence

Day 1: Pre-assessment, introduction to book

Day 2: Watch parts of “Dead Poet Society” with discussion

Day 3: Writing Prompt (based on initial book chapters)

Days 4-5: Graphic organizer- begin building character analysis with teacher-selected partner

Describe how each daily activity incorporates differentiated instruction and UDL.

Discuss two technology tools that will be incorporated throughout the unit including how each addresses differentiated instruction, how each will be used to aid instruction and how each is an example of universal design. Be sure to support with evidence from at least one scholarly source.

Describe which self-regulation strategies have been built into the lesson and how they are reinforced and differentiated depending on the student’s level of need.

Instructive tools to consider for your lesson:

10 Emerging Education and Instructional Technologies that all Educators Should Know About (Links to an external site.) (This list summarizes Emerging Education and Instructional Technologies)

Tech Connections (Links to an external site.) (this website provides a chart that explains how to connect technology with each multiple intelligence level and how it can be used to differentiate instruction)

Ten Tips for Differentiation (Links to an external site.) (this website lists technology tools by area of motivational needs to create a more engaging lesson)

LiveBinders (Links to an external site.) (this is a Live Binder that was created to provide teachers with resources for using digital tools in the classroom)

Use your course text and at least two other sources (either scholarly article or online resource). Your paper will be formatted according to APA guidelines including title and reference pages.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Technology that Engage the 21st century Assignment

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