Supporting Diversity through 21st-Century Teaching and Learning

Supporting Diversity through 21st-Century Teaching and Learning

Introduction

The assignment seeks to redesign a previously made lesson plan. This redesign will entail one component of the 21st Century learning called learning and innovation skills. Learning and innovation skills involve innovation, creativity, critical thinking, and problem-solving (Gail and Tara 28). Several aspects of 21^st-century learning need to be added to the previous lesson plan. The redesigned areas included materials, differentiation, lesson development, introduction, assessment, and closure. These sections were redesigned to meet the 21^st-century learning and innovation skills by incorporating missing aspects that make learning more engaging with practical activities and materials that promote learning while improving understanding. The redesign also follows 21^st-century curriculum and instruction, including independent practice, guided practice, direct instruction, and collaborative independent practice.

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Modifications Made to the Assignment

For the previous assignment, modifications have been made to the following areas.

1. Materials
2. Introduction
3. Lesson development
4. Differentiation
5. Assessment
6. Closure

Summary of Changes

Several changes have been made to the previous lesson plan. The most immediate changes were made in the lesson development section. The reason is that the lesson development needs to meet the threshold of effective assessment and evaluation strategies outlined in the PLO4. The PLO: 4 states, “Evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs.” This means that the lesson development needs to encompass the necessary guideline tools and procedures designed to improve outcomes for young children. Therefore, changes included improving the introduction. So that after the game, the teacher was to read a book on feelings and emotions. This was to introduce vocabulary and expressions about the topic. After that, in the lesson development segment, the procedure began with direct instruction, where the teacher used different materials, such as flashcards, that were added to guide and help learners understand the various feelings directly.

Subsequently, this was to be followed by guided practice that entails the teacher demonstrating various feelings to the class and then asking some students to do the same. The other change was the addition of the collaborative independent practice to help children learn how to collaborate and work independently simultaneously. PL03 supports this as it states: “Evaluate early childhood curricula designed to promote development and learning across all domains of development.” Therefore, the lesson plan encompassed diverse activities, including group work and independent work, to gauge the learners’ understanding. The other added aspect was independent practice, which was an assignment to test learners’ level of understanding and identify learners who need enrichment and remediation (Fujii 682). As a result, the differentiation section that was not observed would be observable, and the learner who needs remediation would be identified and given extra lessons to understand the content thoroughly.

Another area that was changed was the assessment. Apart from simply asking questions and letting learners answer them, it was prudent to give the learners an extension activity in the form of homework. The other area was closing. The closing was good. However, there was a need to have a few oral questions that recap the essential points of the lesson and let the learners answer. After all, oral questions help teachers gain enough data to prepare learners’ reports and gauge their level of understanding (Whitelaw 35). The last part in which changes were made is the material section. It was too disappointing that the lesson only required one material. As a result, three more materials were added: flashcards, a feelings worksheet, and a book on feelings. The first two materials demonstrate the teacher’s innovativeness during lesson planning. The book is a vital resource that should not be missed in a lesson because it acts as a point of reference. The length of the lesson was also changed, as two minutes was too short to teach a lesson.

Reflection

Redesigning an assignment is one of the most challenging and strenuous roles. Notably, it requires a lot of brainwork and a vast understanding of the 21^st-century student outcomes and support systems, especially 21^st-century curriculum and instruction, because the two were vital in redesigning. The greatest challenge was aligning the changes to the 21st-century student outcomes and the PLOs. This needed critical thinking and a proper understanding of the current curriculum and structure of a lesson plan. Therefore, the entire exercise of redesigning the lesson plan was complex. The other challenge was to identify the areas that had inadequacies and the changes they needed. These two aspects required a proper understanding of the lesson plan’s procedures, especially in the section on lesson development. The final challenge was writing down the changes and summarizing them with at least one component of 21^st-century student outcomes and at least two PLOs. This was the most challenging part of this revision. Nonetheless, I overcame these challenges by reading and re-reading the previous assignment, watching the 21^st-century student outcomes video, and reading the course book. This helped me note and identify the areas that required changes.

The other way I overcame the challenges was by using teaching skills, such as critical thinking, which helped me figure out positive reflection and develop my ability to understand how a lesson plan should look and what kind of changes were necessary. Most importantly, the knowledge from this course helped me overcome the challenges; I was able to implement various course skills, such as proper planning, having an outline, and adequate understanding before beginning the redesign. As a result, the entire process became smooth and easy in the end.

Conclusion

Remarkably, the process of redesigning is fundamental. It helps one reflect upon previous work and identify any mistakes or areas that need to be accurately covered and require necessary changes. The lesson plan presented for redesign did not meet the 21^st-century student outcomes; it did not encompass most of the program learning outcomes (PLO) nor the support systems. Therefore, several changes were made to the sections’ materials, introduction, lesson development, differentiation, closing, and assessment. After making the changes, the assignment met the 21^st-century student outcomes, specifically learning and innovation skills. It also encompasses two PLOs, 3 and 4, which underscores the need for proper assessment following the given procedure and the necessary tools and strategies to improve student outcomes. Ultimately, the reflection discusses the various challenges experienced while revising the work. One was aligning the changes to PLOs and 21^st-century student outcomes to the areas needing modifications. I overcame these challenges by implementing the course skills, such as planning and re-reading the original work to gain a full understanding and make necessary changes. Generally, the redesign process was challenging and strenuous at the start but became simple in the end.

The Redesigned Lesson Plan

Step 1: Lesson Plan

Content Area or Developmental Focus: Description of emotions and feelings

Age/Grade of Children: 3-8 years

Length of Lesson: 40 minutes

Goal	Enabling the emotional intelligence development in learners; The goal is to have children comprehend, recognize, manage, accept, and regulate their feelings and emotions.
Objective	Children should be able to read and determine presented emotions.
Standards Included	PLO 3: Evaluate early childhood curricula designed to promote development and learning across all domains of development. PLO 4: Evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs.
Materials	Pictures Fun worksheet for teaching feelings Feeling flashcards   Book “Today I feel silly & other moods that make my day” by Janie Lee Curtis
Introduction	The teacher introduces the lesson by playing a game. The teacher will introduce expressions and keywords by reading the book “Today I feel silly & Other Moods That Make My Day.”
Lesson Development	Direct Instruction It involves looking at a picture and stating the emotion the children in the pictures show and the reason for expressing the emotion—for example, happy and surprised expressions. The teacher uses the feeling flashcards, says each feeling or emotion loudly, and asks the learners to repeat after them. After that, have the learners express each of their feelings. Once they have practiced and mastered the idea, introduce the question “How are you?” with the answer, “I’m happy.” Guided Practice Engage the learners with a feeling activity by asking the entire class, “How are you?” Answer by acting out the feeling flashcard you choose randomly. Immediately, learners get the idea, and the teacher invites a few students in front of the class and lets them act on it. Collaborative Independent Practice Encourage collaboration, divide learners into groups, and reinforce what they have learned using the fun worksheet. The worksheet has six blank faces with emotions or feelings written below. In groups of two, let the learners read the word and draw the corresponding feeling on that blank face worksheet. Independent Practice Give the students independent work of writing and drawing how they are feeling today and mark it in class or give it as homework.
Differentiation	There is a need for remediation and enrichment since not all learners will understand the concept. Those learners who, while in groups, fail to draw at least three feelings on the blank face correctly will need remediation. In contrast, those who get more than three will need enrichment, meaning more challenging tasks that require critical thinking or group work.
Assessment (Practice/ Checking for Understanding)	The teacher asks questions and has the learners answer out loud. The teacher can also give an extension activity such as drawing and writing their parents’ feelings at home, then submit it the next day.
Closing	Complimenting Have the students observe the pictures with the emotion they like. Ask students oral questions on different emotions and let them give answers.

Work Cited

Fujii, Toshiakira. “Designing and adapting tasks in lesson planning: A critical process of lesson study.” Theory and Practice of Lesson Study in Mathematics: An International Perspective (2019): 681-704.

Gail Burnaford and Tara Brown. Teaching and Learning in 21st Century Learning Environments: A Reader. 2014

Whitelaw, Jessica. Cultivating Aesthetic Practice for 21st-Century Learning: Arts-Based Literacy as Critical Inquiry. University of Pennsylvania, 2012.

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This assignment re-introduces you to the framework of 21st-century skills that you will consider each week as you work to redesign prior coursework for your Folio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your Folio.

Specifically, after reviewing the Framework for 21st Century LearningLinks to an external site., you will redesign or modify a prior assignment from one of your courses in the master’s program that represents the mastery of your program’s learning outcomes (MACI, MAECEL, MAED, MASE, or MATLT). An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through the incorporation of student outcomes and support systems, which are defined as follows:

Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills.
Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments.
When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment, please get in touch with your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list. Download the program learning outcomes (PLOs) list(MACI, MAECEL, MAED, MASE, or MATLT).

NOTE* Before you select the PLOs 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 program’s PLOs adequately.

In your paper,

Create your assignment to meet the content and written communication expectations noted 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 – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media and Technology Skills, and Life and Career Skills.
Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments.
Summary – Introduction/Conclusion (1 Point): A one-paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one-paragraph conclusion that recaps your summary’s key points.
Summary – Modification (2 Points): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLOs from your master’s program.
Summary – Reflection (2 Points): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems.

These are the key pieces of the assignment enhancements that I am looking for:

1) Highlight modifications made to an assignment you completed earlier in the program.
2) Summarize the changes, including at least two of the program learning outcomes (PLOs) from your program that you are demonstrating in the revised assignment (program name, PLO number, and PLO word for word).
3) Reflect on the revision and the process/challenges of revision.