One of the difficult things as a teacher is knowing that your students have not mastered the learning outcomes, but this week, you will learn different techniques and strategies of how you can hone in

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One of the difficult things as a teacher is knowing that your students have not mastered the learning outcomes, but this week, you will learn different techniques and strategies of how you can hone in on using data to help better guide your instruction in meeting the needs of your students.   Be sure to review the



INSTRUCTOR GUIDANCE



as it provides a wealth of content to support you during this final week.


For your final assignment, be sure to carefully read the instructions as they are quite detailed.  I have provided you with a


template


that I have posted to this announcement and here are some links from the writing center that will help support you:


APA title page help:



https://ashford.mediaspace.kaltura.com/media/HelpNowA+Using+the+APA+Template/0_yhrua6jz/19511472


This entire page can help you formulate your introduction, thesis and conclusion:



http://writingcenter.ashford.edu/introductions-conclusions


This link will show you how to effectively integrate any direct quotes you use (remember, keep it minimum and instead paraphrase) using the


ICE Method


:



http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing


Summative Assignment: Curriculum Based Assessment Design

Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.


Part 1:  Provide a Pre-Assessment Description

(One-pages).Use these prompts to guide your exploration of what occurred BEFORE the summative assessment.

  1. State measurable and observable objectives (what you wanted students to learn).
  2. Describe how you knew learning occurred prior to summative assessment.
  3. Describe the instructional strategies used to prepare students for the summative assessment (from your previous instructional plan in either Weeks Three or Four).
  4. Explain adjustments you made or should have made to your instruction to ensure mastery of learning objectives.
  5. Describe how the use of technology contributed to student preparation for the summative assessment or how it will be added to and contribute to the summative assessment here.


Part 2: Design an easily accessible summative assessment

(Approximately two pages)

  1. Identify the grade level and subject matter and a measurable unit objective(s) and align with the stated standard as prescribed in the original instructional plan from either Week Three or Four and referenced from the

    Common Core State Standards Initiative (Links to an external site.)Links to an external site.

    .
  2. Create a minimum of six, no more than ten, problems/questions/tasks for students to complete that include a variety of test item types (selected response, short answer, extended written response, and/or performance).
  3. Label each question with its corresponding:

    • Objective(s) (if more than one is being assessed)
    • Depth of Knowledge (DOK) levels (Note at least two different cognitive levels must be measured on this assessment.)
  4. Define and discuss criteria for scoring extended response and performance items.


Part 3: Provide Assessment Reflection

(One pages).

  1. Define how you determined mastery.
  2. Explain how you will accommodate or modify for the special population previously described in Week Four (two students with specific learning disabilities in reading and math, one ADHD student, and one English language learner).
  3. Describe how you will use the evidence collected.


Grading:

You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required subcomponent per part, viewable on the assignment rubric.


Writing the Final Project

The Summative Assessment:


  1. Must be approximately eight double-spaced pages in length

    , and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:

    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least five scholarly sources, in addition to the course text.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

One of the difficult things as a teacher is knowing that your students have not mastered the learning outcomes, but this week, you will learn different techniques and strategies of how you can hone in
Running head: COMMON CORE ALIGNED LESSON PLAN 0 Common core aligned lesson plan (revise) Elizabeth Bray EDU 645 Learning & Assessment for the 21st Century Instructor: Julie-Ann Adkins June 25, 2018 Common Core Aligned Lesson Plan Subject(s): MATH Grade: KINDERGARTEN Teacher(s): School: LESSON ELEMENT STUDENT-FRIENDLY TRANSLATION ( # 2,3,4only) Common Core Learning Standard(s) Addressed: The learners should be able to speak, relate to and work on whole numbers. This will be done by using a set of objects including the shapes and space. Learning Target(s): (What will students know & be able to do as a result of this lesson?) By the end of the lesson the learner should be able to: Count numbers by ones and tens to 100 with at least an accuracy of 85% Represent numbers from 0 to 20 Identify and name various shapes The learners will be using symbols and visual objects to help them remember Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) One of the aspects which are considered vital in the child development is the numerical establishment which is achieved through comprehension of numbers and understanding how they function. Numbers are part of the daily human life, time budget, the number of materials needed among other various aspects of life. As of the young children the understanding of various images and the sum that every image speaks to, they could easily count and number everything else. The learners will be able to utilize knowledge gained in class to solve some of their daily problems. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Observation: The teacher will walk around the class and observe the learners as they solve the math concept Demonstration: the teacher will ask the learners to demonstrate the various math symbols and shapes on the board Exit slip: The students will be given a short quiz as an exit slip, to complete and turn in Through the assessment criteria, the teacher will be able to note and identify which the learners have understood as well as the areas where they might need extra help. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?) The learners will cut out different shapes and match them with the correct name on the board The learners will engage addition and subtraction activities using objects including coins and pretzels. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson? The ABCMouse.com website will be utilized to aid learning through computer Pencils, paper, scissors, clips and construction papers Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) Concepts will be presented in a written and oral form Students will be given enough time to handle tasks Other than the problems given in class, the students can provide others Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) Additional time provided where needed to solve a math problem Providing oral and written materials Technology such as microphone, mouse, and keyboard to be used with computers Common Core Aligned Lesson: Reflection Does this lesson reflect one of the “shifts” in instruction (see Common Core “Shifts” documents on EngageNY.org)? If so, please describe which shift is addressed and how? The major shift addressed is the fluency. The lesson plan describes the steps in which speed and accuracy will be achieved. The lesson includes sections where the students are needed to memorize the core functions through repetition. In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. How did this lesson support 21st Century Skills? The lesson is involving and promotes practicality which is one of the aspects of the 21st century skill. The technology used also ensures that it accommodate all the students as noted by Newman, R. (2013), the diverse needs of the students are accommodated from the lesson. Synopsis As a 21st century educator, it is vital to ensure that the instructional plan utilized in class can bolster various skills; critical thinking, problem-solving, creativity decision making among others as noted by International Society for Technology in Education, (n.d.). It is also vital to integrate these skills into a properly planned lesson; the lesson should begin with a pre-assessment for the teacher to get knowledge of what the students already know and where they might require additional knowledge. Pre-assessment also helps in the setting of the lesson objectives. After gaining an insight of eh class, it would make it easier to devise an effective lesson plan. The teacher should utilize various resources to ensure that the set objectives are adequately met (Boyd, 2013). In this case, the learner will be provided with construction papers and scissors to cut out specific symbols and match with various numbers and symbols on the board. The teacher will go on various symbols and numbers with the students as a group before splitting them into smaller groups where each group is given a specific task to complete. Additionally, through the website, the learners will watch educational videos and interact with various strategies for solving the mathematical problems. Through observation of the set groups, it will determine whether the students can work individually or not. Through the technology available in the class, the students will work at their speed without feeling pressured (Newman, 2013). References Boyd, H. (2013) Number Recognition Bingo Activity. Retrieved from http://www.education.com/activity/article/Bingo/ International Society for Technology in Education. (n.d.).ISTE standards students. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf on April 28, 2016. Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, Ca. Bridgepoint Education, Inc.

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