Custom Writing Essay Service Paper on Supporting Diversity Through 21st-Century Teaching and Learning

Supporting Diversity Through 21st-Century Teaching and Learning

UDL Lesson Plan

Subject: English
Common Core State Standard(s):Common Core State Standards Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.Add drawings or other visual displays to descriptions as desired to provide additional detail.  
The objectives Help the young students to have a good grasp and understanding of the environment around themEncourage the students to have a creative mind as they try adapt storylines fro what they have heard an in coming up with their own original compositionsMake the youngsters become familiar with technology and the different ways in which technology can assist them in their learningEncourage teamwork from an early age, which will be crucial in the professional lives of the students in the future
Teaching Procedures(to include introduction of the lesson, and step-by-step procedures for the activities to promote student inquiry and checking for students’ understanding over the course of the activities)   Gather the Corduroy books that I plan to use for the lesson  (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together.This particular lesson will focus on the book, A Pocket for Corduroy.  The students will attentively listen to the story and will be asked to create their own stories electronically.  Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson): In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.  The assignment is organized in multiple points for choice of presentation: Free choice of resource materials,Free choice of access (text, digital, audio), Free choice of response style
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson):  . I would also implement AAC devices.  These devices will be particularly geared towards students who struggle with hearing or some type of communication loose.  The AAC devices will support the students in communicating themselves, and since one of the assisgnments require the students to develop an electronic picture this would be a great way to help them.  The AAC device will be used in the form of a picture board, so all the students will be able to participate in the activities and properly get their point across while doing it.  Maximizing on the young students need for play, I will implement digital lessons that involve stories in a format that resembles a game. The stories will have different plots and endings depending on the choices made by the student as he/she plays the game. This is beneficial because the teacher student interaction is not a must in this case. The students learn in fun manner at their own time and also in the presence of the instructor.
Formative Assessment (Describe the closure of the lesson and the final assessment used to provide evidence that students have met the learning objectives. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work): I think classroom discussions are a great way to observe what the students may or may not know.  It’s also a great way for everyone to be involved and bounce ideas off of one another.  This lesson calls for open-ended questions that will challenge the students thinking process.  The ultimate goal is to help increase the student’s critical thinking skills.  The student’s responses will be closely examined, while taking anecdotal notes.
Teacher Self-Assessment (Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson?  What did you learn about instructional technology and UDL from creating this unit? What would you change about the lesson based on its impact on student outcomes?) The problems that I anticipate with this lesson are students having a difficult time grasping on to the concept of developing their own adventures using technology.  Although, technology is widely used and advancing I feel like many students will have a difficult time getting started.  The questions I would ask myself are, “How can I get them to understand their story is different from the story we have read?”  “What things could I do to help my students comprehend the lesson?  Is there a better way that this lesson could’ve been presented? How? 
Resources (you may list and describe any resources that will be used over the course of the lesson) Dolan, R. P., & Hall, T. E., (2001). Universal Design for Learning:  Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25.

Introduction

             The progress in the understanding of the human thinking and technology advances in the 21st century have made it necessary to effect changes in the way that instruction and learning in schools gets carried out. The development in digital technology holds much promise in making the work of the instructor easier, as well as allowing for learning without the input of the instructor such as at a time when the student is at home(Newton & Newton, 2014). The students are encouraged to become active learners unlike in the past when they used to rely heavily on the input of the instructor. The students are also encouraged to become innovative at an early age and to become familiar with the occupations they might want to engage in the future. This is in a bid to help in making more efficient professionals in the future.

Summary of the modifications

            The modifications of the UDL lesson plan are in red. The first modification is on the learning objectives. In the earlier lesson plan, the learning objectives had not been articulated, and this in a way made it incomplete. I have therefore decided to include the objectives for the UDL lesson plan in a manner that is consistent with the requirements for 21st century learning(Zhong, 2012). The objectives have been decided upon with the needs of the learner being given priority. The objectives are also derived from the expectations of the learner becoming independent at an early age. This helps in stimulating creativity in the later years.

            Assistive technology modification is done with the aim of making the learners become active in the learning process. It is difficult to get youngstersactive in an activity if they are not interested in it. This modification is dependent on the students need for paly. When the learning process using digital devices is designed to include computer games, the intrinsic need for play in the students is stimulated, making them more attentive and involved in the learning process. The lowered formality in this method of learning makes it easier for the students to experiment and come up with creative ways of getting tasks done(Hall, Cohen, Vue & Ganley, 2014). The best part of this is that the young students are likely to be so interested that they will be learning even without the need for presence of the instructor.

Reflection

            One of the major hurdles that were faced in coming up with the objectives was to separate the needs of the instructor from those of the young students and concentration on the needs of the students(Zhong, 2012). There was also the need for the lessons plan to encourage active learning and make the students enjoy the learning process and the need to integrate technology in learning. The assistive technology was good but there was a need to make it fun too, and not restrict the fun to only the students with limited abilities(Hall, Cohen, Vue&Ganley, 2014).Going through the requirements for 21st century teaching and learning made it easier to deal with the design changes needed for the lesson plan. The new learning and teaching methods are making the teaching flaws that have been in existence for long to be recognized alongside the implications that they have had on the productivity of the professionals resulting from such educational systems. It not only does that, it also gives suggestions on how those flaws may be rectified and further makes improvements that are dynamic and in sync with the 21stcentury society.

Conclusion

            The conclusion derived from the redesigning process of the UDL lesson plan are that it will make the teaching and learning process enjoyable and effective at the same time. The students are taught to become independent and creative members of the society, and this will make them become productive and reliable professionals in the future.

Reference

Newton, L., & Newton, D. (2014).Creativity in 21st century education PROSPECTS.doi:10.1007/s11125-014-9322-1

Zhong, Y. (2012). Universal Design for Learning (UDL) in Library Instruction.College & Undergraduate Libraries, 19(1), 33-45. doi:10.1080/10691316.2012.652549

Hall, T., Cohen, N., Vue, G., &Ganley, P. (2014). Addressing Learning Disabilities With UDL and Technology: Strategic Reader. Learning Disability Quarterly.doi:10.1177/0731948714544375