Week Assignment

 

Supporting Diversity through 21st Century Teaching and Learning

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 Learning (Links to an external site.)

, you will redesign or modify a prior assignment from one of your courses in the master’s program that represents your mastery of your programs 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 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 contact your instructor for guidelines on how to proceed. As needed, refer to your

program learning outcomes (PLOs) list

(MACI, MAECEL, MAED, MASE or MATLT).

NOTE* Before you select the PLO’s 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 programs 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 PLO’s 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.

Written Communication Expectations

• Page Requirement (.5 points): Two to four pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the

Ashford Writing Center (Links to an external site.)

.

Aesthetic and Affective Lesson Plan

Sharon A. Mitchell

ECE: 642 Quality Curriculum in Early Childhood

Professor: Latisha Shipley

January 31, 2020

Step 1: Overview

The considerations for planning meaningful activities in the aesthetic domain include the students and age. One should ensure that children are interested in meaningful activities. “When planning activities for young children you will want to keep in mind the age, individual needs, and the socio-cultural background of the children with whom you will be working” (Gibbons, S. L., & Bressan, 2016). Children could be interested in some art forms more than others. Some of the teaching strategies for aesthetics include the provision of creative experiences, integration of art into the classroom and modeling individual expressions.

When planning meaningful activities in the affective domain, one must consider the emotions, beliefs, and values of the children. “This domain includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes” (Kaplan, 2017). Children should be motivated by the activities chosen by their instructors to learn. The categories of the affective domain are responding, valuing, characterization, organization, and receiving. The teaching strategies should promote the emotional awareness of the children and enable them to express their emotions.

Step 2: Lesson plan

Goal

· Experience various art forms (music, drama, dance and visual art) (9.4 goals 2)
· Learn satisfying and effective strategies for coping with personal emotions and tensions (10.4 goals 8)

Objective

· To ensure that children learn how to collaborate with their peers and control emotions whenever they disagree with each other.
-To ensure that children learn the art of designing their school uniform from various materials to be provided in class.

Standards Included

IV. Language and Literacy Listening and Understanding
· Listens for a different purpose
· Follows simple directions
· Responds to questions (Porter et al, 2015).
VII Arts
· Generate and conceptualize artistic ideas and work.
· Interpret intent and meaning in artistic work.

Materials

½ gallon cardboard milk cartons
Glue
Scissors
Buttons
Paper bags
Flexible cloth figures
Tape player
Taped musical selections

Introduction

I will get the kids together and ask them to observe and describe the color and design of their school uniform. I will also ask them questions like “Why do we wear clothes and uniforms?”

Lesson Development

Inform the students that they will be making clothes from cartons. Have the children identify the materials they will need to make their skirts, jackets, and shirts. Allow the kids to explore a collection of clothes that have been designed before using cartons and paper bags.
divide them into three groups consisting of five members. One group to make a skirt, the other one designed a jacket and the last group a shirt.

Differentiation

The children will be making the shirts, jackets, and skirts using paper bags and milk cartons. They will engage in discussions on how a shirt, jacket or skirt should look and then cut the carton boxes and paper bags with the scissors to make their clothes. They will also decorate them using various colors to ensure that they look like uniforms.
Students will also sing the song “This is the way we dress”.

Assessment
(Practice/ Checking for
Understanding)

Watching the facial expressions of children as they engage in the cloth-making activity.
Check the way students relate with their peers during group work.
Asking the children to explain their cloth designs
Comparing the design of clothes made by children with the uniform they are wearing.

Closing

Comparing the various designs made by children and expressing unhappiness to those poorly designed and happiness and joy to the designs that look good.
Reminding students to always be happy when participating in group work.

STEP 3: CONCLUSION

This lesson aligns with the affective domain because it teaches them how to accommodate their peers and control their emotions when working in groups. It also aligns with the aesthetic domain because it lets children model their uniforms using various materials provided.

Both the affective and aesthetic domains were connected with the standards because students were able to design various clothes and show various emotions.

REFERENCES

Gibbons, S. L., & Bressan, E. S. (2016). The affective domain in physical education: A conceptual clarification and curricular commitment. Quest, 43(1), 78-97.

Kaplan, S. (2017). Aesthetics, affect, and cognition: Environmental preference from an evolutionary perspective. Environment and Behavior, 19(1), 3-32.

Porter, A., McMaken, J., Hwang, J., & Yang, R. (2015). Common core standards: The new US intended curriculum. Educational Researcher, 40(3), 103-116.