Catherine Wofford EDU 696 Week 1 Assignment Master
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Supporting Diversity through 21st Century Teaching and Learning 1 Catherine Wofford University of Arizona Global Campus EDU 696: Capstone 2: Culminating Project Professor: Lawrence Davenport February 13, 2023
Supporting Diversity through 21st Century Teaching and Learning 2
Supporting Diversity Through 21ST Century Teaching and Learning Aesthetic and Affective Lesson Plan
Redesign Introduction For this paper, I will redesign a prior assignment from one of my courses in the master’s program that represents my mastery of my program's learning outcomes (MAECEL). My redesign of the assignment will show a representation of 21st century learning through incorporation of student outcomes (critical thinking, communication, collaboration, and creativity), and support systems, including standards and assessments, curriculum and instruction, professional development, and learning environments. While summarizing considerations for planning meaningful activities in the affective and aesthetic domains of development we first must start out by being having a clear view and understanding about your students and what each one needs. As educators we should plan activities that are developmentally appropriate and hands on as well as challenging and exciting so the children can
learn and thrive. By having a creation lab set up in my classroom where children can express themselves through art, they can do visual, performance, or literacy art. I hear happy hearts all day throughout my classroom with laughter and songs. Also, in my program I have my students.
Supporting Diversity through 21st Century Teaching and Learning 3
to do a self-portrait each month to see their growth and self-reflection of how they feel and look, and I can compare their picture progress from the first day of school to the last. I will consider how the assignment should accommodate diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. I will include content expectations including redesign - outcomes, redesign - support system, and summary expectations. I will include the redesign expectations that I am required to do with the prior coursework I choose to redesign, including the summary expectations for the separate written portion of this assignment, including introduction/conclusion, modification, and reflection.
The term "Aesthetics" is important because it elevates your mind. To be able to think in terms of aesthetics enables you to think about many other subjects as well. Appreciating beauty enables you to judge right from wrong, good from bad, and happy from sad. To surround yourself with beauty is a way to love yourself with the gift of an enlightened mind. To eat good food, dress well, listen to beautiful music, and practice self-restraint is how to reflect that you are
a cultured, therefore educated person.
Aesthetic education in early childhood is a deliberate effort by teachers to provide experiences in nature and the arts, nurture awareness of the arts, foster appreciation of the arts, and develop skills in evaluating art forms. Children learn about the arts by responding to them and by creating their art (“Kostelnik, M. J., Soderman, A. K., & Whiren, A. P., Rupiper, M. L. (2015)”. The self-portrait reflects the personality in a visual, physical sense, as a concrete form, a
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Supporting Diversity through 21st Century Teaching and Learning 4
summary of the external characteristics of the artist, but also in a psychological sense,
when the self-portrait becomes a mediator of communication with the self, a medium of self-investigation (Dunja Pivac, & Maja Zemunik. (2020). In the aesthetic domain of development, teachers can incorporate such classroom activities which will enable students to learn both the responsive and productive aspects of it. This lesson includes the aspects of aesthetic domain development in that it enables the students to relate with the differences that they aren't familiar with all whiles being creative and allowing their individualities to come alive and promoting communication.
Content Area or Developmental Focus: physical fine motor skill / cognitive skill Age/Grade of Children:4-5
Length of Lesson: 30 min Ladybug Creation Goal
To teach the students about insects they have a three-part body head, thorax, and abdomen and that they have six legs. They will also write the word “Lady Bug” Objective
Students will know how many legs are on a insect and their body parts Lesson Plan Template
Standards Included
Ages 3 to 5: Early Learning Guidelines
. State by State Early Learning Guidelines
Head Start Framework
: Head Start Early Learning Outcomes Framework
Materials
Red & Black construction paper, glue sticks, scissors, and giggly eyes Introduction
The students will watch a video about the insect “Lady Bug” we will talk about
the ladybug information of what color are they and how many legs and their body parts I will show pictures of the ladybug and read a story about lady bugs Then let them make a ladybug to display in the classroom. Lesson Development
I will provide the students with the body, head, wings, eyes, and legs of the ladybug to cut out and a glue stick I will model and make a example of the lady
bug first for them to see and then I will conduct small groups to do the activity while I give help if needed.
Differentiation
I will help the students who struggle with scissors cut out their insect body parts and if a student wants their ladybug to fly, I will let them not use the legs
Assessment
(Practice/ Checking for Understanding)
I will ask the students questions about the insects before we do the art project to
make sure that they understand the 3 body parts and how many legs are needed for a insect 6. And what color is the ladybug
Closing
I will ask question at the end of the activity and if they have the 3 things to make a insect we will then post them crawling around the classroom. 1.
What color is your ladybug?
2.
How many body parts does your ladybug have?
3.
How many legs does your ladybug have?
PLO’. s The MAECEL graduate will evaluate early childhood curricula designed to promote. development and learning across all domains of development.
The MAECEL graduate will evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs Modifications Teaching strategies are important for so many reasons when an educator focuses on the whole child each developmental domain needs to be present. When activities are well planned and appropriate it helps children be more engaged and influences conversations in the classroom which is using language skills. Preschool should allot most of the children's time for free play and exploring the classroom environment teachers should provide open-ended projects, self-
directed. Practical life skills should be offered and encouraged in preschool. Classroom and daily
routines are of the utmost importance. Developing skills in any art form helps students to
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Supporting Diversity through 21st Century Teaching and Learning 7
communicate more effectively with others since communication is 90% nonverbal and requires interpretative and intuitive skills.
Reflection My understanding of 21st-century teaching and learning in today’s times, things are much more advanced, and educators' qualifications and expectations have progressed. Continuing education is needed to be able to provide high-quality care and receive financial gain.
Technology has also increased in teaching and is a major part of everyone’s day-to-day life. As educators, we must keep up with training and knowledge on how to help students thrive in today’s times. Conclusion For this paper, I redesigned a prior assignment from one of my courses in the master’s program that represents the mastery of my program's learning outcomes (MAECEL). My redesign of the assignment showed a representation of 21st-century learning through the incorporation of student
outcomes (critical thinking, communication, collaboration, and creativity), and support systems, including standards and assessments, curriculum and instruction, professional development, and learning environments. I considered how the assignment should accommodate diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. I included content expectations including redesign -
outcomes, redesign - support system, and summary expectations. I will include the redesign expectations that I am required to do with the prior coursework I choose to redesign, including Supporting Diversity through 21st Century Teaching and Learning 8
the summary expectations for the separate written portion of this assignment, including introduction/conclusion, modification, and reflection. In concluding my activity, I feel that the activity is developmentally appropriate it. targets all four of the developmental domains of language, social/emotional, physical, and cognitive. It was also teacher-guided and child-guided. and according to the text cognitive development is important for the teacher to provide materials,
and activities, which encourage creativity and independent pursuit. (Kostelnik, M. J., Soderman, A. K., & Whiren, A. P., Rupiper, M. L. (2015)”. When children are using their cognitive skills, they are thinking and remembering the facts of the insect to create a beautiful visual. encouraging way of living and learning.
Supporting Diversity through 21st Century Teaching and Learning 9
Reference
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelines
Are You A Ladybug? – The book follows a ladybug through its life cycle from an egg to getting its wings.https://teachingwithchildrensbooks.com/rainbow-books-for-toddlers/Preschool
Dunja Pivac, & Maja Zemunik. (2020). The Self-Portrait as a Means of Self-Investigation, Self-
Projection and Identification among the Primary School Population in Croatia. Center for Educational Policy Studies Journal, 10(4), 143–164. https://doi.org/10.26529/cepsj.927
Head Start Framework: Head Start Early Learning Outcomes Framework
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P., Rupiper, M. L. (2015)”
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