cw Revised EDU 696 Week 1 Assignment #4 Catherine Wofford
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1 Supporting Diversity Through 21ST Century Teaching and Learning
Catherine Wofford University of Arizona Global Campus EDU 696: Capstone 2: Culminating Project Professor: Lawrence Davenport February 20, 2023
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Supporting Diversity Through 21ST Century Teaching and Learning Redesigning a prior assignment from one of the courses in the master’s program that represents the mastery of the program's learning outcomes (MAECEL). While redesigning the assignment this 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. Teachers should always be summarizing considerations for planning meaningful activities in each domain area of development. Making sure to have clear views and understandings about each student and their need. Effective educators should plan activities that are developmentally appropriate, hands on, challenging, and engaging. Children need to have a learning environment that encourages them to freely express their emotions and creativity within the classroom. Children should be encouraged to shine through many forms of art visual performance, or literacy. Hearing laughter from happy hearts throughout the classroom with song and dance makes the teacher heart smile.
Growth and self-reflection are very important to a child’s self-worth it is important for the teacher to help the student feel special and unique. Providing them the opportunity to show how they feel and look doing monthly self-portraits then at the end of the school year compare the picture progress from the first day of school.
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When thinking about aesthetics and how it fits into the classroom environment the main thing to always remember that it elevates the mind. Be able to think in terms of aesthetics it connects other subjects as well.
Appreciating beauty there is no right from wrong creation is communication and expression to surround yourself with beauty is a way to love and be a mirror image for others to see. Shine bright and practice self-restraint is how to reflect a cultured educated person. Aesthetic education allows 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 2015).
Aesthetic domain of development helps the teachers create and incorporate such classroom activities, which will help the students to learn both the responsive and productive aspects of it. The redesign of the lesson play will focus on many the aspects of aesthetic domain development it encourages the students to relate with the differences that aren't familiar whiles being creative allowing the opportunities for Supporting Diversity through 21st Century Teaching and Learning.
PLO
The MAECEL graduate will evaluate early childhood curricula designed to promote. development and learning across all domains of development. Focusing on social emotional, physical, cognitive, and language educators must educate the whole child and provide them with the necessary tools and skills to thrive in the school environment and life.
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The MAECEL graduate will evaluate effective assessment evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs. As an educator of young children allows the opportunity to complete ASQ’s assessment of the students within the first 45 days of class conduct regular parent conferences and home visits allowing a collaboration and partnership with the student families and community for the success
of the student. 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. Children’s brains are like sponges soaking up knowledge while exploring free choice centers. Preschool classrooms offers fun, engaging, and challenging activities that are child directed with teacher support when needed Preschool classrooms should allow plenty of time for free play and exploring of the classroom environment teachers should provide open-ended projects and questions to enhance more communication Practical life skills should be present in the preschool learning environments children need plenty of structure with daily routines and classroom expectations in the 21
st
-century classroom students have classroom jobs to help with self-worth and a sense of belonging students also have the use of computers, iPad, and tablets.
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Reflection 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. Educators must keep up with training and knowledge on how to help students thrive in today’s times. For this paper redesigning a prior assignment from one of my courses in the master’s program represents the mastery of my program's learning outcomes (MAECEL). The 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. When considering how the assignment should accommodate diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. Implementing the content expectations including redesign - outcomes, redesign - support system,
and summary expectations will be included in the redesign that are required to do with the prior coursework while choosing to redesign, including the summary expectations for the separate written portion of this assignment, including introduction/conclusion, modification, and reflection.
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In concluding my activity, 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. (Kostelnik 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. Conclusion Supporting Diversity Through 21
ST
- Century Teaching and Learning is something that each person in the world had to adapt to with educators there has to be a more powerful yet rewarding focus and goal. Children need to feel safe and secure within the learning environment. The teacher must think outside the box and encourage each student to strive for greatness by providing them with communication skills, people skills, problem solving skills, and critical thinking skills. As an educator for over 3o years being flexible and able to adapt to any situation is very important and technology was inserted fast and furious due to the Covid 19 pandemic. being a 21
st
-century educator requires the 4 c’s of education to be present effective collaboration, communication, creativity, and critical thinking we be the master key to success.
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7 Revised Lesson Plan 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 “Ladybug”
Objective
Students will know how many legs are on an insect and their body parts
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 “Ladybug” 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 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 an example of the ladybug first for them to see and then I will conduct small groups to do the
activity while I give help if needed.
Differentiation Encourage and help the students who struggle
with scissors cut out their insect body parts and if a student wants their ladybug to fly the legs will not be used. Assessment
Ask open ended 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 an insect 6. And what color is the ladybug
Closing To check for understanding ask open-ended question to keep the conversation going at the
end of the activity to see what they learned about insects and ladybugs if they have the 3 things to make an 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?
Closing My redesign of the assignment showed 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. 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, 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. 10
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Conclusion In concluding my activity, 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 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. 11
References
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelin
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Bridgepoint Education.
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. Head Start Framework: Head Start Early Learning Outcomes Framework
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P., Rupiper, M. L. (2015). Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.).