Module 5 Reflection
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American College of Education *
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5373
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Arts Humanities
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Jan 9, 2024
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Uploaded by ColonelPheasant3459
Module 5 Reflection
Emily Tempel
American College of Education
LIT 5373: 21
st
Century Literacies
Kelley Walters
11/4/23
Introduction
Over the time engaged in this course, we were tasked with creating a thematic
unit. Thematic units are based on the idea that people learn best when they can make
real world connections. (Moyer, 2016) It can be more meaningful if these themes are
chosen with student interest in mind. These themes should be broad but also specific
which allows them to span multiple subject areas such as reading, math, and science.
There are several steps in designing a thematic unit. The first would be selecting
a topic and breaking it down into success criteria. These learning targets are goals set
for students based the objectives that have been identified (Laurie, 2023). Learning
targets are a valuable part of any unit as they can help increase student achievement,
provide motivation, and improve opportunities for self-reflection. Once the targets have
been established, move into the next part of the process: essential questions. Both
teachers and student can benefit from purposefully designed questions. They can also
help students make the connections to the real world (Nappi, 2017) Lastly, we need to
design the activities and learning opportunities that the students will engage in along
with how their progress will be assessed based on the layered curriculum approach.
The content in each lesson starts with basic knowledge but ends at complex thinking as
the students engage with the topic. This is done in tandem with differentiated instruction
so all diverse needs are met and learning is maximized for all.
Essential Questions and Engagement
During the planning of thematic units, educators should use essential questions
to guide student’s learning and create a focus framework. Faulker (2021) states that
essential questions are based on student understanding goals at the completion of the
lesson. The essential questions are used and referred to throughout the lesson to aid
students in ‘meaning making.’
All students learn differently so teacher should adjust lessons/activities or provide
modifications based on student ability or skill. The modifications or accommodations
can change instruction delivery or the activity process so that all students have the
opportunity to achieve the same learning outcomes. At the conclusion of the lesson or
unit, students should be able to answer the essential question through an end product
such as an essay, digital presentation, or poster. The teacher can assess their student’s
learning and understanding through these products and provide support if necessary.
While I have not presented this unit to my students, I feel that they would be
highly engaged in the unit. Students will be able to foster new literacy skills at all levels
(foundational, developmental, and extension) while practicing their critical literacy skills.
They will also be engaged in collaborative work and hands-on learning such as a taste
test and experiment. Collaborative learning is student centered and provides a chance
for student to engage in discussions (Mersive, 2022). With all of these components, I
feel any group of students would be engaged during my planned thematic unit.
Modifications
Modifications are an important part of any lesson as they are key for educational
success. This can mean adapting the content, delivery method, or final product to meet
the specific needs of the child. Modifications can change what is being taught or student
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expectations while accommodations are put in place to support students with a 504 or
IEP.
Throughout my unit plan, I included several adaptations and modification options
to best meet my students needs. For example, while some students worked
independently, others worked with the teacher or in heterogenous groups.
Heterogenous grouping mixes students of different ability levels to provide peer support
to aid in meeting learning outcomes (Lewis, 2019). Another modification I noted in my
unit plan was differentiated activities. In the first lesson, I provided three different exit
ticket options based on student ability. They were all posed the same question but they
answered with varying levels of support.
Modifications are not only made for struggling leaners but high achieving ones as
well.
Within my plan, high achieving learners had the opportunity to create more
intricate products to challenge their thinking.
They also played ‘teacher’ to struggling
students. This practice helps advanced learners solidify their understanding while
providing a different information delivery method for their peers (Abril, 2022).
Impact on Me
Being a classroom teacher, planning thematic unit is something that I regularly
engage in. Last year I taught kindergarten and utilized thematic units almost weekly. Not
only are thematic units highly engaging for students but they are also able to practice
new literacies along side grade level standards. On the other hand, I feel that teaching
thematic units helps make my techniques more intentional. When I first identify my
learning goals, it helps make my lesson objectives more intentional. It requires me to
reflect on my student’s prerequisite skills to ensure they will be successful in their
learning. With that in mind, I can plan my unit lessons around my student needs while
knowing they will be engaged in their learning.
Thematic units also provide opportunities for ‘non-traditional’ assessments. I
usually like to end my units with a culminating project for students to show their
learning. With such a highly engaging learning experience, it doesn’t feel right to have a
pencil/paper test as they only way to show their learning. It is in the assessments that
student can show their creativity and foster literacy skills. For example, creating a video
to show their learning while fostering digital literacy skills. Overall, I have used and plan
to continue using thematic units in my teaching. They keep my students engaged,
motivated while still helping them achieve our learning goals.
Conclusion
Thematic unit instruction is based on the concept that students learn best when
they can make connections to their lives or the real world. A unit plan uses a central
topic that is integrated across multiple content areas and is relevant to student interest.
To determine learning outcomes, backwards planning is utilized. Using a layered
curriculum approach, students engage in activities that gradually release the cognitive
load from teacher to student. This can be seen in the foundational, developmental, and
extension levels of each lesson. Lessons include a variety of 21
st
century literacies
woven into critical literacy. Students demonstrate mastery of learning in many ways that
suit their interest, ability, and learning styles through accommodations and
modifications. This method of teaching is beneficial as it increases academic
achievement and promotes lifelong success.
References
Abril, J. (2022, September 23). Having students learn by teaching. Edutopia.
https://www.edutopia.org/article/having-students-learn-teaching/
Faulkner, J. (2021, July 9).Everything you need to know about essential questions in
lessonplanning. Faulkner's Fast Five. Retrieved November 4, 2023
fromhttps://juliefaulknersblog.com/everything-you-need-to-know-about-essential-
questions-in-lesson-planning/
H, Laurie (2023, January 18).How to create learning targets to motivate your students.
The Teach Simple Blog. Retrieved November 4, 2023, from
https://teachsimple.com/blog/teaching-resources/learning-targets/
Mersive, T. (2022, November 16).Increase student engagement with collaborative
learning.Mersive Solstice. Retrieved November 4, 2023
fromhttps://www.mersive.com/blog/thought-leadership/collaborative-learning-
guide-increase-student-engagement-with-collaborative-learning
Moyer, C. D. (2016). A Thematic Instruction Approach. Technology & Engineering
Teacher, 76(3),8-12
Nappi, J. S. (2017). The Importance of Questioning in Developing Critical Thinking
Skills.Delta Kappa Gamma Bulletin,84(1), 30-41
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