UPDATED 2-28 WEEK 2 ASSIGNMENT
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Central Texas College *
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315
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Mathematics
Date
Apr 3, 2024
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13
Uploaded by DukeBravery13568
1 Week 2 Assignment: 21
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Century Skills and Standards Century Skills and Standards Tim Traeger University of Arizona Global Campus EDU 696: Capstone 2: Culminating Project Professor: Dr. Lawrence Davenport Feb 21, 2023
2 Week 2 Assignment: 21
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Century Skills and Standards ECE 315 Assignment 1 for Math Content This paper is going to explain the purpose of what kids do to prepare themselves to live and or make a living in the 21st century. Now, to achieve or reach such goal, teachers and representatives of the campus or educational setting. Also, educators should be giving our kids the primary and the best of the best educational experience out there for them to remember for years on out. There has to be a sense to where educators must be able to give it their all when it comes to providing an education. Reason being behind that
, is because these kids you’re teaching: they will be running our country one day when were old and fragile. Something to think about from here on out. This paper is a revised ECE 315 Assignment for Math. Please enjoy this reading as much as I did when creating and now editing again. Lesson Plan: Step by Step Content Area or Developmental Focus:
Counting 1-100 (100 days completed for the school year) Age/Grade of Children:
Pre-Kindergarten/Kindergarten Length of Lesson:
45 minutes (60 minutes with one on one) Goal The goal is to help the kids identify numbers 1-100 on flashcards and number lines and recite them (after listening to the teacher). Doing this allows kids to prepare for the next set of TEKS (CCSS primarily for this lesson). Kindergartners will learn next, such as math problems or solving them with addition and subtraction (single numbers). Work one-on-one with educators or staff person to better themselves individually and be successful with their time there (Piper, 2012).
3 Week 2 Assignment: 21
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Century Skills and Standards Objective Students will be completing their introduction and practice of counting from the numbers 1 to 100. Possibly with a partner or group (unless they are with an adult for one-on-one support facilitation). Students can practice them by writing, tracing, or using tangible items to count. For writing purposes, use dry-erase boards with dry-erase markers. Standards Included CCSS. Math. Content. K. CC. A.1 Counting 1 to 100 by ones and eventually by higher numbers CCSS. Math. Content. K.CC.B.4 It is understanding the numbers with quantities and connecting themselves to cardinality (knowing the last number word when counting in numerous groups of items or objects). CCSS. Math. Content. K. CC. B. 4. A While counting the tangible items or objects on hand, students are to say the number names in the proper standard order, pairing the items with ONLY one number name and remaining with that one item or object. Materials •
Counting Number Cards •
Tangible items or knick-knacks to count •
Dry erase board •
Dry erase markers •
Paper •
Pencils (or crayons) •
iPad device(s) or computer electronics for those with accommodations or assistive technology in their 504 or IEPs
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4 Week 2 Assignment: 21
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Century Skills and Standards Introduction Start the class by having the students listen to the teacher as the talk and explain the learning goal and the success criteria. It will explain what is to be happening during math time. Many students ask as many questions as they can, but try not to eat up the time that is allotted for math. Students can work independently, with a partner, or in a group. Time for June, so they may begin counting to 100 by taking turns with their partner or within the group and helping out one another as needed as everyone counts. While the kids are counting, teachers will prepare for the next lesson segment with dry race boards and markers. Slowly integrate the whiteboards and dryer race markers while counting so they can identify and know what they are saying based on writing down the number for reference purposes. Lesson Development Ask the students that are counting with their partners within the group. The teacher should be listening and making on-the-spot corrections if need be. The groups or partners are still counting and will go as high as they can reach 100. Students should use an interactive themselves with the dry race, board, and markers to practice writing, identifying, and reciting the numbers as they count later within the math unit if they can practice adding or subtracting single-digit math problems with one another. Suppose students can count to 100 and perform subtraction addition with single-
digit math problems. In that case, they may work out specific problems on a separate sheet of paper or use tangible items or objects in front of them or in a basket where the teacher has them safe inside. Guided practice, if warranted or set up
5 Week 2 Assignment: 21
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Century Skills and Standards 1. Students should be counting numbers 1 to 100 and at least with a partner or within a group. 2. Students will listen and communicate while interacting and correctly counting or writing numbers. 3. If completed with a partner or by themselves, count using numbers 1 to 100. If available or have time, they are to solve single-digit math problems on the dry-erase board or a separate sheet of paper. 4. Teacher at the end of class will be able to provide specific feedback and support to students that need it more than others in the form of an exit ticket or a lot of the class bell ringer. Differentiation The available use of visual aids to help comprehend the students who need visual assistance regarding any math problem or number. Using a partner or peer assistance to those who may struggle with identifying, reciting, or counting the numbers. If applicable, arrange the seating chart based on those who may need more aggressive monitoring versus ones that will be ok; if not, look upon or check on as many as the ones like the others. Display multiple means, such as showing and utilizing a dryer as a board with markers, paper with pencil, and tangible items or objects from the basket that show them how to work.
6 Week 2 Assignment: 21
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Century Skills and Standards Assessment (Practice/ Checking for Understanding) If called upon or volunteered, students can share how far they counted from one to 100 in front of the class or one on one with the teacher. Teachers are to focus on whether or not they can master it and approach mastering it or need more resources or inclusion support. This helps the teacher learn from the men to see where they stand in the lies of growth and mastery. (One of the C's) Collaboration: Students are working with a partner or within a group. Students work together as a class and sharing what they know and answering single-digit math problems, verbally or visually, such as using the dry race board and the marker, along with paper, pencil, or even the changeable items or small objects that are provided for in the container from the teacher. If given the opportunity or if they volunteer, they can share their answers and show how far or how high they can count if called upon. Writing Portion: Students for practice reciting them writing the number they are counting. Students can also use the dryer race board with markers or a pencil on paper to solve single-
digit addition or subtraction. If given the time at the end of class, ask everyone how far they were able to count and see who had the highest (if the adult believes that they are lying, see how far they are willing to count in front of the class)
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7 Week 2 Assignment: 21
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Century Skills and Standards Also, ask each of them what their favorite thing they did about counting, reciting, writing, or solving. Closing “I want everyone to look up here and listen to my words as I speak." ATTENTION GRABBER: In the class, the teacher will collect all dry race boards and markers put away correctly. Have possible question-and-answer sessions with a few students if they count to a higher number. Students can share their favorite part of the lesson during the mass unit. Furthermore, the teacher can dismiss the class to the next activity or unit so that your teacher can determine if all the kids are on target, on pace to target, or following through with mastery. *EXTENSION: If the teacher agrees, small tangible items or objects could make their way to the student's possession if they follow the rules and directions and promptly complete math instruction today. Asking them home gives the kids a chance to speak with their parents or guardian about their day in the math unit. Introduction: Who believes that when an adult first becomes an educator who is licensed by the state, able to carry out 21st century learning? There has to be a good predicted path for rookie teachers, they might find it troubling, scary, or even intimidating not just because of the work, the parents,
8 Week 2 Assignment: 21
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Century Skills and Standards grades, lesson, planning, or hours. It is the kids, only because of the emotional setback that educators may give them or would they give us daily. Being an educator requires very good, strong, hard, but dedicated work. Not to mention the time, effort, and patience educators have to provide what is in the 21st-century common core standards. If they can do that, educators know what is expected of each child under us and who is responsible for who. Within the lesson plan, I have made specific modifications to the lesson plan above on this paper, ensuring that critical elements and their items play particular roles in the 21st-century standards. The lesson above in this paper will focus on detailed end results involving the success of counting, reciting, or writing numbers 1 to 100. There will be a handful of students that are more capable of or advanced for themselves and others while in class. I would be there to identify who can assist an adult in the room in helping their peers are partners showing out accounts, reciting, or recording the correct numbers 1 to 100. While that is being assisted by the entire class that I follow along to the best of my ability, it is slowly reassuring that they can approach or master the standard, hopefully without any inclusion, facilitation, or one-on-one support. It is hard to say no to support in the classroom, especially if he teacher has an overpacked or crowded roster for that time frame in the day. Redesign- ISTE-S Standard Content Area or Developmental Focus: Counting 1-100 (100 days completed for the school year) Age/Grade of Children: Pre-Kindergarten/Kindergarten Length of Lesson: 45 minutes (60 minutes with one-on-one). Not all day in class. Redesign- Grade Level/CCSS Alignment The lesson plan I created for this paper is designing a 21st-century framework for students in kindergarten or pre-kindergarten. Find out if the teacher can explain that the kids
9 Week 2 Assignment: 21
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Century Skills and Standards need to count to 100 starting from one or buy one while adding essential single-digit addition or subtraction problems. One of the primary less than focuses I am using here on this paper is figuring out the usage memory with the students when counting by ones to 100 in solving single-
digit addition or subtraction problems afterward. The essential learning the students would be using or being applied to is inquiry-based, the reason being is because they can take it upon themselves to count and or solve specific skills regarding adding and subtracting single-digit numbers. The text from (Brown Basics, 2015) states that inquiry-based learning being used as a model to promote discovery, tools, straightens the communication in the curiosity while discovering the who, what, when, where, why, and how. The reason being of this being chosen, is because it embodies the standards from math. The teachers need to ensure that the students grasped the knowledge and skills. I have been talking to them in class. Well, it is from the teacher or adult and their peers. Wow, the students are counting to 100 by one there, either with a partner or in groups, and they are counting alone while writing down alarming numbers on a dryer-erase board. Most of these standards are consistent and found within CCSS.Math.Content.K.CC.B.4A. Now are using the 21st-century common core standards. Students can use their dry-erase board with marker or paper and pencil to write numbers to prepare for single-digit addition or subtraction problems. If they can do that, they would be able to show their work to either the adults in their classroom or their peers if being assisted by them (Common Core Standards, n.d). It is my honor and duty to ensure that all kids have a chance or shot at individual learning at each stage regarding counting, writing, or solving single-digit addition or subtraction math problems. Since I am specifically looking for work regarding the addition-subtraction problems,
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10 Week 2 Assignment: 21
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Century Skills and Standards I want to know where they are and what they are capable of learning so I can increase my time to ensure they achieve their academic goal if they have one. Modifications: The objective is to modify specific details within this lesson plan to where I am including the four C's. Collaboration, communication, critical thinking, and creativity. All four play a specific role in an essential part of our 21st-century learning standards. The students in the classroom should be able to use crystal thinking skills when counting from 1 to 100. After completing or mastering that, they are to work on single-digit addition and subtraction problems. The students are thoroughly communicating or using communication with a partner in the group or a specific adult if there one on one or have inclusions support facilitation. When the students are within a small group, they collaborate to find out what or where weaknesses or strengths lie. Creativity plays a role, it may be small, but it does count. When the students are showing their ability or displaying their work to add a subtract single digit math problems. "the four C’s
are an essential part of the student's day as they help the students develop new ideas, concepts, and decision making (Burnaford, 2014). Always remember that you would have to modify or incorporate a small curriculum of the ISTE, which helps specific students, but how to use different or multiple learning techniques that the adult or teacher in the classroom provides. Students there should never be afraid to fail or fall behind, but also be ready to learn or strategize a new way, to better themselves, and to succeed from their mistakes and our failures in the future. (Framework for 21st Century Learning, n.d) Evaluation:
11 Week 2 Assignment: 21
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Century Skills and Standards It is safe to say that 21st-century learning can be beneficial or incorporated into any lesson from any course object using common core standards. If done appropriately or efficiently, the learning anniversary skills will fall through along with the technologies or specific teaching methods from career or seasoned educators. Each student should be able to calculate specific progress in their Smith file or registration papers on campus. Success in learning comes into play if one of the students is focused on achieving a goal and has the means of doing so. Roof work with one another as a partner gains specific outlooks with a peer or even teacher assistance if they need help. The tangible items are small objects that can be a fascinating way to build on group activities and reward systems so that the kids can have fun with one another and answer any problems that may counter involving math in the future. Reflection: The entire overhaul of this particular lesson plan design has been complicated and overwhelming for me. Last week’s
assignment has been dreadful, even using the writing center. This is the only class I have ever had an overwhelming feeling or sizable. Need to complete her passing this class. Granite, I am learning a lot from this class. I need to know this knowledge, but it could be good to reach the pain in the butt for me, but I love a good challenge and am always willing to learn and succeed. I was able to use my first assignment as a reference. Can I use a guide for me while completing this one? Moreover, not to mention a math lesson plan that I required back from ECE 315 course. Last week was based on RLA or ELAR content, while this week focuses on math. I asked for specific data and additional research to make any changes. It was pertinent to the lesson plan for the students to succeed. Modifying, changing, or even reducing the lesson
12 Week 2 Assignment: 21
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Century Skills and Standards plan along with the alignment that is supposed to co-conspirator can be the hardest part of the assignment. Still, I am willing to overcome and overpower anything outlined before me. I plan to continue to learn a lot from the professor hear this course and my classmates if they are available. Conclusion: In closing, 21st-century learning, especially in this paper, occurs a lot out of the educator alone. The number of hours, effort, blood, sweat, and tears educators independently put in can be overwhelming or even bothersome. Which I have done so time to time in this profession. From what I did gather within research are simple but even factual rules regarding 21st-century learning. Number one, always remember that these are kids. I need to ensure that his lessons are student-centered, based on what they are capable of and willing to do. Secondly, put up an excellent strong fold within the collaboration. It is always great to have good social skills that instill and beef of collaboration in the classroom (
Rubie‐Davies, C. M. 2007).
Thirdly, provide actual but factual learning within the context of the core subject you are teaching. Last but not most minor, schools to be integrated within the prosperous society we live in or community we serve. As educators, we must model as an adult; I want an excellent civil servant or member of humanity. We are showing kids what to do. Nevertheless, it comes down to having patience and showing respect for one another regardless of age, setting goals for one another, and providing positive criteria for feedback to see how they do.
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13 Week 2 Assignment: 21
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Century Skills and Standards References: Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader
. Bridgepoint Education. Framework for the 21st Century (2019): Network of Battelle for Kids. https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf ISTE Standard for Students (2012). Explore the ISTE Student Stand https://www.iste.org/standards/iste-standards-for-students Piper, T. (2012). Making meaning, making sense: Children's early language learning. San Diego, Ca: Bridgepoint Rubie‐Davies, C. M. (2007). Classroom interactions: Exploring the practices of high‐and low‐
expectation teachers. British Journal of Educational Psychology
, 77
(2), 289-306