Fostering Ownership Of Learning

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It is crucial to show students how to take ownership of their learning in order to create lifelong learners, encourage student autonomy, and foster student independence. To promote student success, the teacher encourages engagement through motivation, and adjusts instruction based on information regarding learning needs and individual performance. Class work, homework, progress charts, class records, formative assessments, effective questioning, and classroom observations are examples of ways to monitor and document information that is relevant and significant to student learning.

Review the “Learning Plan Template” to complete this assignment.

Complete Part 1: Fostering Ownership of Learning.

Choose an elementary grade level math or English Language Arts (ELA) state standard and complete “Part 1: Fostering Ownership of Learning.” Identify appropriate strategies for direct instruction, guided practice, and independent practice related to:

  • Engaging students in learning.
  • Guiding students to take ownership in their learning.
  • Tracking data of student performance.Name

    Course

    Date

    Instructor

     

    Learning Plan Template

    Contents Part 1: Fostering Ownership of Learning 2 Part 2: Learning Objectives Plan 3 Part 3: Learning Objectives versus Educational Goals 4 Part 4: Assessment Plan 6 Part 5: Questioning and Feedback 7

     

     

    © 2017 Grand Canyon University. All Rights Reserved

     

    Part 1: Fostering Ownership of Learning

    Grade Level: Click here to enter text.

     

    Math or ELA State Standard: Click here to enter text.
    Types of Instruction Strategy Engaging Students in Learning Strategy Guiding Students to Take Ownership of Their Learning Strategy Tracking Data of Student Performance

     

    		 References/Resources
    Direct Instruction Click here to enter text.

     

    		 Click here to enter text.

     

    		 It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction. Click here to enter text.

     

     

     
    Guided Practice Click here to enter text.

     

    		 Click here to enter text.

     

    		 Click here to enter text.

     

    		 Click here to enter text.

     
    Independent Practice Click here to enter text.

     

    		 Click here to enter text.

     

    		 Click here to enter text.

     

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    Part 2: Learning Objectives Plan

     

    Grade Level: Click here to enter text.

     

    Math or English Language Arts Standard: Click here to enter text.

     
    Learning Objective:

    Click here to enter text.

     
    Strategies to Communicate the Learning Objective (Collaborative Learning)
    1. Click here to enter text.
    2. Click here to enter text.

     
    3. Click here to enter text.

     
    Strategies to Check for Understanding (Self-Directed Learning)
    1. Click here to enter text.

     
    2. Click here to enter text.

     
    Strategies Summary

    <Summarize and reflect on your strategy choices in 250-500 words.>

     

     

     

     

     

    Part 3: Learning Objectives versus Educational Goals

     

    Grade Level: Click here to enter text.

     

    Academic State Standards: Click here to enter text.
    Learning Objectives (Short-Term)

    Your learning objectives should be based on the long-term educational goal. These are short-term, understandable goals for the students to follow.

    		 Click here to enter text.
    Personal Educational Goal

    (Long-Term Goal)

    Provide a long-term, educational goal that meets the appropriate standard for the grade level of the student.

    		 Click here to enter text.
    Formative and Summative Assessments

    Develop one formative assessment and one description of a summative assessment to show how you will assess the personal educational goal. Assessment can happen before, during, and/or after instruction.

    		 Formative: Click here to enter text.

     

    Summative: Click here to enter text.
    Differentiation

    How will you adjust instruction based on assessment results to meet the learning needs of your students?

    		 Click here to enter text.

     

     
    Reflection

    Click here to enter text.

     

     

     

     

    Part 4: Assessment Plan

     

    Student Identified: Click here to enter text.

    Student Grade Level: Click here to enter text.
    Long-Term Educational Goal (from assignment in Topic 3) Learning Objective (from assignment in Topic 3)
    Click here to enter text. Click here to enter text.
    1 Formative Assessment: Click here to enter text.

     

    1 Summative Assessment: Click here to enter text.
    Summative assessment rubric: Click here to enter text.

     
    Describe the modifications necessary for summative assessment/rubric: Click here to enter text.

     

     

     

     

     

     

     

    Part 5: Questioning and Feedback

     

    Two strategies to promote higher-order questioning during instruction:

    1. Click here to enter text.

     

    2. Click here to enter text.

     
    How do these strategies engage students and foster student independence?

    Click here to enter text.

     
    Two strategies for providing timely effective feedback to students regarding their ongoing progress:

    1. Click here to enter text.

     

    2. Click here to enter text.

     

     
    How will you use these strategies in your future classroom?

    Click here to enter text.

     
    Two examples of digital tools and resources to promote innovation, problem-solving, and creativity:

    1. Click here to enter text.

     

    2. Click here to enter text.

     
    How do these strategies promote innovation, problem solving, and creativity with the goal of increasing student engagement?

    Click here to enter text.

     
    Reflection

    Click here to enter text.

Benchmark – Social Studies And The Arts Mini-Unit Plan

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For this assignment you will create a mini-unit plan using the COE Lesson Plan Template, containing three consecutive lesson plans designed for the students outlined in the “Class Profile.” Identify an elementary grade level, social studies, and arts standards of your choice to focus your unit plan on.  You may adapt any previous assignments in the creation of this mini-unit plan. 

  In your unit, design the three lesson plans to:

  • Address 1-2 social studies standards across the lesson plans.
  • Address at least one Arts standard in at least one lesson plan. 
    • Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
    • Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
    • Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.  
      • Integrate formative assessment techniques in the first two lesson plans of your mini-unit and a summative assessment in the last lesson. Within your summative assessment, be sure to measure all four DOK levels and assess each standard identified in all lessons.
      • Use differentiated strategies to meet the needs of all students in the “Class Profile.” 

     

Along with the unit, submit a 250-500 word summary rationalizing your instructional choices, arts integration, and summative assessment choice.

APA format is not required, but solid academic writing is expected.

 GCU College of Education

LESSON PLAN TEMPLATE

 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

  
Grade Level:

 

  

 
Date:

 

  
Unit/Subject:

 

  
Instructional Plan Title:  

 
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

 

 

 
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 
Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 
Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

 Time Needed
Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

Explain how you will differentiate materials for each of the following groups:

 

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

 

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
   
Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

 Time Needed

 

 

© 2019. Grand Canyon University. All Rights Reserved.

The Professional Educator And The Community

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Dr. Musk uses a bulletin board outside her high school classroom to post a spreadsheet with students’ grades. Dr. Musk’s bulletin board is designed to look like a news feed on a social media account of what is happening in the class. The spreadsheet includes students’ names, course grades to date, and scores on tests and assignments.
Which of the following principles for professional educators does Dr. Musk most put at risk by posting this spreadsheet?

 

Professional educators should   maintain student confidentiality.

Professional educators should use   school supplies for appropriate purposes.

Professional educators should   avoid inappropriate relationships with students.

MODULE 5

 

Question 1 of 12

Dr. Musk uses a bulletin board outside her high school classroom to post a spreadsheet with students’ grades. Dr. Musk’s bulletin board is designed to look like a news feed on a social media account of what is happening in the class. The spreadsheet includes students’ names, course grades to date, and scores on tests and assignments. Which of the following principles for professional educators does Dr. Musk most put at risk by posting this spreadsheet?

  Professional educators should maintain student confidentiality.
  Professional educators should use school supplies for appropriate purposes.

 

  Professional educators should avoid inappropriate relationships with students.

 

 Question 2 of 12

Mr. Lovell is accompanying a group of his students to a regional spelling bee. Some of the students’ parents have come to watch their children compete. During the competition, a student from another school misspells a word. Mr. Lovell, who is sitting in the audience with the parents, turns to the parents and calls the student a dummy. Which of the following professional principles does this action most clearly put at risk?

  Promoting the integrity of the profession
  Being transparent in actions and communications

 

  Being proactive about ethical concerns that affect students

 

 Question 3 of 12

Mr. Lark and Ms. Kay, teachers at the same high school, often have dinner at the diner around the corner from their school and trade stories about their days. The two teachers are most likely to put at risk which of the following principles for professional educators?

  Sharing privileged student information without legitimate reason
  Failing to maintain appropriate relationships

 

  Violating standards for reporting the unethical actions of fellow teachers

 

 Question 4 of 12

Which of the following constitutes a violation of the teacher’s obligation to protect student confidentiality?

  A teacher announces to the class that Hal, one of the students in the class, does not have to type his homework assignments because his family cannot afford a computer.
  A teacher announces to the class that an upcoming field trip will cost $100 but that the administration will work with any students who want to go but whose families cannot afford the fee.

 

  A teacher, Mrs. Sharma, announces to the class that this year’s yearbook will be significantly more expensive than last year’s yearbook because the school is using a new printing company, though she says that she disagrees with the decision to change printers.

 

 Question 5 of 12

Under normal circumstances, which of the following is information a teacher does NOT need to keep confidential?

  Student disciplinary records
  A student’s family status

 

  Whether a student is present in the teacher’s classroom

 

 Question 6 of 12

Mr. Keller, a math teacher, maintains a personal blog in which he offers relationship advice. Mr. Keller uses his real name and often refers to his own relationships in his posts, but he is careful to never mention his teaching, his students, or his school. Which of the following principles would it be most important for Mr. Keller to consider in evaluating whether to maintain his blog?

  Collaborate with community agencies, organizations, and individuals to advance students’ best interests.
  Exercise prudence in maintaining separate personal and professional online profiles, keeping personal and professional lives distinct.

 

  Advocate for equal access to technology for all students, especially those historically underserved.

 

 Question 7 of 12

Which of the following uses of a school computer after school hours by a teacher is most likely to put at risk the ethical principles for professional educators?

  Researching locations for a franchise business the teacher wants to open
  Recording grades awarded to assigned essays

 

  Preparing a lesson plan for the next day

 

 Question 8 of 12

With respect to the consumption of alcohol, which of the following is an acceptable behavior for a teacher?

  Having a beer with lunch on a school day
  Drinking alcohol at another teacher’s house during a private party on the weekend

 

  Sipping on a glass of wine in the teachers’ lounge while grading student papers

 

 Question 9 of 12

Marilyn, a language arts teacher, wants to post on her public blog details about an upsetting incident that occurred in her class earlier that day. As a professional educator, Marilyn should do which of the following before posting the details on her blog?

  Speak to her principal about establishing appropriate relationships with students.
  Give a presentation to her class about how the incident made her feel.

 

  Stop to reflect on the potential for a violation of confidentiality.

 

 Question 10 of 12

To make some extra money, Mr. Jones, a physical education teacher, wants to use his access to the school building to run a basketball camp over the summer months when school is not in session. Which of the following steps would be most important for Mr. Jones to take to ensure that his conduct is safe and ethical?

  Allowing only students of the school to attend the basketball camp
  Speaking to the school principal to secure permission to run the camp and to use school property

 

  Scheduling the summer camp during dates when the building is unoccupied

 

 Question 11 of 12

The issue of how professional educators should respond to students or parents offering them gratuities or favors most clearly involves the concept of

  remunerative conduct
  acting in loco parentis

 

  the extended concept of the school

 

 Question 12 of 12

Ms. White, a high school basketball coach, visits the home of one of her team members for a postseason gathering that is attended by other student athletes and their parents. At the gathering, the host parent offers Ms. White a glass of wine. Would it be appropriate for Ms. White to drink the wine?

  No, because professional educators should exhibit personal and professional conduct that is in the best interest of the organization, learning community, school community, and profession.
  Yes, because the parent may be offended if the teacher refuses the offer.

 

  Yes, because it is acceptable for teachers to drink alcohol if they are not on school grounds.

Student Responses

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Read these below responses for the question and provide an answer- address each student as if you were talking to them directly and give them your opinion on their response to the question- three separate answers for these three students.

Topic 1 DQ 1

What are the strengths and weakness of the scientific and the critical cultural approach to media studies? Which one is most desirable for studying the media? Explain why. What key concepts and terms help you understand the media better?

Zackery

As I see it, Mass media uses, almost instinctly, the scientific approach. But, ” cultural behaviour and mass media are unique in themselves because they influence each other. (2020)” The scientific approach seems to be more desirable for studying the media. The simple answer is because of the more wide usage of the approach. To be fair, before I began any research, I expected the critical cultural approach to be my preferred method. Whenever I think of anything that uses the a scientific approach, I think about creating a hypothesis, doing the research (or experiment) and drawing a conclusion based on the findings of the research or experimentation. But, for this question, this isn’t quite the case. The fact that mass media relies on scientific approach is significant. Advertising, for me, is the biggest use as they use scientific approach to survey their audiences. Using something, such as demographics, to target advertising shows scientific method use over critical cultural approach. Examples such as this are used through the use of Nielson ratings, targeted advertising, and other ventures where mass media is utilized. The scientific approach in advertising, TV, movies, and other uses of mass media help ensure the targeted audience is receiving the communication stardards it expects, or in some cases, the entertainment is desires.

Dorothy P.

The scientific and critical cultural approach of media studies involves the way we can use the approach of the many aspects of the world around us. We sometimes might not even learn things directly from the different sources of media; however, we can learn from other people’s ideas that they get from the media. Cultural approaches are a way that others use media to mainly get them through the structure of everyday life living. “Cultural studies are less concerned with the long-term consequences of media for social order and more concerned with looking how media affect individual lives” (Naveed, 2019). There are many strengths and weaknesses, such as the Media is politically based, action-oriented. Media uses theory to research and change in the real world. The weakness is Media is too political; the call to action is too subjective, typically lacks scientific verification; based on subjective observation. Whenever it is subjected to scientific verification, often employs innovative but controversial research methods.

What helps me to understand the key concepts and terms of understanding media, is All messages are constructed and can be changed at any minute. Messages shape our Perceptions of reality (Goodman, 2014). The best method to me is we all can all hear the same method and get a different understanding of the same message that is presented. I just must keep in mind as it relates to the concept of media is to keep in mind that we all will have our point of view for any message presented.

Dwayne R.

When it comes to media studies, there are two approaches that can be used: the scientific and the critical culture approaches. The scientific approach looks at media in a set way and this approach uses the same methods and ideologies each time; this approach also emphasizes the use of advancements in technology in order to get better results (“Social Science, Cultural Approach, and Mass Communication,” 2008). The cultural approach focuses more on keeping the ideas and norms of the culture intact and only is interested in using media if it seems like media would help to reinforce the values of the culture (“Social Science, Cultural Approach, and Mass Communication,” 2008). It seems like the scientific approach is strong in the way that you are constantly improving the way that you use media to communicate by using newer and better technology however this also leads to a weakness of the fact that there is a barrier to using technological advances; some people may not understand how to use the technology, others may not be able to afford it, and still others may balk at the changes required to use the new technology. With the cultural approach, its strength is in the fact that it is deeply rooted in the culture the media is being used in and helps to keep different cultures alive and strong. On the other hand, though, when using this approach, things that are not good or ethical but still exist in these cultures are constantly having those negative attributes reinforced and continued. Personally, I think the scientific method is the most desirable for studying the media because it is a stricter way of examining the media and compares each study against the same standards and criteria. It does not change what is being studied from culture to culture and the methods used are always the same. I think the key concepts and terms that help a person understand the media better are the terms that help define exactly what the media and its attributes are, so terms like mass media and social media are important because it helps describe exactly what media is and what is being studied.