Benoit And Elaine Are Powerful Examples Of Community Buildin

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The video below provides a first-person narrative of a younert to ag couple’s passion for the arts as they transform their community from an ‘arts’ desn ‘arts’ showcase providing a venue for activist musicians to find audiences they might never otherwise connect with.     Please watch the video called Building Community through the arts which demonstrates how important every single individual can be in building a deep sense of community.

In your initial post, please address the following:

· Why might musicians use their music to raise awareness and consciousness about different social issues? In your response please use at least one example (from the video, from your own community or from a different resource) in order to illustrate your points.

· Artists and musicians often choose to utilize public spaces.  Why might a song, focused on a social justice issue, be more effective in public spaces rather than in a private home turned music venue?  Do you think there would be fewer or more restrictions on the types of messages when presented in the public forum?  Defend your position.

· Benoit and Elaine are powerful examples of community building.  In a separate paragraph describe a venue you would create if given the chance.  What form of the arts would you focus on (dance, music, reading poetry, etc.) and what themes, social justice issues, or community issues would you present at the grand opening?  Explain your choice.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Integrating Writing

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Various strategies can be used to engage students in the writing process, including questioning to activate students’ prior knowledge and higher-order thinking. Engaging students in taking ownership of their writing requires a great deal of creativity to involve students in the writing process.

Part 1: Writing Lesson Plan

Using the “COE Lesson Plan Template” and “Class Profile,” design a standard-based lesson plan, that includes a writing activity.

In preparing the lesson plan, include the following:

  • Questioning strategies that activates student’s prior knowledge and higher-order thinking in writing and engages them in the learning process
  • Strategies to creatively engage students with various forms of writing, the writing process, and to expand students communication

Part 2: Reflection

In 250-500 words, rationalize your instructional choices specific to the activity and aligning strategies. Be sure to address how your completed lesson plan is appropriate to meet the diverse needs of the “Class Profile” students and clearly focuses on creativity and student engagement.

Support your reflection with at least two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Class Profile

 

Student Name English Language Learner Socioeconomic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

 

© 2018. Grand Canyon University. All Rights Reserved.

Engaging Students With Listening, Speaking, And Writing

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Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills.

Part 1: Listening, Speaking and Writing Activities

Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.

Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities.

Below are examples of possible activities:

  • Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:

  • Strategies that encourage students to apply personal opinions toward the interpretation of texts
  • Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
  • Accommodations related to assessment and testing conditions to meet diverse needs of students

Part 2: Rationale

In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.

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

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attachments

Speaking, Listening, and Writing Activities

 

 

Part 1: Template

 

Example 1

ELA State Standard(s):  
Learning Objective(s):  
Activity:  
Differentiation:  

 

Example 2

ELA State Standard(s):  
Learning Objective(s):  
Activity:  
Differentiation:  

 

Example 3

ELA State Standard(s):  
Learning Objective(s):  
Activity:  
Differentiation:  

Part 2: Reflection

© 2018. Grand Canyon University. All Rights Reserved.

Assignment Supporting Diversity Through 21st Century Teaching And Learning

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See full work attached

This assignment re- introduces you to the framework of 21st century skills that you will consider each week as you work to redesign prior coursework for your Folio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your Folio.

Specifically, after reviewing the Framework for 21st Century Learning (Links to an external site.), you will redesign or modify a prior assignment from one of your courses in the master’s program that represents your mastery of your programs learning outcomes (MACI, MAECEL, MAED, MASE or MATLT). An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st century learning through incorporation of student outcomes and support systems, which are defined as follows:

  • Student      Outcomes: Learning and Innovations Skills (critical thinking,      communication, collaboration, and creativity), Core Subjects 3Rs and 21st      Century Themes, Information, Media, and Technology Skills, Life and Career      Skills.
  • Support      Systems: Standards and assessments, curriculum and instruction,      professional development, learning environments.

When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MACI, MAECEL, MAED, MASE or MATLT).

Week 1 Assignment Supporting Diversity through 21st Century Teaching and Learning

This assignment re- introduces you to the framework of 21st century skills that you will consider each week as you work to redesign prior coursework for your Folio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your Folio.

Specifically, after reviewing the Framework for 21st Century Learning (Links to an external site.) , you will redesign or modify a prior assignment from one of your courses in the master’s program that represents your mastery of your programs learning outcomes (MACI, MAECEL, MAED, MASE or MATLT). An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st century learning through incorporation of student outcomes and support systems, which are defined as follows:

· Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills.

· Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments.

When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MACI, MAECEL, MAED, MASE or MATLT).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

In your paper,

Create your assignment to meet the content and written communication expectations noted below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

· Redesign – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills.

· Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments.

· Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.

· Summary – Modification (2 Points): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program. .

· Summary – Reflection (2 Points): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems.

Written Communication Expectations

· Page Requirement (.5 points): Two to four pages, not including title and references pages.

· APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.

· Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.

· Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.) .

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

 

Welcome to your Culminating Project

 

Learning Outcomes

This week students will:

1. Analyze how teacher knowledge of the diverse learning styles and needs of students promotes student learning and growth and how such knowledge can be attained.

2. Reflect on how 21st-century skills promote rigorous instructional and learning opportunities resulting in the learner’s cognitive, linguistic, social, emotional, and/or physical development.

3. Redesign a prior activity that includes challenging learning experiences promoting cognitive, linguistic, social, emotional and/or physical development.

4. Reflect on design and implementation challenges experienced during the redesign of a prior activity demonstrating attainment of program learning outcomes.

5. Redesign a prior activity that demonstrates attainment of program learning outcomes by incorporating differentiated instructional strategies to address 21st-century skills that consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment.

 

Introduction

Week One requires you to review the Framework for 21st Century Learning (Links to an external site.) as it relates to skills in the classroom that promote rigorous instructional and learning opportunities for learner development cognitively, linguistically, socially, emotionally, and/or physically. The assignment for this week is one of a series of redesign activities you will complete in this course. This week’s redesign activity could be from a lesson plan or teaching unit in which you show representation of 21st-century learning through incorporation of student outcomes and support systems. You will access the Framework for 21st Century Learning (Links to an external site.) website as a primary source for Week One to review student outcomes and support systems in defense of your choice of the most appropriate artifact from your prior coursework for redesign. Additionally, Week One involves the use of digital tools for communication, reflection, storage, and sharing the work you develop, such as when you set up your Folio  (Links to an external site.) and create your introduction for the course.

Go to top of page

 

Required Resources

Text

Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader . Retrieved from https://content.ashford.edu/

· Chapter 2: Meeting the Instructional Needs of Diverse Learners

Web Page

Framework for 21st century learning.  (Links to an external site.) (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework

· This web page provides a comprehensive review of 21st-century teaching and learning and combines a focus on student outcomes with support systems that help students’ master skills they will need in the 21st century. This resource will support student completion of the discussion and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.

Website

Folio . (https://ashford.instructure.com/users/893/external_tools/2653)

· This website provides a Folio resource. This resource will support student completion of the final project, as well as discussions and assignments throughout the course. Accessibility Statement does not exist Privacy Policy

Recommended Resources

Articles

Jackson, N., Bolden, W. S., Fenwick, L. T., & Southern Education Foundation, A. A. (2001). Patterns of excellence: Promoting quality in teaching through diversity (Links to an external site.) . Policy Perspectives on Diversity Training and School Leadership.

· This collection of papers includes descriptions of university programs that are representations of minority teacher recruitment and preparation. This resource will support student completion of the discussion and assignment for this week.

Kwok, J. (2009). Boys and reading: An action research project report . Library Media Connection, (4). 20. Retrieved from the EBSCOhost database.

· A personal narrative is presented in this resource, which explores the author’s experience of conducting an action research project on boys and literacy in a third-grade classroom in a New York public school. This resource will support student completion of the discussion and assignment for this week. The full-text version of this article is available through the EBSCOhost database in the Ashford University Library.

Waters, F. H., Smeaton, P. S., & Burns, T. G. (2004). Action research in the secondary science classroom: Student response to differentiated, alternative assessment . American Secondary Education, 32(3), 89-104. Retrieved from the EBSCOhost database.

· In this article, Waters, Smeaton, and Burns discuss how an interdisciplinary team of 16 faculty designed a research-based, comprehensive classroom assessment model that provided professors with a framework for making informed choices about assessing student learning. This resource will support student completion of the discussion and assignment for this week. The full-text version of this article is available through the EBSCOhost database in the Ashford University Library.

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