EDU 620 NERD Lessons in Excellence--edu620nerd.com

EDU 620 Entire Course (2 Paper for each Assignment)
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EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2
Papers)
EDU 620 Week 3 Discussion 1 Introduction To Udl
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And
Resources
EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students
EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2
Papers)
EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
EDU 620 Week 6 Discussion 1 Course Reflection

EDU 620 Week 6 Final Project Community Event (2 Set)
==============================================
EDU 620 Week 1 Assignment Technology Changes Everything (2
PPT)
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Technology Changes Everything. This assignment provides another
opportunity for you to evaluate a variety of digital and assistive
technologies for supporting diverse learners. For this assignment, you
will create a presentation using Microsoft PowerPoint or other
presentation software of your choice. To prepare for this assignment, it
is recommended that in addition to reading Edyburn (2013) Chapter 1
that you also review the Week One Instructor Guidance. Additionally,
be sure to view the TEDx Talks (2012) video Can Technology Change
EDUcation? Yes!: Raj Dhingra at TEDxBend. While you watch the
video, pay particular attention to the story Dhingra tells about the Firefly
Mobile Learning Bus utilized in Turkey and how students are
connecting to technology for teaching and learning in rural parts of the
world.
Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision of
the Classroom of the Future, which shows how technology might affect
a classroom in the future while considering how much technology has
changed in such a short period of time. Finally, watch the TED (2010)

videoThe Child-Driven EDUcation in which Sugata Mitra discusses how
the best teachers and the schools that need them the most can connect
through effective use of technology.
The purpose of this assignment is to showcase how technology has
evolved with regard to teaching and learning and to show the influence it
has on supporting all learners and encouraging student independence.
The videos listed above provide numerous examples to inform the
presentation requirements. It is recommended that you take some time to
consider what will occur in the Week Six Final Project and how the
work completed in this assignment could inform the Final Project.
Create your presentation using the content and written communication
instructions below. Use the Grading Rubric to review your presentation
before submission to ensure you have met the distinguished performance
for each of the components described below. For additional assistance,
review the Week One Instructor Guidance and, if needed, contact the
instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
==============================================
EDU 620 Week 2 Assignment Games In The Classroom
(2 Papers)
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Games in the Classroom. Recall that one of the major benefits of using
technology in the classroom is the ability to differentiate instruction to
meet the needs of every student in every lesson. Just as each student
grows and develops at different rates, research tells us that students also
learn in different ways. Jane McGonagall is an expert at differentiation
through the use of games, which is sometimes described as a form of
gamification. As featured in her engaging TED Talk (2010), Gaming can
make a better world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your assignment
review the Week Two Instructor Guidance page and, if needed, contact
the instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
· Gamification Influences (1 point): Evaluate the potential
influences gamification can have on teaching and learning.
· Gamification and Motivation (1 point): Evaluate the science
behind learner motivation and its connection with gamification.
· Differentiation Support (2 points): Analyze how gamifying
supports differentiated ways to teach and learn.
· Technologies (1 point): Discuss how specific technologies and
gamification are being used to enhance teaching and learning and
motivate learners.
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EDU 620 Week 2 Discussion 1 Student Motivation And
Technology
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Student Motivation and Technology.
1st Post Due by Day 3. This discussion provides an opportunity to
evaluate a variety of digital and assistive technologies for supporting
diverse learners. Based on the required readings from Housand &
Housand (2012), McCombs (2000), and Page (2002), you know that
research shows that effective technology integration can support student
motivation, engagement, and interest in learning. Furthermore, research
has shown that through thoughtful integration of audio, video, and other
media, instruction can be differentiated, ultimately increasing a student’s
motivation to learn. To explore this research, in this discussion you will
analyze how technology integration can be used as a method of
intervention to meet the needs of diverse learners. To prepare for this
discussion, review the Week Two Instructor Guidance and the Required
Resources for the week. Next, access either The Teaching Channel or
Edutopia and conduct a search using the key words “using technology
for learning motivation” or similar. Select one video that can inform
your response to the discussion points below. If for some reason you are
unable to support your response to this discussion using the video

option, please contact your instructor for an alternative way to complete
this discussion.
Initial Post: Respond with an initial post that includes the following
components:
a. Provide a link to the video you viewed and a succinct description of
the video’s focus, such as the grade-level of students, the educator(s)
involved, and the subject being taught (e.g., science or language arts).
b. In at least one paragraph, describe how the technology is being used
in the video and describe what you observed in the video that informs
you that students’ motivation is increased or otherwise supported due to
the use of the technology.
c. Next, succinctly describe how the use of the technology promotes
students’ engagement during the learning process.
d. Finally, describe the extent to which the use of technology and its
motivating factors outweighs the potential challenges the educator might
face in acquiring the technology and learning how to effectively
implement it.
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EDU 620 Week 3 Assignment Udl/Cast Instructional Plan
Analysis (2 Papers)

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UDL/CAST Instructional Plan Analysis
This assignment provides the opportunity for you to apply the principles
of universal design for learning (UDL) in the design of instruction and
assessment. Recall that UDL provides access to the curriculum for
students with a wide variety of abilities and background. Therefore,
UDL aligns with inclusionary practices found in today’s schools.
Furthermore, assistive technology supports the UDL framework to
provide a means of learning for students with disabilities. To prepare for
this assignment, review the CAST (2010) video, UDL at a glance and
review the Explore model UDL lesson plans (2011) web page, both of
which are listed in the Week Three Required Resources. Be sure to also
review the Week Three Instructor Guidance page for additional
intellectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson
from the Explore Model UDL Lesson Plans (2011) page of the
CAST.org website. Analyze the lesson for the points described in the
Content Instructions included with this assignment, below. Click on the
“UDL Connections” buttons located at various points in the lesson to

analyze how UDL principles have been integrated. Next, create your
assignment to meet the content and written communication instructions
below. Use the Grading Rubric to review your assignment before
submission to ensure you have met the distinguished performance for
each of the components described below. For additional assistance with
this assignment, review the Week Three Instructor Guidance page and, if
needed, contact the instructor for further clarifications using the “Ask
Your Instructor” discussion forum.
a.
a. Lesson Description (1 point): Include the title of the model lesson,
the subject, and grade levels, and a one-paragraph introduction of the
lesson.
a.
a. Principle 1 (1 point): In one to three paragraphs, describe ways
that multiple means of representation are included in the model lesson.
a.
a. Principle 2 (1 point): In one-to-three paragraphs, describe ways
that multiple means of action and expression are included in the model
lesson.

a.
a. Principle 3 (1 point): In one to three paragraphs, describe ways
that multiple means of engagement are included in the model lesson.
a. Reflection (2 points): Close your essay with a personal reflection
that addresses the following four areas:
o A description of at least two concepts or strategies from the lesson
that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiated
instruction
o A discussion of how your understanding of and appreciation for
instructional planning has changed as a result of your analysis,
o At least one specific concept or strategy from the lesson that you
would consider applying to your own practice and the potential impact it
may have on the population you serve.
Written Communication Instructions
a.
a. Length Requirement (0.5 point): Four to seven pages including the
title and references pages.

a.
a. Syntax and Mechanics (0.5 point): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
a.
a. Source Requirement (0.5 point): Utilize at least two sources in
addition the model lesson plan and the Edyburn (2013) textbook. All
sources on the references page need to be used and cited correctly within
the body of the assignment.
a. APA Formatting (0.5 points): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University Writing
Center for assistance with APA style and formatting or your copy of the
APA Style Manual.
==============================================
EDU 620 Week 3 Discussion 1 Introduction To Udl
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This discussion is an opportunity for you to apply the principles of
Universal Design for Learning (UDL) in the design of instruction and
assessment. In essence, UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work for all
learners. To prepare for this discussion, in addition to reviewing the
Required Resources for Week Three, view the CAST (2010) video UDL
at a Glance and the Week Three Instructor Guidance where additional
assistance for excelling in this discussion and intellectual elaboration
about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.
a. Provide a succinct summary, in your own words, of the key concepts
that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used to
individualize learning for students with varied backgrounds, learning
styles, and abilities and thereby create increased opportunities for
learning.
c. Discuss the impact that using UDL may have on your current or
anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial
response to this discussion, how might you include what you’ve learned
about UDL in your plan for the Week Six Final Project: Community
Event?
==============================================
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And
Resources

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UDL Guidelines: Examples and Resources. [CLO3]
This discussion is an opportunity to further demonstrate your ability to
apply the principles of Universal Design for Learning (UDL) to the
design of instruction and assessment. As you learned last week from
reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video
UDL at a Glance, the three main principles supporting UDL are to
Provide Multiple Means of (a) Representation (the “what of learning),
(b) Action and Expression (the “how” of learning), and (c) Engagement
(the “why” of learning). For this discussion you will review technology
checkpoints as they relate to the three main principles of UDL. IT may
be helpful to review the Week Three Instructor Guidance page where
UDL is explored in the intellectual elaboration and to take time now to
review your feedback from the Week Three assessments as well. Then,
to prepare for this discussion, read the Week Four Instructor Guidance
and then visit the UDL Guidelines - Version 2.0: Examples and
Resources (2014) website. At the website, select the principle you have
been assigned based on your last name using the list below. You will
then choose one checkpoint from the principle you have been assigned
to review.
• If your last name begins with A-J: Choose one checkpoint from any of
the three guidelines from Principle 1. Provide Multiple Means of
Representation.

• If your last name begins with K-O: Choose one Checkpoint from any
of the three guidelines from Principle 2 Provide Multiple Means of
Action and Expression.
• If your last name begins with P-Z: Choose one checkpoint from any of
the three guidelines from Principle 3 Provide Multiple Means of
Engagement
Within the checkpoint there are several examples and/or resources that
support the principle and checkpoint. Next, choose one
example/resource that interests you to explore, interact with, and
evaluate. You may also choose
to consider examples geared toward the grade level you are currently
teaching, have experience in, or intend to teach.
Initial Post: Create a Jing tutorial or other multimedia-based presentation
with software such as Present.me to showcase the specific UDL
checkpoint example selected. Include the link to your Jing tutorial or
presentation featuring the example/resource selected as well as written
responses to the discussion points below. Your written response needs to
be between one and two paragraphs in length. One of the ways to make
your discussion engaging and effective is by including audio of your
voice alongside a presentation of the information you have investigated.
You can talk through these points during your tutorial. Keep in mind, the
maximum length of a Jing video is five minutes so it will help to create a
presentation in PowerPoint first that is five slides long with each slide
covering one of the five points below. If for some reason you are unable
to complete this discussion using the recommended technology, please
contact your instructor for an alternative way to respond.
a. State the principle and checkpoint (number and description) analyzed.
b. Describe the specific example or resource selected (title given), the
age group intended for, and the content area it covers.

c. Describe the example/resource explored explaining how it works
d. Address each of the “Key Considerations” for the checkpoint.
e. Share an idea you have for how this resource might be used
effectively during instruction or assessment opportunities in your current
classroom or your future practice.
Guided Response: Respond to two peers by first choosing two peers
with a different last name grouping then your own. View their
multimedia presentation and reflect on how their example relates to the
three principles of UDL. Provide specific feedback for the “Key
Considerations” as well as their idea of how the example/resource
featured could be effectively used for instruction. Though two replies is
the basic expectation, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you to further the conversation. The continued
conversation also gives you further opportunities to demonstrate your
content expertise, critical thinking, and real world experiences with the
topic of UDL.
==============================================
EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students
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Minimizing modifications for individual students. [CLO 3]. 1st Post Due
by Day 3.This discussion is an opportunity for you to apply the
principles of Universal Design for Learning (UDL) in relationship to
constructivism and meeting the needs of all students. To prepare for this
discussion, aside from reviewing the Week Four Instructor Guidance,
you will need to view the video UDL Minimizes modifications for
individual students at the CAST website. To view the video, you will
need to sign up for a free CAST account.
Initial Post: Create an initial response that addresses the following areas.
a. Evaluate how the video has strengthened or otherwise changed your
views about differentiated instruction? Do you have a deeper
understanding and appreciation for differentiated instruction now? Why/
Why not?
b. Analyze the benefits for both students and the teacher when
instruction follows the UDL framework when compared to the practice
of isolating learners and planning for specific modifications for
individual students.
c. Discuss what you learned in the video about setting up a non-
threatening learning environment that does not isolate students. For
example, what connections can you make between this and what you
observed when analyzing the lesson during Week Three and when
evaluating the example or resource in the Week Four Discussion 1.
==============================================

EDU 620 Week 5 Assignment Creating A Udl Instructional Plan
(2 Papers)
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Creating a UDL Instructional Plan.This assignment is another
opportunity to apply the principles of universal design for learning
(UDL) in the design of instruction and assessment. In this assignment,
you develop a lesson plan that incorporates UDL and effectively
leverages educational technologies in the classroom. Specifically, using
the Cast UDL Lesson Builder (2011) website (see instructions below on
how to access this website), you will create a lesson in either
English/language arts (ELA) or mathematics that includes the
components listed in the content expectations, below.
review the Week Five Instructor Guidance page and, if needed, contact
discussion forum.
There are two parts to this assignment: Part I is an actual instructional
plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson
Builder (2011) website. Create a free account. Next, click on “Create,
Save & Edit My Own UDL Lesson Plans” and begin constructing single

lesson for a specific grade level focusing on either reading/language arts
or math only. Each respective portion of the plan is inserted by selecting
“Edit” and are detailed below in the Part I Content Expectations. For
more information on each part of the lesson plan, click on the “More
Information” button located in the lesson plan builder.
1. Lesson Overview (1 point): Include the title, author, subject, grade
level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes
long, depending on your population.)
2. Lesson Description for the Day (0.5 point): Include a brief
description of the essential learning to be experienced by students and
practiced during the lesson. Include the approximate duration of the
lesson (30 to 90 minutes total).
3. State Standard/s (1 point): Include the state grade-level standard
this lesson aligns with. Include the whole standard rather than just its
label (see Instructor Guidance for an example). You may use a standard
from the Common Core State Standards or your own state standards.
4. Lesson Goals (1 point): Also known as the lesson objectives.
Construct one to two content-specific objectives for lesson. The
objectives should be written in student terms and contain a single,
observable, and measurable verb indicating the skill in students will be
assessed for during instruction.
5. Teaching Methods:
o Describe the anticipatory set (1 point)
o Address how you will introduce and model new knowledge (1 point)
o Describe the guided practice (1 point)

o Describe the independent practice (1 point)
o Wrap-Up (Closing) (1 point): Explain how you will close the lesson
and in what manner students will debrief from the learning experience.
6. Assessment (1.5 points): Describe what you will assess during the
lesson (formative assessment) as described in either or both the guided
practice and/or independent practice stages of the lesson.
7. Save your instructional plan as a doc. file and upload it along with
Part II to the classroom for evaluation.
1. Syntax and Mechanics (1 point): Display meticulous
Part Two – Analysis/Summary Content Instructions
1. Reflection (3 points): In a separate two-to-three page Word
document, include a reflection in which you address the following
questions:
o How does your lesson serve as motivation for learners?
o How does your lesson stimulate critical thinking in your students?
o How does the lesson model a non-threatening environment providing
differentiated learning opportunities without isolating students?
1. Length Requirement (0.5 point): Two to three pages not including
the title and references pages.

2. Syntax and Mechanics (0.5 points): Display meticulous
3. Source Requirement (0.5 points): Utilize at least two scholarly
resources and the Edyburn (2013) textbook. All sources on the
references page need to be used and cited correctly within the body of
the assignment.
4. APA Formatting (1 point): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University Writing
Center for assistance with APA style and formatting or your copy of the
APA Style Manual.
==============================================
EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
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Career and Technical EDUcation [CLO 1]. 1st Post Due by Day 3.This
discussion is an opportunity for you to evaluate how the purposeful
integration of technology in instruction and assessment supports student
acquisition of 21st-century skills and more importantly career and
technical education (CTE). In the past few weeks, you have had the
opportunity to consider the inclusion of technology in teaching and

learning as well as the principles of UDL in practice. Now, we consider
how UDL supports the acquisition of 21st-century skills as these relate
to career and technical education. To prepare your response for this
discussion, you will review Chapter 5 from the Edyburn text (2013), the
21st-century skills videos, and the ACTE website section on career and
technical education and then evaluate them in relation to the principles
of UDL. As always, reviewing the Instructor Guidance for the week is
strongly encouraged for intellectual elaboration on the topics for the
week and additional assistance for all assessments.
When contemplating 21st-century skills, associations must be made with
respect to creativity, critical thinking, problem solving and
metacognition and a host of relevant life skills. Keeping in mind your
knowledge gained thus far on UDL and 21st century skills. You will
review three sources to inform your initial response to the discussion
including the ACTE website on Career and Technical EDUcation
(CTE), a short video by Inside Schools titled High School: What is
Career and Technical EDUcation?, and your own state’s Department of
EDUcation website or local school district website, specifically,
information pertaining to Career and Technical EDUcation (CTE).
==============================================
EDU 620 Week 6 Discussion 1 Course Reflection
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Course Reflection. This discussion is an opportunity to analyze the
impact that technological competency has on your own professional
development. Consider that the role of the classroom teacher is the
crucial factor in the full development and use of technology adoption in
schools. As a result, to reach the goal of preparing teachers for effective
technology use, a well-designed professional development program is
essential. Professional development as it relates to best practices of
technology use in the classroom must be viewed as an ongoing and
integral part of teachers' professional lives.
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EDU 620 Week 6 Final Project Community Event (2 Set)
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Community Event. The Final Project is your opportunity to demonstrate
what you have learned throughout the course in a summative and
comprehensive assignment. Begin preparing for this assignment by
reading the Week Six Instructor Guidance and by imagining the
following scenario:
In just two months, members of your community will vote on an $18
million educational technology bond intended to update the technology
infrastructure of both the school district and local community center.
The passing of the bond would provide upgraded technology to improve

learning for Pre-Kindergarten through 12th grade students enrolled in
the school district as well as adult learners enrolled in the community’s
blended adult learning programs. The leadership teams of both the
school district and community have decided to join forces in an effort to
encourage voter participation. The leaders believe that by raising
awareness and interest in technology as a teaching and learning tool,
voters will have a better understanding of and appreciation for the issues
pertaining to the bond, which will increase the likelihood of it passing at
the polls.
Since this is a joint effort between the school district and community
center, you will assume the role of either an educator in the district, or a
representative of the community center and plan a portion of a local
event involving community members. Your goal for the Final Project is
to get residents of your community into the doors of your school and/or
community center to raise awareness of and interest in technology
integration in the learning environment. As such, this event will need to
provide opportunities for attendees to be exposed to and interact with
various types of technology. In essence, your event will showcase
current examples of technology use in your respective learning
environment as well as feature the impact that the bond money would
have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either
the school board or community center administrative team through a
professional presentation detailing your plan along with a written
synopsis of the event plans provided to your audience. Select from one
of the two roles shared in the content expectations below and include
each component in your Community Event Plan.
review the Week Six Instructor Guidance page and, if needed, contact

discussion forum.
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EDU 620 NERD Lessons in Excellence--edu620nerd.com

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