Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx

Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out
after 90 minutes of inactivity. Because of this, we strongly
suggest that you compose your work in a word processing
program and copy and paste it into the discussion post when you
are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that
includes differentiated instructional strategies and learning

styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection
and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three
weeks by considering elements of capacity building for
educators. You look through a variety of lenses,
supporting Course Learning Outcome 2: Use a variety of
content-based instructional materials and strategies supporting
inquiry-based learning, student reflection, and technology. You
get an inspiring glimpse into the world of an engaging
classroom teacher and learn of the powerful impact your
practice as an educator can have on student learning. This week,
you apply the principles from Framework for 21st Century
Learning to create an engaging, inquiry-based student activity
to implement with students and share with other educators. You
have the opportunity to get creative and apply what you’ve
learned in a way that follows best practices and potentially
transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn:
Improving professional practice, overcoming limitations, and
diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for
21st century learning. Retrieved from
http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st
Century Skills organization, an organization promoting learning
in what it calls the “The 3Rs and the 4Cs” for the 21st century.
The website has numerous links to resources and information

about the organization at work, news about the Partnership for
21st Century Skills organization, as well as a link page devoted
to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to
learn? From mistakes [Video file]. Retrieved from
http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in
Philadelphia’s Science Leadership Academy, offers 3 ideas
about learning in this 10 minute TED video. One surprising idea
is that failure can lead to learning and eventual success. One
way that others have expressed this idea is to “fail forward,”
taking lessons from failure to lay the foundation for future
success.
Discussion
To participate in the following discussions, go to this
week's Discussion link in the left navigation.
1. How to Learn from Mistakes
This discussion is your opportunity to demonstrate your ability
with the objective Construct a 21st century inquiry-based
learning activity that includes differentiated instructional
strategies and learning styles as part of the instructional
methods and Design a content-based activity that includes self-
reflection and shared feedback opportunities for students.
Additionally, this discussion is your opportunity to demonstrate
mastery of the Course Learning Outcome 2 while reinforcing
MAED Program Learning Outcomes 1, 2, 3, 5, 8, and 9.
This discussion serves as a source of inspiration as you prepare
for the assignment this week involving the creation of an
inquiry-based lesson! The speaker in this 10 minute TedTalk
you will view emphasizes the power of listening to and
considering students’ perspectives, allowing them to take risks
and be comfortable making mistakes, and how experiential

learning promotes thinking, problem-solving, and genuine
student interest. You will consider yourself lucky to learn of the
“... most awesome moment of revelation” as shared by this
dynamic teacher.
Initial Post
View Diana Laufenberg’s TedTalk: How to Learn? From
Mistakes and read the transcript.
Part I
Reflect upon each quote below. How were your eyes opened,
either for the first time or maybe reopened?
· “The things that kids will say when you ask them and take the
time to listen is extraordinary” (Laufenberg, 2010).
· “. . . And here's the thing that you need to get comfortable
with when you've given the tool to acquire information to
students, is that you have to be comfortable with this idea of
allowing kids to fail as part of the learning process. We deal
right now in the educational landscape with an infatuation with
the culture of one right answer that can be properly bubbled on
the average multiple choice test, and I am here to share with
you: it is not learning. That is the absolute wrong thing to ask,
to tell kids to never be wrong. To ask them to always have the
right answer doesn't allow them to learn” (Laufenberg, 2010).
Part II
Next, share one other remark, quote, or point of discussion from
Mr. Laufenberg that impacted your thinking as a teacher and
learner. What connections can be made from Ms. Laufenberg’s
talk with what is expressed in chapter 5: Capacity Building for
All Educators (Ash & D’Auria, 2013) involving the quality of
teaching? Explain its impact and how you might apply it to your
assignment for this week.
Guided Response: Post replies to at least two peers. In your
replies, consider asking questions of peers about their responses

to encourage further conversation. Consider their impressions of
each quote. How did their perceptions differ or agree with your
own? Share how their perception may have altered or added to
your own. Remark upon their added remark, quote, or point of
discussion from the TED Talk. Provide specific feedback
regarding their ideas for implementing it in this week’s
assignment.
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 (including the instructor) before the last day of the
discussion; this will further the conversation while also giving
you opportunities to demonstrate your content expertise, critical
thinking, and real world experiences with this topic.
Assignment
To complete the following assignment, go to this
week's Assignment link in the left navigation.
This assignment is your opportunity to demonstrate your ability
with the learning outcomes Construct a 21st century inquiry-
based learning activity that includes differentiated instructional
Your principal has directed your attention to the Framework for
21st century learning and has asked you develop a learning
activity centered around a core subject for students
incorporating Learning and Innovation Skills, Information,

Media, and Technology Skills, and Life and Career Skills, while
exhibiting differentiated instructional strategies and
consideration for a variety of learning styles. Additionally, you
use your time during your school wide professional learning to
plan this lesson for a two-fold purpose: (a) to implement it in
your own classroom and (b) to potentially share it during
subsequent professional learning time. Someone from your
school’s leadership team if not the principal will observe your
lesson as a guest in your classroom (you are not being
evaluated) as you implement it with students.
Instructions
Prepare a 7-10 slide presentation with the goal of implementing
it and sharing it with others per your principal’s request. Your
presentation will include what a high quality instructional plan
would have and follow what your principal has asked you to
design during professional development, though it will be
represented in presentation format only for this assignment.
Create a multi-media/digital presentation of your lesson in a
teacher-friendly (easily understood by teacher participants),
engaging, presentation format including your choice of
presentation software such as Prezi, Slideshare, PowerPoint,
Thinglink, Present.me or another source
from educatorstechnology.
Note: You are not creating two separate products. What would
be constructed as an instructional (lesson) plan will be
formatted as a presentation instead.
Create your assignment to meet the content and written
communication expectations below.
Content Expectations
a. Presentation—Digital/multi-media (2 points): Plan utilizes
presentation software for communication/sharing of ideas.

b. Presentation—Lesson Plan (4 points): The following
components of a high-quality lesson plan should be included in
your presentation with each appropriate label. It is imperative
you do not include a separate, formal lesson plan document
within your presentation as it is not readable by viewers.
· Grade level content standard—Includes one to two reading,
writing, math, or science standards from your state or Common
Core State Standard.
· Learning objective/outcome--Aligns with selected standard(s),
is specific, observable, measurable, and in student-terms.
· ISTE-S--Include at least one technology standard that
integrates student use of technology in a meaningful way to
support your plan.
· Skills—Lesson addresses at least one Learning and Innovation
skill, one Information, Media, and Technology skill, and one
Life and Career Skill from the Partnership for 21st Century
Learning framework.
· Inquiry—Includes an inquiry-based approach and at least two
purposeful questions ranging in levels of cognition (Bloom’s or
Webb’s DOK) to promote critical thinking.
· Differentiation—At least two different suggestions for
differentiating instructions and/or materials so as to reach ALL

learners.
· Student self-reflection & Feedback—Suggests at least one way
students can receive and give feedback as well as reflect upon
their learning.
· Formative Assessment—Include three different ways to assess
FOR learning such as student work samples (what kinds of
student artifacts would you bring to share with the participants
of your presentation?)
Written Communication Expectations
a. Syntax and Mechanics (0.5 points): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
b. Source Requirement (0.5 points): Provide at least 5 resources
for your participants that cover at least three of the components
of a high-quality lesson plan as demonstrated in your
presentation (i.e. resources pertaining to writing objectives,
State, CCSSI, and/or ISTE standards, 21st century
learning/skills, inquiry-based teaching and learning,
differentiated instruction, student self-reflection, provision of
feedback, and formative assessment).
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 to the courseroom for
evaluation no later than Day 7.
Recommendation
Save your work! You may wish to incorporate this project into
your learning in another course (e.g., EDU689 or the Capstone
course, EDU 695). Since eCollege does not grant students
access to previously completed courses for long, it is strongly
recommended that you save your key assignments on a flash

drive or store them though cloud-based software such
as Dropbox, Google Drive, or something similar.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
Week 4 - Instructor Guidance
As we enter the last half of the course and continue our school-
based scenario, you are gradually moving from teacher to
teacher-leader. This week sets you up for that role by allowing
you to create an activity that will ultimately support what the
summative project.
Week Overview
In Week Four, you practice what you’ve learned thus far to
create an activity benefitting both students and teachers as you
continue your role as teacher in our school scenario.
Partnership for 21st Century Skills: Apply it to your practice!
As learners in this course and previous courses in your program
at Ashford, you have been exposed to the Partnership for 21st
Century Skills (p21.org) and know that it emphasizes:
“. . . a framework for a holistic view of 21st century teaching
and learning combining a discrete focus on 21st century student
outcomes (a blending of specific skills, content knowledge,

expertise and literacies) with innovative support systems to help
students master to multi-dimensional abilities required of them
in the 21st century and beyond” (p21.org).
As teachers, it is critical these student outcomes are part of our
repertoire so as to build relevant lessons requiring critical
thinking for students to practice and build upon. The student
outcomes as represented in the framework for 21st century
learning are;
· Core subjects and 21st century themes
· Learning & innovation skills
· Information, media, & technology skills
· Life & career skills
Core Subjects (the 3 Rs) & 21st Century Themes
In addition to mastering the core subjects and 21st century
themes of
· English, reading or language arts
· World languages
· Arts
· Mathematics
· Economics
· Science
· Geography
· History and
· Government & civics
The Partnership for 21st Century Skills asserts that schools
must promote understanding of academic content at a higher
level by weaving in 21st century interdisciplinary themes such
as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health literacy, and
environmental literacy (p21.org). For the purpose of the
assignment this week, you will select a single core
subject listed above.

Learning & Innovation Skills
According to The Partnership for 21st Century Learning,
“Learning & innovation skills increasingly are being recognized
as the skills that separate students who are prepared for
increasingly complex life and work environments in the 21st
century, and those who are not” (p21.org). A focus on the
following skills is essential to prepare students for the future:
Creativity and innovation - Students will:
· Think creatively using a wide range of idea creation
techniques; create new and worthwhile ideas, and elaborate,
refine, & evaluate their own ideas in order to improve and
maximize creative efforts.
· Work creatively with others to develop, implement, and
communicate new ideas effectively; be open and responsive to
new and diverse perspectives; demonstrate originality and
inventiveness, and view failure as an opportunity to learn.
· Implement innovations by acting on creative ideas to make
tangible, useful contributions to the field where the innovation
will occur
Critical thinking and problem solving - Students will:
· Reason effectively: use inductive, deductive reasoning.
· Use systems thinking: analyze how parts of a whole interact
with each other to produce outcomes in complex systems.
· Make judgments & decisions: analyze/evaluate evidence,
arguments, claims & beliefs; analyze/evaluate alternative
viewpoints; synthesize and find relationships between
information & arguments; interpret information & draw
conclusions; reflect critically on learning experiences &
processes.
· Solve problems: solve a variety of non-familiar problems in
both conventional & innovative ways; identify & ask significant

questions to clarify various viewpoints leading to better
solutions.
Communication and collaboration: - Students will:
Communicate clearly:
· Articulate thoughts and ideas effectively using oral, written
and nonverbal communication skills in a variety of forms and
contexts.
· Listen effectively to decipher meaning, including knowledge,
values, attitudes and intentions.
· Use communication for a range of purposes (e.g., to inform,
instruct, motivate and persuade).
· Utilize multiple media and technologies, and know how to
judge their effectiveness a priori as well as assess their impact
· Communicate effectively in diverse environments (including
multi-lingual).
Collaborate with Others
· Demonstrate ability to work effectively and respectfully with
diverse teams.
· Exercise flexibility and willingness to be helpful in making
necessary compromises to accomplish a common goal.
· Assume shared responsibility for collaborative work, and
value the individual contributions made by each team member.
Establishing supportive structural and relational conditions
The principal must firmly establish consistent times and
locations for the PLCs to collaborate and accomplish what they
are tasked to do. Finding and making time is always a
challenge. Nevertheless, sticking to these times and determining
them as sacred emphasizes the importance for all stakeholders.
Moreover, the principal has the power to provide structures to
build relationships so that PLCs operate with administrators,
teachers, parents, and students respect and trust each other.
Intentional, collegial learning means that the community begins

with the determination of what they will learn together. They
must consider student and staff data to determine where to
celebrate and where to concentrate efforts for improvement.
Last, a shared practice must be established through follow up
and coaching. Staff should be able to observe each other in
practice and spend time collaborating over plans, student work,
and data.
Discussion 1 Guidance: The How to Learn from
Mistakes discussion will inspire you as you listen to a dynamic
classroom teacher share the rich experiences she’s had with
students over the course of her career. This TedTalk capitalizes
on the relational aspects of teaching and the profound impact it
can and does have on student learning as well as teacher
growth.
The subject matter of this TedTalk truly exemplifies the power
of relationships and their impact on growth and progress. While
this particular resource, discussion, and week has you looking
through the lens of a teacher, it weaves beautifully into Weeks
Five and Six as you change perspectives to include that of a
leader. Relational and behavioral traits between each level of
authority are clearly evidenced as being instrumental to student
outcomes and teacher efficacy.
As you ponder what you view and hear in the video, think about
your own experiences as a learner, whether during your K-12
experience, or through your time in post-secondary education.
Even if you have little or none instructional experience, think
about how this information and experience shared through this
video lends itself to leadership and instigating change.
Assignment Guidance: In the 21st Century Learning
Activity assignment you will apply your learning in a creative,

practical way to construct a high-quality instructional plan
utilizing all the essential components from 21st century learning
and best practices. Approach this assignment as an exciting
opportunity for you to stretch beyond the traditional lesson plan
and delivery to a more creative, relevant way to engage students
AND to provide a professional growth opportunity for your
colleagues.
Tip: Note that while the framework of this assignment is that of
an instructional plan, you are formatting your work in that of a
professional presentation. The goal of this assignment is two-
fold: a) to design an all-encompassing, relevant, and rigorous
lesson for students and b) to share it with colleagues so they can
see an exemplary model of instruction and apply it to their own
practice. This assignment supports the intention of the PLC—to
support each other school-wide in an effort to improve student
outcomes.
Also, think about how your presentation would be received by
an audience of educators. Your slides should be easy to read,
free of excessive graphics, and keep the attention of audience
members. If you use PowerPoint, use the notes section for
speaker’s notes or additional information.
Week 4 - Assignment
This assignment is your opportunity to demonstrate your ability
with the learning outcomes Construct a 21st century inquiry-
based learning activity that includes differentiated instructional

Your principal has directed your attention to the Framework for
21st century learning (http://www.p21.org/about-us/p21-
framework) and has asked you develop a learning activity
centered around a core subject for students
incorporating Learning and Innovation Skills, Information,
Media, and Technology Skills, and Life and Career Skills
(http://www.p21.org/our-work/p21-framework), while
exhibiting differentiated instructional strategies and
consideration for a variety of learning styles. Additionally, you
use your time during your school wide professional learning to
plan this lesson for a two-fold purpose: (a) to implement it in
your own classroom and (b) to potentially share it during
subsequent professional learning time. Someone from your
school’s leadership team if not the principal will observe your
lesson as a guest in your classroom (you are not being
evaluated) as you implement it with students.
Instructions
Prepare a 7-10 slide presentation with the goal of implementing
it and sharing it with others per your principal’s request. Your
presentation will include what a high quality instructional plan
would have and follow what your principal has asked you to
design during professional development, though it will be
represented in presentation format only for this assignment.
Create a multi-media/digital presentation of your lesson in a
teacher-friendly (easily understood by teacher participants),
engaging, presentation format including your choice of
presentation software such as Prezi, Slideshare, PowerPoint,
Thinglink, Present.me or another source
from educatorstechnology.
Note: You are not creating two separate products. What would
be constructed as an instructional (lesson) plan will be
formatted as a presentation instead. YOU DO NOT NEED TO

CREATED THE PRESENTATION, PROVIDE CONTENT
ONLY.
Create your assignment to meet the content and written
communication expectations below.
Content Expectations
a. Presentation—Digital/multi-media (2 points): Plan utilizes
presentation software for communication/sharing of ideas.
b. Presentation—Lesson Plan (4 points): The following
components of a high-quality lesson plan should be included in
your presentation with each appropriate label. It is imperative
you do not include a separate, formal lesson plan document
within your presentation as it is not readable by viewers.
Core State Standard. My state is Georgia -
https://www.georgiastandards.org/Georgia-
Standards/Pages/default.aspx
· ISTE-S--Include at least one technology standard that
integrates student use of technology in a meaningful way to
support your plan. Link to standards -

https://www.iste.org/standards/standards/standards-for-teachers
· Skills—Lesson addresses at least one Learning and Innovation
skill, one Information, Media, and Technology skill, and one
Life and Career Skill from the Partnership for 21st Century
Learning framework. (Link listed above)
· Inquiry—Includes an inquiry-based approach and at least two
purposeful questions ranging in levels of cognition (Bloom’s -
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/or
Webb’s DOK - https://www.edutopia.org/blog/webbs-depth-
knowledge-increase-rigor-gerald-aungst) to promote critical
thinking.
· Differentiation http://education.cu-portland.edu/blog/teaching-
strategies/examples-of-differentiated-instruction/ - At least two
different suggestions for differentiating instructions and/or
materials so as to reach ALL learners.
· Student self-reflection & Feedback—Suggests at least one way
students can receive and give feedback as well as reflect upon
their learning.
· Formative Assessment
https://facultyinnovate.utexas.edu/teaching/check-
learning/methods -Include three different ways to assess FOR
learning such as student work samples (what kinds of student
artifacts would you bring to share with the participants of your
presentation?)
Written Communication Expectations
a. Syntax and Mechanics (0.5 points): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
b. Source Requirement (0.5 points): Provide at least 5 resources
for your participants that cover at least three of the components

of a high-quality lesson plan as demonstrated in your
presentation (i.e. resources pertaining to writing objectives,
State, CCSSI, and/or ISTE standards, 21st century
learning/skills, inquiry-based teaching and learning,
differentiated instruction, student self-reflection, provision of
feedback, and formative assessment).

Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx

More Related Content

Similar to Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx (20)

More from cockekeshia (20)

Recently uploaded (20)

Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx