Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:

Introduction: Provide a brief introduction (this can be copied from your Week Two assignment)

• A brief description of your current (or fictional classroom)
• Grade Level and Content Area
• Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
• Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion.

• Identify the content, Unit Title, and Unit subject
• Identify at least one Common Core State Standard (CCSS) that aligns with the Unit
• Create at least two measurable unit objectives that align with the CCSS
• Create a description of what you want the students to master including key concepts, ‘big ideas’, and major understandings (see the textbook, chapter four for guidance)

Resources:

• Common Core Standards – The Standards
• Writing measurable learning objectives.
• P21 common core toolkit

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment

• Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs
  
  
• Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
  
  
• Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals, DI theory, and takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, p 5-6).

In addition, this stage should also incorporate self-regulation strategies (behavior management).

Include in your Stage 3 Unit Plan:

– A daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiates instruction and UDL. For example:

• 9th Grade English, Unit: Character Analysis
• Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence.
• Day 1: Pre-assessment, introduction to book
• Day 2: Watch parts of “Dead Poet Society” with discussion
• Day 3: Writing Prompt (based on initial book chapters)
• Day 4-5: Graphic organizer- begin building character analysis with teacher-selected partner

– How each daily activity incorporates differentiated instruction and UDL.

– TWO technology tools will be incorporated throughout the unit with explanations of how it:

• Addresses differentiated instruction with supporting evidence from at least one scholarly citation,
• Will be used to aid instruction
• How it is an example of universal design

– What self-regulation strategies have been built into the lesson, how they are reinforced, and differentiated depending on the student’s level of need.

Be sure to appropriately cite the use of the instructional tool used out of respect for copyright and credit for use of intellectual property.

 

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Differentiated Assessment

Over the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles. 

This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.

This summative assessment must include:

1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
   
   
2. A unit goal that aligns with the Common Core State Standard: 
   The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
   
   
   • Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
     
     
   • A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
     
     
   • Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
     
     
   • Proficiency Level – What is an acceptable level of achievement to demonstrate mastery? 
     
     
     
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
   
   
   • A unique differentiated teaching strategy for each day’s lesson.
     
     
   • Addresses multiple intelligences. 
     
     
   • Considers student’s different learning styles. 
     
     
   • Explains how the assessment results will be used to drive instruction. 
     
     
     
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
   
   
   • Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
      
   • A rubric that clearly details how each part of the assignment will be graded.
     
     
   • Addresses multiple intelligences and various learning styles.

The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.

 

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250- 300 WORDS ONLY Focus on what you learned that made an impression, what may have surprised you, and what you found particularly beneficial and why. Specifically:

What did you find that was really useful, or that challenged your thinking?
What are you still mulling over?
Was there anything that you may take back to your classroom?
Is there anything you would like to have clarified?
THE Weekly Reflection will be graded on the following criteria for a total of 5 points:

Reflection is written in a clear and concise manner, making meaningful connections to the investigations & objectives of the week.
Reflection demonstrates the ability to push beyond the scope of the course, connecting to prior learning or experiences, questioning personal preconceptions or assumptions, and/or defining new modes of thinking.
NOTES TO USE: WHAT WE COVERED THIS WEEK
Introduction & Goals
The spread, or the variability, of a distribution is measured in many ways. In this week’s investigations we will look in great detail at three measures of the spread of a distribution: IQR, Mean Average Deviation (MAD), and Standard Deviation (SD). These measures provide valuable tools for comparing distributions and evaluating the significance of their central measures.

Goals:

Develop an understanding of mean as an indicator of fair allocation and as the “balancing point” of a set of data
Explore deviations of data values from the mean
Quantify variation in a distribution by calculating the Range, Interquartile Range (IQR), the Mean Absolute Deviation (MAD), or the Standard Deviation (SD) of the distribution
Define outliers of data in terms of IQR (interquartile range) and number of deviations from the mean
Spread refers to the variation of the distribution for a variable. You already know two simple measures of spread:

Range: The simplest measure of spread is the range: the difference between the maximum and minimum values of the distribution. In essence, the range tells us the width of the distribution – how many different values the variable takes on, but it does not tell us how the data falls within that range. For instance, consider a class where every student scores 80% on a test, except for one student who scores 10%. This class’s scores are not very variable – nearly every student scored 80%; yet the range would be 70%, suggesting the data is more variable than it really is.

Interquartile Range (IQR): The IQR was introduced in Week 3. It is the difference between the third quartile and the first quartile. The IQR measures the width of the middle 50% of the distribution – how different the middle values are from each other. Another way of thinking about it is as a measure of variation around the median. The smaller the IQR, the better the median represents the middle 50% of the data.

IQR is a little more focused than the range, in that it filters out the extremes of the data (the highs and the lows). However, in doing so, it ignores 50% of the data. Smaller IQRs imply less variation in the distribution. However, it is possible for the upper and lower 25% of the data to be wide-spread. For instance, consider a class where 75% of the students score 90% on a test and the remaining 25% of the students score 50%. In this case, the IQR is 0, suggesting little variation in the distribution of the scores from the median score of 90%; yet 25% of the students did not pass this test.
The appeal of both of these measures is their simplicity. Each is a simple difference of values and can be easily estimated visually on a histogram or box plot. They serve as good initial measures for comparison, used in conjunction with visual comparisons of the key features of the distribution.

In Activity A, we look more intuitively at the spread in DoW #4, and in Activity B, we introduce “deviations from the mean” as another way of measuring spread.

 

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Explain how health is affected by behaviors, economics, and social structure. Describe the three stages of medical technology development. Describe the major trends in population demographics over the past 80 years Describe the most important trends in morality over the past century.

 

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