Glg 101 Week 4 Redesigns Lessons

I have chosen Option 1 for my Language Development Project. There were many reasons as to why I decided to choose Option 1. The main reason is that, learning new words is a personal interest of mine. I never feel like I know too many words. That’s why I find it satisfying to learn new words and try to incorporate those words in my writing. During the early years of my high school, I always felt like my vocabulary wasn’t up to snuff. But, oddly enough, I began to improve my vocabulary through watching movies, TV shows, and playing games. I looked up a new word that I came across, and incorporated it into my writing. I had also learned to understand the meaning of an unknown word through the context that word was written in. Now that I’m in college,

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

When it comes to education, it is important to determine what method of content delivery is going to be the most effective for each individual class. Furthermore, it becomes increasingly important to determine the most effective strategies for each individual student. Within the concept of a universal design for learning (UDL), it becomes important to ensure that students have more than just access to information: “Non-educators often make the mistake of equating access to information with access to learning” (Rose & Meyer 2002). With UDL, students not only have access to information, but they are enable through the access to learning. This can be manifested in a number of ways, but is characterized by the availability of environments that promote learning and education that promotes learning. UDL then becomes the method for which educators provide students with a variety of methods to engage cognition, and allow for educators to meet the needs of diverse learners.

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, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

ELL students usually arrive to class with a variety of academic abilities. Teachers can use technology to personalize learning by developing individualized learning plans and resources that addresses and meets the needs of students with varying academic skills. Some of the benefits of using technology in the classroom is scaffolding lessons, which allows the advanced student to progress at his own pace while offering support to the beginning

Include what the teacher will be doing AND what the students will be doing in each segment of the instructional design.

design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

The learning design has an array of unique supports. The variables include, but are not just limited to: teachers, assistant principals, cafeteria workers, counselors, and parents. You, along with these integral features, must prepare students to successfully graduate from high school and from college. Therefore, you must ensure they leave their high school with a burning interest to pursue higher education, and a compelling urge to become productive citizens.

My ultimate goal is to become a 21st century educator who leverages Educational Technology to teach tomorrow’s K-12 educators at the college or university level. I am specifically interesting in teaching courses related to education, technology, business, systems and/or sustainability. Educational Technology (ET) is the study, use and manage of process and resources to improve learning. (Hlynka & Jacobsen, 2009) Throughout my career, I have gained many experiences in ET

There are many advantages of instructional design. As Reiser (2001) tells us, it can be used I numerous different setting, and bring a lot to the table. It is also very important to understand who the student is and the best way for them to learn. No two students learn the same way, so we need to study and find the best way to teach them the material that needs to be

Instructional design (ID) can be dated back to World War II, being used for development of military services (Garrett & Benson, 2017). Then adapted to the realm of education in the 1970’s, and is still a large component in education (Garrett & Benson, 2017). Education is an ever-changing field, where there are always new initiatives, some of the core initiatives set forth by the United States Department of Education are: Higher standards of learning, and more useful assessments and data (United States Department of Education, n.d.). “Instruction is a systematic process in which every component (i.e. teacher, students, materials and learning environment) is crucial to successfully learning” (as cited in Isman, 201). Isman stated four principles that played a key roll in the instructional process that helped to

Understanding by Design is a framework that can be used in teaching to help students understand content material and transfer understanding of content material to other content areas. As stated by Childre, Sands and Pope (2009), children need the opportunity to connect to their prior knowledge and experiences with new information (p. 6). Understanding by Design focuses on Backward Design, teachers create an authentic presentation and assessment of content by focusing on learning outcomes, standards and the assessments needed for accomplishing (Childre, Sands & Pope, 2009). Creating a curriculum that following the Understanding by Design framework with an emphasis on Backward Design would enlist creating a curriculum that will detail three factors. The first would be a desired outcome for students (what they should learn by the conclusion of the lesson); the second is usage of the standards to guide and present essential questions for the lesson and finally, authentic forms of instruction and

The Walden University Masters in Education program focuses mainly on strategies that can be used to increase student learning and achievement. Of the learning outcomes outlined for this program I feel most proficient with learning outcome two. Learning outcome two states that teachers can, “Create multiple paths to the subjects they teach, through their knowledge of how the subject is created, organized, linked to other disciplines, and applied to real world settings” (2011-2012 Walden University Catalog, 2016). As a result of Curriculum Design for Learning, Assessment for Student Learning, and Differentiated Instruction I feel more confident in my ability to provide instruction for my students. As I began to navigate through these courses I began to see the connection between

One of the most differentiating and valuable aspects of the D2L platform is the ability to customize and create unique learning experiences including specific learning goals, objectives and content, for each student. This can drastically increase the performance of students overall by concentrating the content and materials of a course to their specific needs. The teaching and instructional strategies that seek to align software and learning platforms to their specific needs is consistent with the best practices in scaffolding as defined by leading researchers in the field of learning effectiveness (Najjar, 2008). The D2L software platform is purpose-built for scaffolding, as is apparent from the

The quality of teaching and learning in mathematics is a key challenge for teachers. It is important for teachers to adopt instructional design techniques to achieve higher accomplishment in mathematics (Rasmussen & Marrongelle, 2006). Instructional design alone cannot produce better learning and achievement. The instructional designer must know critical factors that influence student learning and build a bridge between goals and student performance. Identifying these factors will help to utilize limited resources including financial resources and time more effectively