Part 1: Instructional Plan Design Synthesize What You Have

Part 1 Instructional Plan Design Synthesize What You Have Learned

Part 1: Instructional Plan Design Synthesize What You Have Learned

Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan. Your instructional plan must include the following components regardless of the format you choose: Grade level content standard (Links to an external site.)Links to an external site. (using either math or ELA standards) Appropriate ISTE standards for students (Links to an external site.)Links to an external site. Learning objective (clear, measurable, describes WHO will do WHAT and HOW) Gradual Release of Responsibility (each phase clearly labeled and utilized) Differentiated instruction (how you will reach all learners) Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled At least one purposeful question posed by the teacher to promote critical thinking Assessment FOR learning; provide two different ways to assess including authentic formative assessment Use of technology that supports the learning outcome and instructional strategies

Part 2: Description

Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments. Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback. Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective. Cite at least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

References

  • Common Core State Standards Initiative. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. http://www.corestandards.org
  • International Society for Technology in Education (ISTE). (2021). ISTE Standards for Students. https://www.iste.org/standards/for-students
  • Webb, N. L. (2005). Deepening, broader, and more meaningful: Webb’s Depth of Knowledge framework. The Mathematics Teacher, 98(8), 664-668.
  • Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
  • Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Instruction That Works. ASCD.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
  • Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan.
  • Piaget, J. (1972). The Psychology of the Child. Basic Books.

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