St Century Instructional Plan Part 1

21st Century Instructional Plan 1part 1 Instructional Plan Design

Develop an instructional plan using one of the specified templates (such as the Common Core aligned plan, Backwards Design, or Madeline Hunter’s format). The plan must include the grade level content standard (from math or ELA), relevant ISTE standards for students, a clear and measurable learning objective, and incorporate the Gradual Release of Responsibility model. It should also detail differentiation strategies to reach all learners, demonstrate purposeful rigor through at least two levels of Depth of Knowledge (DOK), include one teacher-posed question to promote critical thinking, and feature at least two assessment methods—one of which should be authentic formative assessment. Additionally, incorporate technology tools that support the learning objectives and instructional strategies.

Part 2: Description

Following the instructional plan, provide a one- to two-page essay summarizing your plan. Elaborate on how Webb’s Depth of Knowledge (DOK) levels are incorporated into activities and assessments, explaining their role in promoting higher-order thinking. Describe when and how you will assess students’ understanding during different stages of instruction, and detail how the assessment data will inform instructional adjustments and feedback. Discuss the technology tools integrated into the lesson, including their purposes in enhancing student engagement and achievement of learning objectives. Use at least three scholarly sources to support your design, including the prescribed standards (CCSS and ISTE standards).

Instructional Plan for Diverse Learners in a 27-Student Class

Craft a detailed instructional plan tailored to a classroom of 27 students, which includes two students with reading and math disabilities (SLD), one student with ADHD, and a recently enrolled student who is an ELL in a full English immersion program. The plan should utilize a chosen template from Week Two, and include the grade-level content standard, a clear and measurable learning objective, and a structured Gradual Release of Responsibility model. Consider and integrate targeted differentiation, accommodations, and modifications throughout instructional activities and assessments to effectively support these diverse learners.

Show how you have deliberately integrated supports for specific disabilities and language barriers, explicitly noting where and how these are applied in the lesson activities. Ensure your plan demonstrates purposeful rigor through at least two Depth of Knowledge (DOK) levels, and include at least one teacher-created question designed to foster critical thinking. Incorporate at least three formative assessment strategies—such as exit tickets, think-pair-share, or observational checklists—to monitor and support student progress throughout the lesson.

Part 2: Description

Write a one- to two-page narrative explaining how you determined the necessary accommodations and modifications for your diverse learners based on individual needs. Discuss how these supports are embedded within both activities and assessments, ensuring all students are positioned to meet the lesson’s objectives and succeed in a future summative assessment. Highlight how the assessment data collected at various points will guide instructional adjustments and personalized feedback. Describe the technology tools chosen, their specific roles in facilitating differentiated instruction and supporting student engagement. Support your discussion with scholarly references that justify your strategies and align with standards such as CCSS and ISTE.

References

  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.
  • Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.
  • International Society for Technology in Education (ISTE). (2021). ISTE Standards for Students. ISTE.
  • McTighe, J., & Wiggins, G. (2012). Backward Design: Clarifying your curriculum and assessment. ASCD.
  • National Institute for Literacy. (2008). Assessing reading progress: Strategies and tools. NIFL.
  • O’Connor, M. C., & Hermsen, S. (2016). Differentiation and accommodations for students with disabilities. Journal of Special Education Leadership, 29(2), 77-84.
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
  • Wolfe, P. (2011). Math coaching and the Common Core State Standards. Corwin Press.
  • Zhao, Y. (2012). Catching up or leading the way: American education in the age of globalization. ASCD.

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