EDU696 Week 3 Ashford CCSS and the Framework for 21st Century Learning Guided Response: Respond to at least two peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century Learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint. 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. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real world experiences with this topic.**Each response only needs to be about a paragraph** D.O.
Excellent work on this Week 3 Discussion as you have posted a wonderfully dynamic and
enriched discussion full of detail and your professional perspective – terrific job Jennifer! In your
first discussion of the flipped classroom you make a number of excellent points as it relates to
CCSS. You mention, ” As teachers offer to transit towards the flipped classrooms, they are
increasing rigor and higher- order thinking. “Would you take a few moments and, in a few
sentences, describe what we would actually “see” in a flipped classroom please? What would the
students be doing and why?
You include a number of outstanding and essential elements in your next discussion of the
flipped classroom and technology melded with the Framework for the 21st Century
elements. You state, “The technology flipped learning helps in the classroom as it teaches the
teachers and students to engage, motivate, and build new collaborative and disciplinary
communities. Therefore, the main aim of incorporating technology in the curriculum is to link
the software, media, website, and the technology tools with instructional objects that are
connected or enhance teaching-learning and performance in the classrooms.” How does the
technology in “flipped learning,” accomplish these important outcomes that you have mentioned
in your first sentence in the material that I have quoted from your wonderfully informed post? In
your second sentence you make a marvelous statement. The three aspects of this sentence: 1)
technology in curriculum linked with, 2) software, media, websites and tools with instructional
objects (please share a bit more about what we might see as “instructional objects,” and 3)
enhancing teaching-learning as well as performance. Please share a hypothetical example of this
all.
In your third posted discussion on whether or not to employee multi-media that students may not
have personal access to outside of school your provide a rich and expressive discussion of the
place and value of multi-media and learning. When “all is said and done,” if there is an
outstanding resource that students may not all have access to outside of the classroom do you
feel that it should be used or not used in the teaching setting in the classroom?
What a wonderfully fresh, direct and descriptive discussion of the challenges that you have
experienced and overcome in the entire redesign process. Clearly, you have met them “head on,”
and conquered them all! Great job and thanks for posting your active link!
K.B.
Do you know of any factors that would be controversial within common core State standards?
That statement that technology flipped learning helps in the classroom as it teaches the teacher
and students to engage motivate and build new collaborative and disciplinary communities is an
awesome statement. It allows one to gain a good idea understanding of how a flipped classroom
and technology combined to support the development and relationship of the child, teacher and
parent.
Fun things to add on to your part 2 is that multimedia resources can also be used outside of your
classroom they’re great so you won’t have to leave the classroom that is awesome when is
extended outside of the classroom. Where did you get those statistics from when it came to the
increase?
Creating an environment that gives a variety of information is necessary for a child’s learning.
M.F.
Your discussion is thorough and makes many valid points. I was wondering what ideas you have
in incorporating the flipped classroom in the early elementary years. Do you think there are
detrimental developmental factors in the incorporation of videos and technology in the birth to
age three?
It has been my understanding that children between the ages of birth and three brain’s are being
negatively rewired when looking at flashing images and their ability to focus is being challenged
long term from the use of technology.
Younger (2016) states, “Technology overuse can contribute to developmental delays and
decreased personal interactions and experiences that encourage the use of creativity and
imagination. As a result, it is suggested that children’s exposure to technological devices should
be limited.” (para.1)
D.S.
Part 1 – Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math
or English Language Arts)
Two questions that come s to mind is how can I make use of my time while creating a safe
learning environment for my students, what can each student do on their own without
assistance. The Common Core State Standards are a clear set of shared goals and expectations
for the knowledge and skills students need in English language arts and mathematics at each
grade level so they can be prepared to succeed in college, career, and life. Through incorporating
CCSS Math and English Language Arts I can ensure that each student is receiving the attention
they need by walking around the classroom at each station and seeing what each child is working
on. By doing this, a teacher can see where each student is, what they need help, what are their
focus level, and how can you incorporate their learning style into this lesson or the next lesson.
Describe ways you could incorporate technology used in the flipped classroom idea to support
the Framework for 21st Century Learning (Links to an external site.) in the classroom as it
relates to decision making based on student assessments.
A flipped classroom both teachers and students are involved in discussions. Create assimilation
games where students are role-playing. For example, in Math, the debate must no longer be
about whether to use calculators and computers – they are a part of the Digital Natives’ world –
but rather how to use them to instill the things that are useful to have internalized, from key skills
and concepts to the multiplication tables. (Prensky, 2001). Changing the way educators deliver
their messages to students is also through math concept and education. Showing a child how to
use a calculator is part of the new digital technology era and should be applied in the classroom.
Incorporate new methods of testing if you’re teaching style is changing.
Part 2
Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in
delivering both content and assessment, but is not accessible.
As a classroom teacher, my goal is to reach every child at every level of their academics, so I use
the smartboard so students can come up and find materials, whether they are researching a topic
or simply point at a picture, getting them involved with what technology looks and feels like is
important to a child’s education. Also, the use of an IPad, not just for students, but a teacher can
also learn from this as well. Students taught with interactive engagement methods exhibited
learning gains almost two standard deviations higher than those observed in the traditional
courses( Flipping the Classroom, 2013) When a teacher can access technology through the use of
computer, smartboard, IPad, and deliver to her students it opens up a whole new wave of
information for everyone.
Evaluate whether the resource must be excluded from a course if there are no reasonably
equivalent accessible alternatives.
School administrators can create a technology or media room to give students access during or
after school hours for students who may or may not have access to technology resources at
home. As a school community, we shouldn’t exclude or assume a student have the resources at
home to be involved but make it accessible for everyone without singling out anyone. The
Common Core Standards (CCSS) was designed so that every student has access to the same
information.
Part 3
Revised UDL Lesson Fact Family
One of the challenges that I faced in redesigning Week two assignment was how to include the
CCSS standards which were not in the first one. Also designing the classroom to include
student’s math levels and skills. Looking back at the instructors for the lesson was helpful. Keep
the lesson simple, and at the students’ levels, have extra work available for students who are
higher levels and just be aware that every student is engaged at all times.
W.P.
Part 1
The flipped classroom is used primarily for the enhancement of student learning. It is not a one
size fit all learning tool. Students can thrive from the flipped classroom when used in conjunction
with CCSS Math or ELA. This gives students the opportunity to get engaged with learning and
take ownership of their own learning. This method allows for students to show mastery of
concepts learned. The flipped classroom method gives students exposure to resources outside of
the classroom to obtain knowledge correlate that to what is learned inside of the classroom.
Teachers use this methodology to increase the feedback and learned knowledge from a concept
inside of the classroom. It helps for students to be prepared for class and engaged learning. The
flipped classroom helps students to use their theoretical work in practical ways using numerous
resources such as lectures, online videos, and homework for learning. Teacher can track the
progress of the students’ learning. Students can demonstrate their level of understanding while
teachers meet them at their individual level. Student are also able to show ownership of their
learning.
Ways to incorporate technology in the flipped classroom is to use computers, tablets, online
videos and lessons for students to view and work on. These go along with communication and
collaboration inside of the classroom. Technology would be integrated allowing students to be
creative while using critical thinking skills. The assessments would be based on life and career
skills that are learned inside and outside of the classroom. The assessments given in class would
be given for the success of the students. Teachers will be able to see areas that are doing well and
areas that need improvement in for students. Getting the students involved in assessment could
help improve their skills and knowledge in areas. There are two aspects of the ISTE standards
that will be addressed in creating an effective learning environment which will be facilitate and
inspire student learning and creativity. The next will be to engage in professional growth and
leadership. Participating in professional growth and development training will help to bring back
skills that are taught and implement them into the classroom. Learning new ways of teaching and
engaging children will help teachers become better leaders.
Part 2
The ISTE standards for teachers address creating an effective learning environment that will
facilitate and inspire student learning and creativity. Allowing children, the opportunity to be
creative and do something that they enjoy doing will help keep them motivated and engaged in
learning. Creating real life situations and allowing them to problem solve and ask for help when
needed will help them to learn and grow using different resources. When multimedia resource is
being reference for teaching and delivering the content is not accessible, it should not be
incorporated into the lesson plan unless all students will have access to it inside of the classroom.
If the media is not accessible learning from it will not be effective. If there are no other
reasonably equivalent accessible alternatives then the resource should be excluded, especially if
it is an in classroom assignment.
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