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How does your lesson stimulate critical thinking in your students

How does your lesson stimulate critical thinking in your students.

   Week 5 – Assignment

 

Creating a UDL Instructional Plan

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, you develop a lesson plan that  incorporates UDL and effectively leverages educational technologies in  the classroom. Specifically, using the Cast UDL Lesson Builder (2011)  website (see instructions below on how to access this website), you will  create a lesson in either English/language arts (ELA) or mathematics  that includes the components listed in the content expectations, below.  Prior instructor approval is required for those seeking to develop a  lesson pertaining to another subject area. Regardless of subject, your  lesson should align with specific grade level standards.

Create your assignment using the content and written communication  instructions below. Use the Grading Rubric to review your assignment  before submission to ensure you have met the distinguished performance  for each of the components described below. For additional assistance,  review the Week Five Instructor Guidance page and, if needed, contact  the instructor for further clarifications.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.

To prepare for Part I, you must first log onto the  CAST UDL Lesson Builder (2011) website. Create a free account. Next,  click on “Create, Save & Edit My Own UDL Lesson Plans” and begin  constructing single lesson for a specific grade level focusing on either  reading/language arts or math only. Each respective portion of the plan  is inserted by selecting “Edit” and are detailed below in the Part I  Content Expectations. For more information on each part of the lesson  plan, click on the “More Information” button located in the lesson plan  builder.

Refer to:
Week 5 Assignment Template Part 2

Note: Not all parts of the lesson plan will be used.  Read the Content Instructions below to ensure you complete each  component that is required.

Content Instructions

  • Lesson Overview (1 point): Include the title, author,  subject, grade level(s), and duration of the lesson. (Lesson should be  30 to 90 minutes long, depending on your population.)
  • Lesson Description for the Day (0.5 point): Include a  brief description of the essential learning to be experienced by  students and practiced during the lesson. Include the approximate  duration of the lesson (30 to 90 minutes total).
  • State Standard/s (1 point): Include the state  grade-level standard this lesson aligns with. Include the whole standard  rather than just its label (see Instructor Guidance for an example).  You may use a standard from the Common Core State Standards or your own  state standards.
  • Lesson Goals (1 point): Also known as the lesson  objectives. Construct one to two content-specific objectives for lesson.  The objectives should be written in student terms and contain a single,  observable, and measurable verb indicating the skill in students will  be assessed for during instruction.
  • Teaching Methods:
    • Describe the anticipatory set (1 point)
    • Address how you will introduce and model new knowledge (1 point)
    • Describe the guided practice (1 point)
    • Describe the independent practice (1 point)
    • Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
  • Assessment (1.5 points): Describe what you will assess  during the lesson (formative assessment) as described in either or both  the guided practice and/or independent practice stages of the lesson.
  • Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

  • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

  • Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
    • How does your lesson serve as motivation for learners?
    • How does your lesson stimulate critical thinking in your students?
    • How does the lesson model a non-threatening environment providing  differentiated learning opportunities without isolating students?

Written Communication Instructions

  • Length Requirement (0.5 point): Two to three pages not including the title and references pages.
  • Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (0.5 points): Utilize at least two  scholarly resources and the Edyburn (2013) textbook. All sources on the  references page need to be used and cited correctly within the body of  the assignment.
  • APA Formatting (1 point): Use APA formatting  consistently throughout the assignment. Refer to the Ashford University  Writing Center for assistance with APA style and formatting or your copy  of the APA Style Manual.

How does your lesson stimulate critical thinking in your students

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