In the first learning plan (Planning Questions) , key instructional elements manifest. Student and teacher characteristics such as creating a learning environment where learners participate actively from an individuals to a collaborative group. The teacher encourages learners to take up responsibility for their learning and accommodates the varied learning requirements for all learners. The student actively participates and is genuinely engaged in the learning. The plan clearly outlines the goal, objectives and learning outcomes for learning and incorporates continuous assessment for evaluating goal realization. It incorporates appropriate goals and objectives for each student to ensure significant academic achievement. Instructional strategies, methods and activities come out clearly through several ways of engaging learners’ attentiveness and motivation as well as alternate representations of learning material, specifically electronic and textbook materials. As for the assessment and management of learning, this plan employs student work/data, observing instruction, tasks as well as constructive exchanges among colleagues for reflection and improvement on the teaching and learning experience. Based on the Learning Map and Universal Design for Learning (UDL), this plan has little emphasis on the application of digital technology in facilitating learning. All the same, it demonstrates a clear understanding of the variations in patterns of learning among students. It also has strategies for implementing developmentally suitable yet challenging learning practices.
In the second learning plan (Attack on Pearl Harbor), key instructional elements cover the six elements. To begin with, student and teacher characteristics stand out where the teacher effectively apportions time for learners to take part in hands-on experiences, engage in discussions and process the material towards making meaningful connections. The teacher also creates a setting where student work is appreciated and applied as a learning tool. The student actively cooperates and teams up with other learners. The plan evidently outlines the goal, objectives and learning outcomes for learning and lists down the various learning outcomes. It incorporates a writing activity towards assessing academic achievement. Similarly, instructional strategies, methods and activities manifest in various ways of engaging learners such as reading, writing, discussions and extension activities. As for the assessment and management of learning, this plan employs assignments and tasks to reveal the learners’ prior comprehension of the learning ideas and addresses learners’ misunderstandings/incomplete understanding. Based on the Learning Map and Universal Design for Learning (UDL), this plan lacks the use of digital technology in facilitating learning. It contains variations in patterns of learning among students, making use of different learning approaches (Gordon, Meyer, & Rose, 2016). It also has strategies for implementing hands-on experiences for the learners and provides a number of ways of engagement to draw the learners’ interest and maintain their engagement with content.
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In the third learning plan (5 th Grade Literacy Learning), the key instructional elements manifest in different ways. Firstly, student and teacher characteristics appear where the teacher supports a safe learning setting in which optimal, distinct expectations and constructive relationships are nurtured, effectively promoting active learning. Further, the teacher provides learners with unbiased access to technology, and other tools for learning which enables students to practice and take part in safe, ethical, and accountable use of technology. The student actively collaborates and teams up with other learners under the teacher’s guidance. The plan evidently outlines the goal, objectives and learning outcomes for learning. It provides a day by day breakdown of the various instructional stages towards realizing the various learning outcomes. It integrates quizzes towards assessing student’s previous learning as well as quizzes for enhancing the day’s learning. Similarly, instructional strategies, methods and activities manifest in various ways of thoroughly gathering data about the learner’s understanding and ability. As for the assessment and management of learning, this plan uses observations of instruction, student work/assignments and interactions to gauge the learner’s ability. It provides for revising the instructional approaches based on the learners’ achievement data. Based on the Learning Map and Universal Design for Learning (UDL), the plan exhibits the practice of integrating flexible approaches into learning throughout the preparation phase so that all learners gain access to a range of learning solutions. It places due emphasis on using digital technology, as an enhancement to the other materials and strategies that aid different learners (Gordon, Meyer, & Rose, 2016). It demonstrates an understanding of how students develop, distinguishing that designs of learning vary individually within the various areas of learning.
In comparing the three plans, they all demonstrate an understanding of the variations in learners’ development and growth. They engage different patterns for enhancing the learning experience and ways of measuring the attainment of the learning outcomes (Burden & Byrd, 1994). However, they depict differences in the incorporation of digital technology and breakdown of the various stages of learning. In this regard, the first plan (Planning Questions) contains a clear breakdown of the instruction cycles and it will extensively achieve the “outcomes” stated. As for the second plan, a clear breakdown of the learning is evident with different stages of guiding the learners. However, its omission of digital technology limits the extent to which it will achieve the intended outcomes (Gordon, Meyer, & Rose, 2016). The third plan comprehensively shows the different strategies, with a day-to-day breakdown of activities. It integrates different approaches and the use of digital technology to meet the needs of diverse learners. It will achieve the stated outcomes.
Suggestions to these teachers in modifying and improve their plans include providing multiple ways of learner engagement to draw the students’ interest. Their plans need to meet the needs of diverse students at the beginning of instruction instead of retrofitting plans that originally fail some learners (Burden & Byrd, 1994). As such, they need to concentrate on the fundamental educational skills and alternative methods of instruction, and facilitating students in gaining access to the overall content.
References
Burden, P. R., & Byrd, D. M. (1994). Methods for Effective Teaching (Vol. 160). Needham Heights, MA: Allyn and Bacon.
Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
