Project Scenario You are an online teacher at Future eAcademy who has recently been approached by the execuve director of your school with an assignment. She would like you to spearhead an iniave to improve student engagement through the use of interacve learning technology. Specifically, she would like to use your course as a model for effecve integraon of impacul learning objects and other tools. To that end, she has asked that you develop your next lesson (addressing two of your state standards to be delivered in a single, one-hour class session) as an exemplar for the iniave. Your online classroom consists of 25 students, including those with the following characteriscs: Student A has a vision disability and requires a screen reader. Student B has a hearing disability and requires caponed text. Students C and D are English language learners and need translaon services. Student D also has documented learning disabilies. His 504 plans include the following accommodaons: extended me for assessment, read aloud for assessment, and mulple assessment aempts. Student E is a gied student with advanced verbal and math skills for the grade.
Your school employs the learning management system Canvas to host your course content and manage your online classrooms. Addionally, your instuon spulates the following technology requirements for all students. You also have been allocated a classroom technology budget of $500, but you have already spent $250, leaving you with $250 (or $10/student) for any addional technology tools that you may choose to use in this lesson. For this next phase of online lesson development, you must plan the implementaon of your selected technology tools to meet your students’ needs in your online classroom. Then, you will create the associated student-facing content for building in the learning management system. Specifically, you need to develop an online lesson blueprint that builds upon your online lesson matrix from the first phase (i.e., Project 1).
Directions You should personalize your online lesson blueprint so that your work applies to your current or ancipated teaching assignment. This includes customizing the grade level, subject maer, and specific U.S. state in which you are currently teaching or plan to teach online. To successfully complete this project, be sure to complete each of the following tasks:
Provide a lesson summary, including the grade level, subject area, standards, and lesson tle as well as alignment informaon for the content and Internaonal Society for Technology in Educaon (ISTE) standards related to each of the learning objecves for the lesson in the provided tables.
Define the various lesson elements in an appropriate sequence that demonstrates a scaffolded and pedagogicallysound progression. Be sure that the list of lesson elements is comprehensive, including any pre-assessments, content delivery, formave acvies, and assessments for measuring student mastery of the learning objecves. Specifically, your lesson must include differenated and equivalent assessment opons using at least two different methods. All assessment opons must reflect best pracces for validly and reliably measuring student progress toward learning objecves. For each lesson element, indicate the applicable feature that would be used to build the lesson element in the learning management system. Note: Refer to this Canvas webpage for a list detailing the system’s basic features. Note: All lesson materials must be included or linked within your submission for the SNHU assessor to review when grading your project. It is recommended that you use exclusively open-educaonal resources (OERs), SNHU Shapiro Library resources, or original creaons to deliver your lesson content, so that all lesson materials are fully accessible to the project assessor. If your lesson requires the use of copyrighted material that cannot legally be shared (e.g., textbook chapter readings), you need to include a detailed summary of that content, so that its alignment and relevance can be assessed.
Develop the student-facing content that makes up each lesson element. This should include the following: Content to be displayed using the rich content editor of the LMS feature – This would include plain text (e.g., “The purpose of this acvity is to…”) and hyperlinked text (e.g., web-hosted arcles, videos, etc.) as well as images. This content should be entered into the blueprint table; it is recommended that you hyperlink applicable text to conserve space, instead of copying enre URLs into the table. Associated files that would not be rendered using the rich content editor of the LMS feature – Examples of associated files include quiz queson banks, downloadable templates/worksheets, detailed instrucons documents, rubrics, etc. See the instrucons within the template for subming and making references to materials that do not fit into the blueprint table. Note that you must include student-facing content/documentaon supporng student use of your selected technology tools for this lesson. You should assume that this is the first me your students may be using the tools, and plan accordingly to ensure that the use of the tool is successful.
Jusfy the purpose and alignment of each lesson element using the learning objecves of the lesson, or provide alternave reasoning for inclusion, as needed.
Provide facilitaon notes that explain how you would differenate the instrucon and/or assessment for each lesson element. The notes should: Directly address the diverse needs of your students’ learning profiles, as described in the scenario. Include consideraon of er 2 and er 3 intervenons, as appropriate.
Your final blueprint and all associated files should yield an online lesson that would meet applicable CVC-OEI Online Course Design standards were it to be built in the LMS.
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