JPT2 - Instructional Unit Revised (Passed) PDF

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*See other JPT2 Attachments that go along with this task (JPT2-T1L1InstructionalPresentation, JPT2-T1L2InstructionalPresentationRevised, JPT2-T1L3InstructionalPresentation)*
In this task, you will design an 8–10 hr. unit of instruction to meet a specific instructional goal, and you will report...

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SUPPLEMENTING WITH MYNGCONNECT

Supplementing Reading Instruction with National Geographic’s MyNGConnect Adriana Belleci 001023877 Kristen Kennedy Assessment Code: JPT2 December 16, 2020 Please see Assessment section of course for complete instructions and rubric.

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Supplementing Reading Instruction with National Geographic’s MyNGConnect Instructional Problem Summary Needs Analysis Findings Currently, COVID-19 has caused teachers to provide remote instruction. Though virtual, teachers at Oakbrook Elementary are still expected to maintain academic rigor and enhance student learning as they did in person. Reading instruction has been a difficult transition for the staff. The school district uses National Geographic’s Reach for Reading as the reading curriculum and it comes with the digital program titled MyNGConnect. 12 of the certificated teaching staff at Oakbrook elementary were surveyed about their use of MyNGConnect on a regular basis. It found nine of the survey takers used it frequently for themselves but only five used it frequently with their students in reading instruction. Those who did use it with their students were using it as the sole reading instruction when it is meant to be used alongside direct instruction. Being unfamiliar with the digital tools and program features that MyNGConnect provides is one contributing factor to the instructional problem. Another was caused by lack of necessity to use MyNGConnect when school was in person because the physical curriculum was readily available to staff and students. The final contributor to the instructional problem identified during the needs analysis was the lack of training staff received from the Clover Park School District in using MyNGConnect.

Goal of Instruction The goal of instruction is to increase the frequency in which Oakbrook’s certificated staff members use MyNGConnect in their classrooms with their students. To do this, the learner group will need to gain familiarity with MyNGConnect’s digital tools and program features to

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determine which to use when teaching reading. They will also need to learn how to use the digital program with their direct instruction instead of as the main instruction. The instructional goal statement is certificated teaching staff at Oakbrook Elementary will be able to create lesson plans that utilize MyNGConnect as a supplementary program to their direct instruction by integrating its digital tools and program features into their lessons. Learner Analysis Findings 14 certificated staff members at Oakbrook elementary will be participating in this instruction. They have varying years of experience and levels of education but are all certified to teach in Washington State. The age of the staff who will be taught is from 28 to 50 years old. Two of the 14 staff members identify as Guamanian and one as Dominican American while the remaining 11 identify as white women. Most of the group teaches in general education classrooms but four certificated staff members. Two of the four have Highly Capable classrooms while the other two teach small groups throughout the day due to them being a Special Education teacher and a Reading Interventionist. COVID-19 has caused school to be taught virtually. Oakbrook’s certificated staff is not currently confident in their MyNGConnect abilities but do believe they will be able to learn its tools and how to use the digital program to supplement their reading lessons. Though worried about overwhelming their already heavy workloads, they are motivated to learn this content to best serve their students. Oakbrook’s staff feels the learning is relevant and learns best when given time to plan and collaborate with peers. They have a slightly negative attitude toward the organization for not providing training opportunities before this point. Planning the Design of the Instructional Unit Task Analysis, Performance Objectives, and Learning Theories

SUPPLEMENTING WITH MYNGCONNECT

Tasks Outline each concept and/or procedure that the learners need to know to achieve the goal. Task 1: Identify MyNGConnect’s resources

Performance Objectives Each performance objective should include the three parts: condition, behavior, and criterion. PO 1: While exploring MyNGConnect, sort a list of the digital program’s resources into three groups based on if they are for teachers, students, or both.

Task 2: Determine MyNGConnect resources that will be used to supplement direct instruction.

PO 2: Given a classroom scenario, verbally rationalize three resources from MyNGConnect’s digital program that address the five classroom obstacles.

2.1: Assign MyNGConnect resources through MyNGConnect 2.2: Assign MyNGConnect

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Learning Theories Which learning theory(ies) best supports learner mastery of the objective? Include brief justification. Cognitivism: staff will have to analyze the resources from the list to determine the best group for each resource. Constructivism: staff members will participate in discovery learning by exploring the MyNGConnect site to examine the resources when placing them into the appropriate categories. Cognitivism: staff will have to analyze the scenario and MyNGConnect’s resources to identify three that will help meet the students’ needs and attend to the five obstacles present in the scenario. This requires reasoning. Staff will have access to the “MyNGConnect Resource Sort” visual tool. Staff will receive corrective feedback from the learner answer chart based on staff responses to the “MyNGConnect Resource Sort”. Constructivism: Staff will work in collaborative groups when analyzing their reasoning behind their chosen resources. Peer feedback/perspectives can aid in resource selection and analysis.

SUPPLEMENTING WITH MYNGCONNECT resources through Microsoft Teams Task 3: Analyze student data using MyNGConnect data tracking features

3.1: Inform planning decisions based on student data 3.2: Monitor student progress with students to inform goals

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PO 3: With student data, identify two intervention activities for students who are struggling and two enrichment opportunities for students who are at or above benchmark using a lesson plan.

Constructivism: staff will work in collaborative gradelevel groups to analyze exemplar data to inform planning decision. Cognitivism: Staff will process information in the form of student data to find solutions.

In collaborative groups, identify two ways to include students in monitoring their data to motivate and make their learning relevant to them.

Constructivism: Staff will discuss ways to use student data with students to motivate them and make learning relevant.

Lesson Plan #1 Title: MyNGConnect’s Tools and Features Performance Objective: While exploring MyNGConnect, sort a list of the digital program’s resources into three groups based on if they are for teachers, students, or both. Resources or Materials Needed: Internet Access, Microsoft Teams, Predetermined groups for discussion, MyNGConnect, MyNGConnect Resource Sort (Appendix A), Lesson 1 PowerPoint Presentation Time: 1 hour 10 minutes Step 1: Pre-Instructional Activities (15 minutes):  

Share first slide of Lesson 1 PowerPoint: Put GIF in the chat that shows confidence level with using MyNGConnect. Share slides two and three that cover community agreements. Review agreements with staff; discuss and alter to fit needs of learner group to encourage motivation and participation.

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Step 2: Content Presentation (10 minutes): Present slides four through seven that provide background and evidence to the lack of usage of MyNGConnect to its full capabilities (see attached PowerPoint “JPT2T1L1Instructional presentation and notes section) Step 3: Learner Participation (25 minutes): 

Present slide eight that provides questions staff will answer in their pre-determined groups while in the Breakout Channels on Teams. Post picture of slide eight in each channel for staff to reference while in discussion.  Assign one staff member in each group to go ahead to the channel and start the call. That staff member will also be the timekeeper for their group to ensure all end discussion and return to main call on time.  After the 15 minutes has passed and everyone has returned, have the person chosen by each group to share out give a brief summary of their group’s answers to the questions. Step 4: Assessment (20 minutes): 

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Present slides nine and ten to introduce staff to the lesson’s activity, “MyNGConnect Resource Sort”. Instruct staff to access the assignment through Teams. They will be working independently for 20 minutes, exploring MyNGConnect and sorting the listed resources into the correct categories. Staff will turn in assignment on Teams when finished but return to the call once the 20 minutes have passed to participate in the “waterfall” exit activity. Instructor will analyze data by compiling a chart with learner answers that will be used to inform learner understanding and identify misconceptions. Learner answer chart will be used along with MyNGConnect Resource Sort Answer Key (Appendix B). Before leaving the call, the learners will answer the following question in the chat in waterfall format (type answer and press send when instructor gives permission to have all answers come in at once): What was something new, and potentially useful to your reading instruction, you discovered while exploring MyNGConnect for the sort activity?

Step 5: Follow-Through Activities: Staff will be tasked with choosing one of the resources from the MyNGConnect Resource Sort and answer the following questions: “How would this resource better your reading instruction” and “How would this resource enhance student learning?” These will be shared in their Breakout Channel groups during the next lesson. Lesson Plan Summary: This lesson uses cognitivism and constructivism. The first constructivist opportunity occurs during the Pre-Instructional Activities where staff chose a gif

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that represents their comfort level with MyNGConnect. The gifs they choose show their experience with the program while giving the instructor a hint on if the experience was positive or negative. The next use of constructivism comes during Learner Participation where the learners are to answer four questions in small groups. When staff are having discussion in their Breakout Channels, they are having conversations about their personal experiences with MyNGConnect when answering questions about how they have used it in their classrooms with their students, the strengths/limitations of the digital program, and what MyNGConnect would need to be more frequently chosen for instruction while listening to other’s perspectives. When sorting the resources from the MyNGConnect Resource Sort list, they are participating in a more cognitivist learning activity. They are using the visual tool of a graphic organizer to sort resources into categories. This learning activity is also constructivist as students are given the opportunity to explore the MyNGConnect site and base their choices on their own understanding of how the resources can be used by them and their students.

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Lesson Plan #2 Title: MyNGConnect Resources for Supplementation Performance Objective: Given a classroom scenario, verbally rationalize three resources from MyNGConnect’s digital program that address the five classroom obstacles. Resources or Materials Needed: Internet Access, Microsoft Teams, Predetermined groups for discussion, MyNGConnect, MyNGConnect Resource Sort Answer Key and learner answer chart, Lesson 2 PowerPoint Presentation Time: 1 hour 20 minutes Step 1: Pre-Instructional Activities (15 minutes): Have staff open their “MyNGConnect Resource Sort” from the previous lesson and put the Answer Key in the chat. Share first slide of Lesson 2 PowerPoint: Entry Task – What were the easiest and hardest resources to sort? Why? Share and go over learner answer chart to identify and discuss misconceptions. Share slides two and three that cover community agreements. Review agreements with staff; discuss and alter to fit needs of learner group to encourage motivation and participation.

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Step 2: Content Presentation (10 minutes): 

Present slides four through seven that provide background and evidence to the lack of usage of MyNGConnect to its full capabilities (see attached PowerPoint “JPT2T1L2nstructional presentation and notes section)

Step 3: Learner Participation (25 minutes): Present slide eight that provides questions staff will answer in their pre-determined groups while in the Breakout Channels on Teams. Post picture of slide eight in each channel for staff to reference while in discussion. Assign one staff member in each group to go ahead to the channel and start the call. That staff member will also be the timekeeper for their group to ensure all end discussion and return to main call on time. After the 15 minutes has passed and everyone has returned, have each group’s chosen presenter share out a summary of their group’s answers to the questions.

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Step 4: Assessment (30 minutes):  

Present slide nine to show the learning objective and introduce the scenario on slide 10. Tell staff they will be working collaboratively for 20 minutes, exploring MyNGConnect and choosing the three resources that best tackle the five obstacles present in the

SUPPLEMENTING WITH MYNGCONNECT

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scenario. Have staff identify the five problems before going off into their groups to focus their learning and analysis. Staff will return to the call once the 20 minutes have passed to share their three resources. Each group will answer up to two questions for reasoning/clarification purposes after sharing their resources. Before leaving the call, the learners will answer the following question in the chat in waterfall format (type answer and press send when instructor gives permission to have all answers come in at once): What was a resource you considered for the scenario that didn’t make it into the final three? What made you consider it but not choose it?

Step 5: Follow-Through Activities: Staff will choose two of the three resources they selected when working on the classroom scenario during this lesson and answer the following questions for each: “What potential obstacles or limitations come with using this resource for you and/or your students” and “How can they be overcome?” These will be shared in their Breakout Channel groups during the next lesson. Lesson Plan Summary: This lesson is both constructivist and cognitivist. During Learner Participation, staff are discussing their selected resource from the Follow-Through activity. In answering how the resource would better their instruction and enhance student learning, they are applying their own perspectives and basing their responses on experience working with students. When working in collaborative groups processing the Classroom Scenario during the Assessment step, learners were participating in a constructivist task. Working together to decide the most effective resources along with interpreting a real-world scenario for problem-solving purposes are constructivist in nature. Building on the previous lesson’s resource information and addressing the learner misconceptions are the cognitivist components of this lesson. At the start of the lesson, staff compares their answers to the answer key and the learner answer chart is shared to discuss misunderstandings. Corrective feedback is an example of cognitivism. Another instance of cognitivism in this lesson come when groups are selecting resources to use based on the

SUPPLEMENTING WITH MYNGCONNECT information in the Classroom Scenario. To complete this assessment, staff must draw on their learning from the prior lesson to choose the most effective resources. They can use the “MyNGConnect Resource Sort” which now serves as a graphic organizer that has resources categorized by who they serve. Visual tools and building on old learning are cognitivist items.

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Lesson Plan #3 Title: MyNGConnect and Data Performance Objective: Given student data, identify two intervention activities for students who are struggling and two enrichment opportunities for students who are at or above benchmark using a lesson plan. Resources or Materials Needed: Internet Access, Microsoft Teams, Predetermined groups for discussion, MyNGConnect, MyNGConnect Resource Sort Answer Key, Exemplar Student MAPS Data: Primary and Intermediate Grades, Exemplar eAssessment Data: Primary and Intermediate, NWEA Student Status Norms Chart: Reading, Lesson 3 PowerPoint Presentation Time: 1 hour 15 minutes . Step 1: Pre-Instructional Activities (10 minutes): Share first slide of Lesson 3 PowerPoint: Check in: Is what you have learned so far helpful to you? Why or why not? What do you still want/need to know about MyNGConnect? Share slides two and three that cover community agreements. Review agreements with staff; discuss and alter to fit needs of learner group to encourage motivation and participation.

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Step 2: Content Presentation (10 minutes): 

Present slides four through seven that provide background and evidence to the lack of usage of MyNGConnect to its full capabilities (see attached PowerPoint “JPT2T1L3nstructional presentation and notes section)

Step 3: Learner Participation (25 minutes): Present slide eight that provides questions staff will answer in their pre-determined groups while in the Breakout Channels on Teams. Post picture of slide eight in each channel for staff to reference while in discussion. Assign one staff member in each group to go ahead to the channel and start the call. That staff member will also be the timekeeper for their group to ensure all end discussion and return to main call on time. After the 15 minutes has passed and everyone has returned, have each group’s chosen presenter share out a summary of their group’s answers to the questions.

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Step 4: Assessment (30 minutes): 

Present slide nine to show the learning objective and the task instructions on slide 10.

SUPPLEMENTING WITH MYNGCONNECT 

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Tell staff they will be working collaboratively for 20 minutes, using the Exemplar Student MAPS data, Exemplar eAssessment Data, and the NWEA MAPS Student Status Norms for Reading to determine what types of interventions and enrichments they can develop using the MyNGConnect program. Staff will return to the call once the 20 minutes has ended and be split into their predetermined jigsaw groups where a staff member from each grade level (or the gradelevel they most support) will share one of each resource and their reasoning behind the choice.

Step 5: Follow-Through Activities: After this lesson’s practice, the learners will need to administer an assessment using MyNGConnect’s eAssessment feature that is in-line with the unit they are currently teaching or one they have previously taught. Non-classroom staff and Highly Capable teachers will look at assessments to decide which most reflects current or past teachings. Staff will then use the NWEA Student Status Norms Chart for Reading, their students’ eAssessment data, and their own Reading MAPS data to determine one intervention and one enrichment and provide their reasoning. Their reasoning must be based on their Reading MAPS Data breakdown and eAssessment report and appeal to their specific students’ strengths and weaknesses. Thes...