WGU D185 Task 3 Example: Leveraging Digital Tools for Authentic Learning, Assignments of Science education

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D

Designing Curriculum and Instruction II

(Western Governors University)

TASK 3

Leveraging Digital Tools to Design Authentic Learning

Task 3: Leveraging Digital Tools to Design Authentic Learning

Teacher: Trentacosta Week: Monday Tuesday Wednesday ursday Friday Subject : AVID Grades 9 - 11 Date : Date : Date : Date : Date : Bellringer : Future Fright: Womens Rights Bellringer : Future Fright: Womens Rights Bellringer : CNN Current events Bellringer : 73 questions with a college student Bellringer : 73 questions with a college student Essential Question : Essential Question : Essential Question : Essential Question : Essential Question : How to properly use How to properly How to properly How to properly How to properly use a credit card and use a credit card use a credit card use a credit card a credit card and how to build my and how to build and how to build and how to build how to build my credit score? my credit score? my credit score? my credit score? credit score? Objective: I will Objective : I will Objective: I will Objective : I will Objective : I will complete the Everfi complete the Everfi complete the Everfi complete the Everfi complete the Everfi digital activity: digital activity: digital activity: digital activity: digital activity: Fundamentals of Credit Fundamentals of Fundamentals of Fundamentals of Fundamentals of Credit Unit. Credit Unit. Credit Unit. Credit Unit. Unit. Standard(s) : Student Agency Standard(s) : Student Agency Standard(s): Student Agency Standard(s) : Student Agency Standard(s) : Student Agency 9.SA.PTO. Persisting Through Obstacles Determine key points from learning experiences Opportunity Knowledge

9.SA.PTO.

Persisting Through Obstacles Determine key points from learning experiences Opportunity

9.SA.PTO.

Persisting Through Obstacles Determine key points from learning experiences Opportunity

9.SA.PTO.

Persisting Through Obstacles Determine key points from learning experiences Opportunity

9.SA.PTO.

Persisting Through Obstacles Determine key points from learning experiences Opportunity Knowledge 9.OK.DFR.

Educational Setting The educational setting for this lesson takes place in the AVID elective for 9 - 11th grade students. AVID’s goal is to prepare students to be college and career-ready. One of the ways AVID prepares students is to use evidence-based strategies to prepare for their rigorous courses in high school and college. The lessons use a plethora of digital tools to prepare students for college and give them real-world experiences. Essential Question There are so many digital tools available to help increase engagement, create dynamic lessons, and give students real-world skills and experiences. AVID has partnered up with Everfi to provide lessons for financial literacy and SEL (Social and Emotional Learning). The essential question asks the students how to properly use credit cards and build their credit scores. Everfi has 5 modules that address using credit cards and building credit. Each module places the student in a real-life situation dealing with credit card issues. As they proceed through the modules the students learn about credit, acquiring credit, building credit, managing credit, and addressing issues with credit.

Active, Deep Learning The digital tool I chose to use Everfi engages the students by placing students in real-life situations. The students learn about credit by making decisions that they will make when they leave high school and begin their independent lives. The Everfi lessons use many different tools to inform the students like videos, graphic organizers, games, and assessments that use multiple-choice and short essay questions. Each module has a final assessment and the student must score 80 percent or higher to proceed to the next module. Each module has additional collaborative group activities and lessons that are facilitated by the teacher and extend the learning process. Deep learning occurs often in the Everfi lessons which motivates the students to learn more about credit. There are many deep-learning principles found in the activity starting with “Compelling content and products”. (Pinjownoski, 2018) Within the activity, the students research three credit companies, complete a loan application, and create their own amortization schedule using a spreadsheet program for example. Excel or Sheets. There is a heavy emphasis on literacy in the Everfi unit the students read articles and different websites through their research. Writing is also utilized using tools like Canva and Google Documents. One of the writing assignments that utilizes Canva, has the students explain when it is best to use credit or cash, it also has the students write a short letter advising others about the best time to use credit. There are many other deep learning principles found in the activity like “authentic tools and resources, intentional instruction, and collaborative instruction’ to name a few. (Pinjownoski, 2018) The digital tool that I used in this lesson supported the student outcome of solving problems by being placed into real world scenarios dealing with building credit. The 2nd student outcome supported by this digital tool was thinking critically about credit. This student outcome was in my lesson analyzing