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    1. Diversity Through 21st-Century Teaching and Learning

      There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment. 

      Initial Post - Select three of the five prompts below, and then discuss how the  Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph. 
      1. Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.


      1. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups. 


      1. Discuss how you would differentiate instruction for the inclusion of various learning styles.


      1. Reflect on ways in which you would modify instruction for special education students. 


    1. Discuss how you would modify instruction to meet the needs of students who are designated second language learners. 


  1. Supporting Diversity Through 21st-Century Teaching and Learning

    This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your  ePortfolio (Pathbrite).

    Specifically, after reviewing the  Framework for 21st century learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows:

    • Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills.

    • Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. 

    When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. 

    If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the  MAED program learning outcomes (PLOs) list. Create your assignment to meet the content and written communication expectations noted below.

    Content Expectations

    The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. 

      • Redesign – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills.

      • Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments.

      • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. 

      • Summary – Modification (1 Point): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 1, 2, and 3.

      • Summary – Reflection (1 Point): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems.
      Written Communication Expectations

      • Page Requirement (.5 points): Two to four pages, not including title and references pages.

      • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.

      • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. 

    • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

    For information related to APA style, including samples and tutorials, please visit the  Ashford Writing Center. 

Required Resources

Required Text

  1. Burnaford, G., & Brown, T. (2014).  Teaching and learning in 21st century learning environments: A reader. San Diego, CA: Bridgepoint Education, Inc.
  • Chapter 2: Meeting the Instructional Needs of Diverse Learners


  1. Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
    • This website provides a comprehensive review of 21st-century teaching and learning and combines a focus on student outcomes with support systems that help students’ master skills they will need in the 21st century.

Recommended Resources


  1. Jackson, N., Bolden, W. S., Fenwick, L. T., & Southern Education Foundation, A. A. (2001).  Patterns of excellence: Promoting quality in teaching through diversityPolicy Perspectives on Diversity Training and School Leadership
    • This collection of papers includes descriptions of university programs that are representations of minority teacher recruitment and preparation.

  2. Kwok, J. (2009).  Boys and reading: An action research project reportLibrary Media Connection, (4). 20. Retrieved from the EBSCOhost database.
    • A personal narrative is presented in this resource, which explores the author's experience of conducting an action research project on boys and literacy in a third-grade classroom in a New York public school.

  3. Waters, F. H., Smeaton, P. S., & Burns, T. G. (2004).  Action research in the secondary science classroom: Student response to differentiated, alternative assessmentAmerican Secondary Education, 32(3), 89-104. Retrieved from the EBSCOhost database.
    • In this article, Waters, Smeaton, and Burns discuss how an interdisciplinary team of 16 faculty designed a research-based, comprehensive classroom assessment model that provided professors with a framework for making informed choices about assessing student learning.


  1. Bossche, P., Gijselaers, W., & Richard, M. (2013).  Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. Heidelberg, NY:  Springer Dordrecht.
    • In this book, Bossche, Gijselaers, and Richard examine the challenges in education today, including how students must be taught to adapt to an environment that will require new skills and why collaboration is essential. The authors also focus on team-oriented and project-based learning as ways to address the challenges they discuss.


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