Respond to at least two peers and the instructor 35 words or more per


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Respond to at least two peers and the instructor 35 words or more per a person




Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.


The first person is Instructor Kyger


Class, The International Society for Technology in Education (ISTE) website provides a way for educators to connect with peers and share knowledge and ideas. ISTE also offers innovative educational technology resources to support professional learning in the education field.


NETS for students 2007.


What are your thoughts on ISTE?  Are you a member, would you consider being a member?


How can ISTE help you as an educator in better utilizing CCSS?


The second person is Patricia Ogundare


CCSS for Math and English Arts


My view of Common Core, that is, it was designed to protect students’ from receiving an inferior education, so that no matter where they live the educational experience they encounter will be the same as other students who are in the same grade. It basically says all students should have access to the same information, especially in ELA and Math, which outlines “clear goals” (CA CCSS, n.d.) of what all students should “know and be able to do in each subject in each grade” California. “Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace” (CA CCSS, n.d.).  


Support the needs of all learners


To ensure that learning occurs in classrooms district leaders must insist on hiring teachers with efficient skills in the subject area they teach. Those who teach math must be proficient for the grade level they are teaching with knowledge of more than one way to teach math concepts. The same is true for ELA. Antiquated methods for teaching must be removed and innovative technology must replace green, non-digital white boards, and black boards. Boards must be technology friendly and capable of moving to the height needed for students or teachers who require wheel chairs.


For those students, who need special reading, audio and visual apparatuses equity for access must be granted. Resources for learning come in a multitude of digital formats.  In order to move forward and prepare students for 21st century learning, college and career readiness teachers must participate in Professional Development in order to learn skills needed for “modeling, practice, independent practice, corrective feedback, and adequate support” (Puckett (2013) Section, 12.1).


Differentiated instructional strategies


Differentiated instructional strategies are necessary to meet the needs of each learner at their own level and provide opportunities to explore a variety of learning techniques, set goals for what they want to learn, manage progress, and use self-assessment to determine if they have reached the level of achievement they set out to gain. Teachers who are interested in assuring their students have the abilities to lead in the 21st century “design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S” (ISTE, N.D.).




Follow this link to read my Pathbrite posts Even though I understood the assignment, I forgot to show the entire latter part of the assignment in red. I also wanted to try the Word Comments; therefore, during my excitement, I failed to complete each portion of the assignment. In addition, I wanted to choose from an assignment that needed improvement, rather than showing my best work, so I chose one that required additional work as per the instructor who critiqued the work.


California Department of Education (n.d.).California’s New Standards for English and Math. Retrieved from


Nets for teachers 2008, (n.d.) International Society for Technology in Education’s   

National Educational Technology Standards for Teachers 2008. 
Retrieved from


Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.


The third person is Amanda Hoss


I believe the foundation of the CCSS was developed to set standards that everyone could follow regardless of age, grade or gender. This means that every student everywhere has to complete the same material in order to move forward in their education. This allows students to develop the required material to excel in school fo college, their career and their life.  The standards keep the playing field on a manageable level for transfers, teachers and policies.


The CCSS can be used to influence the use of technology enchanced differentiated instructional strategies to support the needs of all learners in a variety of ways. Technology has brought us a large variety of applications and software to utilize in order to better enhance the educational experience. Today’s society is surrounded daily with all aspects of technology so by utilizing technology in the classroom, it is helping the students see how education pertains to their everyday lives. The CCSS focuses on developing the critical thinking, problem solving and analytical skills needed in order for students to be successful.


Technology also helps differentiate lessons because it allows tools to help ELL students, change up the delivery of the instruction and gives students different access points for learning. One thing we’ve previously learned about was gamification in the classroom. Being able to utilize games in Math and English keeps students engaged, interactive and building the needed skills to fail and succeed. Being fair doesn’t mean that everybody gets the same thing. Being fair means that everybody gets what they need in order to be successful. The delivery, the instruction and the tools utilized can all be different as long as the outcome is the same.


It is important to have purposeful planning of differentiated instructional strategies to promote student learning because each kid is different, has a different learning style and/or has different circumstances that can affect their educational journey. You cannot take a class of 20 students, who for example are kinesthetic learners, and lecture the entire class and expect them to understand. “We have all seen how new teachers are sometimes so busy concentrating on “teaching” that they fail to notice that few students are listening or learning” (Burnaford & Brown, 2014, Chp 3.3). This is why it is important that we are engaged in the lesson while providing other resources for students to follow. Classes need to be interactive to keep students active and engaged in what they are learning and situations need to be applied to “real” life. When they can see that learning is fun, it provides choices, and allows students to make their own decisions; students become more involved with the required material and actually understand what they are learning.


My only real challenge to revising the week one assignment was implementing more information than I currently had. I felt that my previous lesson plan included the required material needed to fit the demands and it was difficult trying to find more information to support the lesson. I had to cut out a lot of the information and that too made explaining things difficult. Including technology has always been a fun and exciting thing for me so that part is always fun to include.




Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. San Diego, CA: Bridgepoint Education, Inc.




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