Running Head: CHANGE AGENCY PROJECT: REDESIGNING CLASSROOM INSTRUCTION 1

Change Agent Project:

Redesigning Classroom Instruction

Sarah Crue & Ashleigh Carls

Towson University

July 17, 2019

CHANGE AGENT PROJECT: REDESIGNING CLASSROOM INSTRUCTION 2

Introduction

This lesson was designed for a ninth-grade gifted and talented (GT) American

government class. The instruction focuses on the qualifications and nominating process of the

President. There are two objectives, or “I can” statements for this lesson: “I can identify the

Constitutional and implied qualifications for the presidency and I can explain how the

nominating process reflects the principle of consent of the governed and popular sovereignty”

(BCPS Curriculum). These goals are based on the following state standards: “Determining how

the nominating process, closed and open primaries, and general elections reflect the principles of

representative democracy, consent of the governed, and majority rule” (MSDE Curriculum).

Students should possess background knowledge regarding this topic as a result of completing the

assigned homework the evening prior. Through the Change Agent assignment, we seek to

enhance and transform this pre-existing lesson by incorporating technology following the SAMR

Model and Universal Design for Learning (UDL) strategies.

Planning, Reflection, and Goals

The current lesson is effective at teaching students about the election process but could be

dramatically improved through the use of innovative technology and UDL strategies. These

techniques increase engagement and encourage active student learning. Digital tools should not

be used to substitute traditional activities but instead to re-define instruction. First, the instructor

will create a Nearpod presentation to incorporate review activities, discussions, and learning

checks. Then, when delivering the lesson, students will enter the code and participate along with

the presentation. Specific changes will be noted throughout this document and in the original

lesson plan itself. The goal of these modifications is to successfully enhance and transform

instruction, while allowing students to become active learners.

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Summary of Technology Integration and Modeling

The goal of our Change Agent project is to utilize the SAMR model and to integrate

meaningful and engaging technology into the lesson to better involve students in the learning

process. The original lesson was lacking in technology and UDL techniques, except for one short

video clip that students would watch together as a class.

Substitution, augmentation, modification, and redefinition are the framework of the

SAMR model (SAMR Model, 2017). Gradually, each step signifies the degree of technology and

the impact it has on instruction. For instance, a lesson that incorporates technology merely to

enhance instruction, such as typing an essay on a computer rather than on a traditional piece of

paper, is utilizing it for the purpose of substitution or augmentation (Spencer, 2015).

Alternatively, some lessons integrate technology to transform instruction, either to modify or

redefine it by incorporating a “significant task redesign” (Spencer, 2015), such as creating an

interactive blog and connecting with people in other countries (Spencer, 2015). For the purpose

of this assignment, the original lesson has been altered and improved upon to incorporate each of

these “steps” to transform the lesson and better meet the needs of all students.

Incorporating UDL Strategies

Universal Design for Learning strategies allow students to have opportunities for multiple

means of engagement, representation, action, and expression. This framework is also, “an

approach to curriculum development aimed at removing

barriers in education to make it accessible to the

largest number of learners” (CAST, 2011).

Ultimately, the purpose of this model is to

recognize the variability of needs in all

CHANGE AGENT PROJECT: REDESIGNING CLASSROOM INSTRUCTION 4

learners and provide additional supports and pathways that allow all students to achieve their full

potential (Meyer, Rose, Gordon, 2014).

Throughout this lesson, the instructor will employ a variety of methods to meet the needs

of all students through engagement, representation, action, and expression. To increase

engagement and motivation for all students, video clips, small group and full class discussions,

and partner assignments have been incorporated throughout the lesson. These activities have

been included to “foster collaboration” and to “optimize the relevance and value” of what the

students are learning (CAST, 2011). Activating prior knowledge and providing information in a

variety of formats are key elements of the representation stage of UDL (CAST, 2011). Hands-on

activities and audio/visual stimuli have been integrated throughout the lesson to differentiate the

presentation of information and content for all students. Lastly, the instruction offers multiple

means of action and expression as students are offered options and may choose the type of

product they create. By integrating UDL strategies, educators are making learning more

accessible to all students (Kennette and Wilson).

Instructional Strategies

A blended learning approach combines traditional, classroom instruction with online

learning strategies to encourage more active learners. Traditional learning environments lack the

benefits of technology and do not encourage the 21st century skills, such as collaboration and

communication (Framework for 21st Century Learning). These competencies are important in

the preparation for today’s youth. Although traditional classroom teachers do not educate

students within a fully online format, instruction can often be enhanced and transformed by using

technology, specifically through the implementation of digital tools and devices. This lesson was

modified using the online Nearpod platform to incorporate technology and elevate the students’
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learning experience. Nearpod allows teachers to create free online interactive lessons, in this case

it will be presented to students through a collaborative PowerPoint, that allows the students to

directly participate with the teacher and their classmates. At the beginning of class, students are

provided with an access code that they can use on their phones or computers. This will allow

them to directly respond to digital activities, such as multiple-choice, short-answer, and open-

ended discussion questions, that are displayed on the Nearpod screen. Students will brainstorm

ideas to reflect their previous homework readings, as well as, respond to questions assessing their

understanding of a video clip in the lesson. Both of these activities will be used as formative

assessments for both the teacher and the students to gauge their comprehension of the course

material and their progress towards the learning objectives. Students will also use the Nearpod

platform to respond to a digital exit ticket at the end of class. The formative data gathered from

the Nearpod assessments will allow the teacher to better plan future instruction.

Conclusion

The integration of the UDL and SAMR model, along with the incorporation of blended

learning instructional strategies, has significantly improved this pre-existing lesson. The resulting

learning experience students will now receive is more engaging and beneficial. If these

techniques are utilized over time, students will gain essential 21st century skills.
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References

Baltimore County Public Schools Office of Social Studies (2018). Gifted and Talented

Government Curriculum. Retrieved from:

https://bcps.schoology.com/group/1488762687/materials#/group/1488762687/materials?f

=59592925

CAST, Center for Applied Special Technology (2011) Universal Design for Learning Guidelines

version 2.0, Wakefield, MA. Retrieved from

http://www.udlcenter.org/aboutudl/udlguidelines/downloads

Framework for 21st Century Learning. (2019). Retrieved from

http://www.battelleforkids.org/networks/p21/frameworks-resources

Kennette, L. N., & Wilson, N. A. (2019). Universal Design for Learning (UDL): What is it and

how do I implement it? Transformative Dialogues: Teaching & Learning Journal, 12(1),

1–6. Retrieved from http://search.ebscohost.com.proxy-

tu.researchport.umd.edu/login.aspx?direct=true&db=ehh&AN=137112813&site=eds-

live&scope=site

Maryland State Department of Education Office of Social Studies (2006). American Government

Curriculum. Retrieved from:

http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/includes/PDF_Fil

es/American%20Government%20Framework.pdf

Meyer, A., Rose, D., and Gordon, D. (2014). Universal Design for Learning and A Framework

for UDL Implementation. In Universal design for learning: Theory and practice (pp. 48-

67). Wakefield, MA: CAST Professional Publishing. Retrieved from

http://udltheorypractice.cast.org/
CHANGE AGENT PROJECT: REDESIGNING CLASSROOM INSTRUCTION 7

SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of

General English and ESP. (2017). 2017 International Symposium on Educational

Technology (ISET), Educational Technology (ISET), 2017 International Symposium on,

ISET, 277. https://doi-org.proxy-tu.researchport.umd.edu/10.1109/ISET.2017.68

Spencer, John. (2015, November 3). What is the SAMR Model and what does it look like in

schools? [Video File]. Retrieved from

https://www.youtube.com/watch?v=SC5ARwUkVQg&feature=youtu.be
CHANGE AGENT PROJECT: REDESIGNING CLASSROOM INSTRUCTION 8

Artifact 1: Lesson Plan

Revised Lesson Plan for Qualifications and Nominating Process

Note: The changes made to the original lesson plan have been added in RED font. These changes
incorporate the SAMR model, Universal Design for Learning (UDL) strategies, and Blended
Learning techniques.

Baltimore County Government Curriculum Standards

I can identify the Constitutional and implied qualifications for the presidency.
I can explain how the nominating process reflect the principle of consent of the governed/
popular sovereignty.

Maryland Curriculum Standards

Determining how the nominating process, closed and open primaries, and general elections
reflect the principles of representative democracy, consent of the governed, and majority rule.
http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/includes/PDF_Files/A
merican%20Government%20Framework.pdf (page 11)

Materials

Homework assignment from previous night

Replace the PowerPoint with a Nearpod presentation
Large paper with questions printed on them and Colored Pencils
Exit Tickets will be done digitally using the Nearpod presentation

I Can Statements

I can: I can identify the constitutional and implied qualifications for the presidency.
I can explain how the nominating process reflect the principle of consent of the governed/
popular sovereignty.
I can explain how the nominating process reflect the principle of representative democracy.
CHANGE AGENT PROJECT: REDESIGNING CLASSROOM INSTRUCTION 9

Clock Drill/ Warm-up

Time

0-5 What characteristics come to mind when you picture a good leader? Substitution:
Students will respond to this open-ended review question within Nearpod.

Clock Instructional Procedures and Content Notes

Time

5-15 Students will look back at their homework notes and brainstorm as a table the
qualifications needed to be President. Logistical change: Previously each table group
would need to send a student to the front to write their answers on the main
whiteboard. This will be replaced by using Nearpod. Augmentation: Responses will
be added within Nearpod, this activity will lead to a table discussion. Every student
will be able to respond and see their peers responses live in live time.

15-25 Primary v. Caucus video review. Make sure students understand the difference
between the two. Modification: students will be asked specific review questions after
watching the video. This learning check provides the instructor with feedback.

Students will take part in a World Cafe activity. There will be 5 stations set up around
the room. Each station will have a large paper with a question written in the center.
25-45 Students will rotate with their table groups to each of the stations. They will write
their thoughts, comment, or questions to the central question they have on each paper.
Each group will have a different colored pencil, so we can see the progression.
Students will have 3-4 minutes at each station, we will adjust time as they get faster.
Questions for this activity: 1. Which of the five implied qualifications of presidential
candidates is most important? 2. Is the primary election or caucus more democratic? 3.
Is the campaigning season too long? 4. What is the importance of the national
convention? 5. To what extent do national convention speeches appeal to all voters
(do the speeches unite or “polarize” voters? And Do the two major national
conventions represent the interests of all Americans? Redefinition: The original lesson
lacks adequate learning checks. Walking around to provide support is not enough. By
adding multiple formative assessments, in the form of Nearpod activities throughout
instruction, the instructor can receive feedback necessary to support student learning.
This aspect of the learning is therefore transformed.
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Debrief: When students get back to their first poster they should take a couple minutes
45-60 to review the comments their classmates made. Then each student should pick one, not
their own, that stood out to them. We will rotate the room calling on one student from
each table to share the comment they picked and why. Note: The instructor has this
feedback from the last activity and can use it to assist students during this time.

Digital Exit Ticket: Are presidential elections organized to maintain a representative

60-70 democracy? Students will use the claim, evidence, reasoning format to answer the
question. Substitution: Students should respond to this prompt on Nearpod. This way,
teachers will always have access to this data and can use it to make future
considerations.

Four Corners: Students will move to a corner of the room that best represents the
answer to their exit ticket. Students from each corner will have a chance to share their
70-80 evidence and explain their reasoning to the class. Note: No changes have been made to
this aspect of the lesson. This traditional classroom strategy is effective and
appropriate for this lesson.
 Running Head: CHANGE AGENCY PROJECT: REDESIGNING CLASSROOM INSTRUCTION 11

Artifact 2-3: Pre-Class Homework Assignment

CONSTITUTIONAL AND IMPLIED QUALIFICATIONS FOR PRESIDENCY

Directions: Use pp. 213-218 in United States Government: Democracy in Action to complete the chart. Complete constitutional qualifications
and find at least three pieces of information about each implied qualification.

Constitutional Qualifications:

1.

2.

3.

Government Importance of Political Personal Personal

Experience Money Beliefs Characteristics Growth

1. Should there be more constitutional qualifications to become president? Explain.

2. Do the implied qualifications described in your chart change your opinion about what type of person should be a presidential candidate?
Explain.
Running Head: CHANGE AGENCY PROJECT: REDESIGNING CLASSROOM INSTRUCTION 12

Presidential Nominating Methods

Directions: Complete the chart below as you read pp. 464-465 in United States Government: Democracy
in Action. Describe how each nominating method works.
Nominating Method How it Works

Early

Caucus
Modern

Primary
Election

Nominating
Conventions

What are the advantages and disadvantages of:

 Caucus

Advantages Disadvantages

 Primary Election

Advantages Disadvantages
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Artifact 3: Link to the Nearpod Presentation

https://share.nearpod.com/EEPCQxUz0X