ID Model Final Assignment

ID Model Selected: Backwards Design by Wiggins and McTighe

Lesson Explanation: To teach students how to create memorable passwords for the web tools, social networking sites, and various other websites they use. Students will also create a password keeping system to remind them of user names and passwords for specific websites.

Lesson: http://makingpasswords.weebly.com/

C.R.A.P. Design: The C.R.A.P design model was considered as I created the entire website. The contrast of the bright green with the white background is meant to make the site appear crisp and organized (Rundle, 2006). Each step the student will work complete is numbered and also linked together to walk them naturally through the lesson. Pages are visually interesting, and a repeated style is used for a cohesive feel and related elements from one area continue a trend in other areas for consistency (Rundle, 2006).

The Model: The idea behind Backwards Design model is to know where you want to end up before you decide how to begin. The second step is determining what evidence will demonstrate the student has learned the desired concepts. The final step compiles the learning experiences, teaching tools, and instructional methods which will be the vehicle to achieve the end results. A summary of this ID model, Principles of Backwards Design (2004), distinguishes the three stages by giving eacha focusing question: Stage 1 - What is worthy and requiring of understanding? Stage 2 - What is evidence of understanding? Stage 3 - What learning experiences and teaching promote understanding, interest and excellence? (p.1)

Backwards Design Diagram:

Adapted from Wiggins & McTighe, 1999

Rationale: As technology becomes a key teaching tool in my classroom, students are asked daily to access web tools, social networking sites, etc. The inability for many of them to remember the passwords they have created, often randomly, eats up valuable class time and frustrates both the student and teacher. Creating passwords and learning to save them in a password keeper is a learned skill; one I need my students to be able to do with ease. It is for this reason I knew immediately what lesson I wanted to create, and that the Backwards Design model by Wiggins and McTighe would be perfect. With the end in mind, I began to put together assessments and methods to benefit my students. Since I already knew the skills I wanted my student to know. The lesson started there. It is not only important for the teacher to know what the end goals are, it is also important for students to know the desired results. I create an Outcome Handout (#1 on the website) complete with specific goals which will be explained to the students before the lesson even begins. Students will be better able to get there if they know where they are headed from the start. *STUDENTS WILL CREATE STRONG, MEMORABLE PASSWORDS *STUDENTS WILL SELECT AND USE A PASSWORD KEEPER

Once this is done the Backwards Design model asks that acceptable evidence and assessments be determined. An important emphasis is that assessment is part of the learning process and should occur throughout the sequence, not just at the end (Principles, 2004, p.6). When looking at my lesson, you will notice that page five shows the evidence the students will be expected to turn in, but the assessments themselves are spread throughout the lesson. Each assessment is a relevant and hands-on assessment which allows students to demonstrate they learned the concepts established from the beginning. Evidence will be: registering on a new web tool (one we will use frequently in class), create a strong password in the process, and saving it in the keeper system the student selected. Each will be assessed for accuracy by me for points.

*STUDENTS WILL CREATE STRONG, MEMORABLE PASSWORDS *STUDENTS WILL SELECT AND USE A PASSWORD KEEPER *Register on a new web tool site *Create a strong password using learned techniques The final step in the Backwards*Save information in learning Design model lays out the the password keeper lesson. A variety of experiences and instructional methods used to teach the instructional tools and methodsselected by thein this lesson to meet the are implemented student different learning styles of my students. A video to get their attention, an article to read (and paraphrase), a short lecture from the instructor and integration of technology are all used to teach the students to create memorable passwords. Over half of the lesson will be done as independent study with the students working at their own pace. The rest of it will be done with more interpersonal learning by teacher lecture and small group work as the three password keeper methods are taught and practiced.

Backwards Design Model for Creating, Remembering Passwords

*STUDENTS WILL CREATE STRONG, MEMORABLE PASSWORDS *STUDENTS WILL SELECT AND USE A PASSWORD KEEPER

*Register on a new web tool site *Create a strong password using learned techniques *Save information in the password keeper selected by the student *Paraphrase article
explaining techniques to create passwords

References Principles of backward design. (2004, November 5). Tasmanian Department of Education. Retrieved March 19, 2011, from www.wku.edu/library/infolit/libraryfacultydocuments/Desi gning_lesson_plans_using_Backwar_Design.pdf Rundle, M. (2006, April 10). How C.R.A.P is your site design?. Think Vitamin.com. Retrieved March 19, 2011, from thinkvitamin.com/design/how-crap-is-your-site-design/
*Instructor lecture on password keeper options *Identify the Password strength Game on Promethean Board *Small group practice making weak and strong passwords *Create Easybib account and register in using a strong password *Select and create a password keeper system *Save new Easybib account information in the password keeper