Assignment #2

Stage 1 - Understanding by Design

(Cynthia Smith)
 Unacceptable Acceptable Target
(1 Point) (2 Points) (3 Points) Your Score
1 Unit is not aligned Identifies a set of Identifies a set of standards
. with an appropriate standards for a unit (< 3 that are essential component
set of standards or weeks) that are for a specific target group of
does not identify appropriate for a specific learners. Selects a standard or /3
the “big ideas and target group of learners. standards that represent a unit
core tasks” Uncovers some aspects of (3 or more weeks) of learning.
embedded in the the standard to identify Uncovers the standard and
standard. some of the underlying the identifies the “big ideas and
“big ideas and core tasks.” core tasks.”
2 Identifies Identifies targeted Identifies targeted
. understandings that understandings that will understandings that are
relate to the lead to some discovery but enduring, based on
standards but are are not at the heart of the transferable, big ideas at the /3
too simplistic or discipline. heart of discipline and need of
state factual uncoverage. The targeted
knowledge. understandings clearly utilize
the six facets of understanding.
3 The essential and The essential and unit Identifies essential questions
. unit questions have questions serve as guides, that are provocative, arguable,
right answers and but might not provoke and likely to generate inquiry /3
do not provoke student engagement. around the central ideas.
student Includes some topical and Includes both topical and
engagement. overarching essential overarching essential
questions. questions.
4 Identifies Shows ability to identify Shows superior ability to
. knowledge and key knowledge and key identify unit-relevant key
skills. skills. knowledge and key skills.
Infers the enabling skills /3
required by the unit
performance goals,
understandings, and questions.
Notes: Numbers in ( ) refer to AECT/NCATE Standards; c=content knowledge; pk=professional
knowledge, skills and dispositions; sl=effect on student learning; C1, C2, C3, C4 refer to College of
Education Conceptual Framework Outcomes
Score Rating Your Total Score
8 or < Unacceptable
9-10 Acceptable
11-12 Target
/12
Title of Unit Technology in the classroom
Time Frame 3-4 weeks of Teacher Development
Identify Desired Results (Stage 1)
Standard NETS∙ T
1. Facilitate and Inspire Student a. promote, support, and model creative
Learning and Creativity and innovative thinking and inventiveness
b. Teachers engage students in exploring
real-world issues and solving authentic
problems using digital tools and resources
a. design or adapt relevant learning
experiences that incorporate digital tools
2. Design and Develop Digital-Age and resources to promote student learning
Learning Experiences and and creativity
Assessments a. participate in local and global learning
communities to explore creative
5. Engage in Professional Growth applications of technology to improve
and Leadership student learning
b. exhibit leadership by demonstrating a
vision of technology infusion, participating
in shared decision making and community
building, and developing the leadership
and technology skills of others
Understandings Essential Questions
Overarching Understanding Overarching Topical
Teachers will understand that….. Does technology What are the ways that a
• Technology can advance learning? teacher can use technology
increase learning and If it does advance to improve student
student motivation learning, how does it? learning?
because students What ways does
learn through different technology hinder learning?
facets of Why should I use
understanding
technology in my
• Technology can
classroom?
increase student
What are the available
creativity and
understanding when technologies for student
preparing and learning?
presenting digital Is the integration of
projects technology worth the extra
• Technology presents effort?
new teaching and
learning experiences
when used for problem
solving in the
classroom
 • Demonstrate
understanding that
technology must be
included in lesson
planning if it will be
used in class
• Demonstrate
understanding that
technology should be
focused on learning
outcomes and not
tasks
• Demonstrate
understanding that
technological practice
should include
conceptual,
procedural, societal and
technical learning
outcomes

• Technology can
provide students with
a link to different
societies and real
world issues that are
different from their
own

Related Misconceptions

• Technology should be
used to reward good
behavior

• Technology is too
complex for students
to use

• Technology should be
used to teach a skill,
not material

• Technology requires
too much energy and
instruction to be used
 in a timely manner
Knowledge
Teachers will know…..
• The difference between using
technology for learning and
using technology for
entertainment or as a reward in
the classroom.
• Relevant technological terms
• Relevant websites used for
learning
• Programs available for use in
the classroom
• How to incorporate technology
into lesson plans
• How to select appropriate
program(s) for lesson
Skills
Teachers will be able to…..
• Develop an online discussion
forum
• Navigate websites
• Use Activeboard
• Choose appropriate
videogames and demonstrate
them to students
• Use Excel applications
• Use PowerPoint for
presentation
• Navigate and develop blogs
• Collaborate on internet
projects
• Publish student work on the
internet
• Evaluate digital projects for
student learning
• Use word for communication