Assignment #4

Stage 3 - Understanding by Design

(Cynthia Smith)
 Unacceptable
(1 Points)
1 Identifies strategies that
. are intended to HOOK
learners in the beginning
and HOLD their
attention.
2 Fails to provide a pretest
. for learners.
3 Instructional strategies
. fail to match the
standards,
understandings, essential
questions, knowledge, or
skills of the unit.
Fails to provide
opportunities for students
to RETHINK ideas,
REFLECT
and to REVISE work.
4 Instruction has one global
. starting point for all
learners.
5 Provides one version of
. each activity. (Counts
twice)
6 Selects or describes media
. for unit. (Counts twice)
Your Total Score
Acceptable Target Your
Score
(2 Points) (3 Points)
Ensures that learners Shows superior ability to design
understand WHERE the instruction and select media so
unit is headed and WHY; that learners understand /3
design of instruction WHERE the unit is headed and
HOOKS learners in the WHY. Applies principles of
beginning and HOLDS educational psychology,
their attention. communications theory, and
visual literacy to selection of
media so that the design of
instruction HOOKS and
HOLDS learners’attention.
Develops a pretest but the Develops diagnostic
instrument does not assessments to check for all
/3
include all prerequisite prerequisite skills and
skills. knowledge.
There is evidence of a Matches all essential questions,
correlation between some understandings, skills, and
of the understandings, knowledge with a matching
essential questions, skill instructional strategy. This is
and knowledge and the clearly demonstrated in the
instructional strategies assignment.
Provides opportunities for Provides numerous
/3
students to RETHINK big opportunities for students to
ideas, REFLECT on RETHINK big ideas,
progress, and REVISE REFLECT on progress, and to
their work. REVISE work.
Utilizes Gardner’s strategy Utilizes Gardner’s strategy to
to provide different “Entry provide different “Entry Points”
Points.” to meet the needs of all types of /3
intelligences. This is clearly
identified in the assignment.
Provides different version Provides different versions of
of each activity. (Counts each activity at different
twice) degrees of difficulty. (Counts /6
twice)
Shows adequate ability to Shows superior ability to match
match media to produce appropriate media to learners’
effective learning needs to produce effective, /6
environments using differentiated learning
technology resources. environments using technology
resources. This is evidenced by
identifying title and producer of
commercially produced media
or by supplying the title and
URL for internet resources.
/24
Rating Scale:
Score Rating
16 or < Unacceptable
17-20 Acceptable
21-24 Target
 Title of Unit Technology in the Grade Level 3 Weeks of teacher
classroom development

Essential Questions

Overarching Questions: Topical Questions:

Does technology advance learning?
If it does advance learning, how does it?
What are the ways that a teacher can use
technology to improve student learning?
What ways does technology hinder learning?
Why should I use technology in my classroom?
What are the available technologies for student
learning?
Is the integration of technology worth the extra
effort?

Overarching Understanding
Teachers will understand that…..
• Technology can increase learning and student motivation because students learn through different
facets of understanding
• Technology can increase student creativity and understanding when preparing and presenting
digital projects
• Technology presents 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

Stage 3
 W Where are your students headed and Why?
What is required of them?

Where and Why?

The leader will introduce the following unit by explaining:
1. The uses of technology in the classroom. The types of technology available for classroom
use. How to use the available technology. We will create a short lesson using technology
to solve a real world problem.
2. The teachers will be asked to brainstorm why motivation of students increase with use of
technology.

What?
The leader will explain to the teachers:
The circumstances in which technology advances learning. How technology advances
learning.

How will the students be hooked and held in this unit?

H
Beginning Hook:
• Teachers will watch video on the history of technology in the classroom
• Teachers will read article on technology and discuss as small groups the article and how it
relates technology to the classroom.( Using a Technology-Enriched Environment to
Improve Higher-Order Thinking Skills)
• Students will find and review article (of their choosing) on the benefits of using
technology in the classroom. The responses will be posted on a blog.
Ongoing:
• This article and the review of the article will be referenced later in the class when the
methods of using technology are explored. The information gained from the article and
review can be used in the design of the performance task.

What activities, instruction, and guidance will be provided to

E enable and equip students to explore and experience the
important ideas in this unit?
• Leader will demonstrate and instruct teachers on available technology for use.
• Teachers must have opportunity to practice using technology.
• Teachers will develop rubric to evaluate the presentation of others.
• Teacher will have class time to discuss lesson plan with others before execution.
• Teachers will present lesson to class of peers and receive feedback
• Teachers will brainstorm ways to tie in other technology into lesson plans
• Teacher will give feedback as to the ease of lesson and what you as the student would like
and not like
• Demonstrate understanding that technological practice should include conceptual,
 procedural, societal and technical learning outcomes

• Teachers will complete reflective journal entries

What activities, products and performances will be designed

R to provide students with the opportunity to reflect, rethink,
and revise?
Reflect: Teachers will write daily in journals about the day’s information, their new insights, any
questions that are left, and how to implement what they learned in the classroom

Rethink: The student perspective performance task will allow teachers to take on the role of
student and think of the lesson in the perspective of the student.

Revise: The teachers will participate in drafting and editing sessions for their classroom use
performance task

What self-assessments and self-evaluations will students

E participate in to allow for reflection and transfer of learning?

• Teachers will participate in pre-assessment to evaluate their technology skills at the

beginning of the class
• Final journal entry evaluating their performance in the class and their future use of
material learned in class

T How will instruction and activities be tailored to provide for

the various learning needs, styles, knowledge and interests of
students?
Tutorials:
• Students will complete tutorials individually, in small groups, and as a whole group
• Students will complete various tutorials depending on technology skills
Performance Task:
• Teachers will choose lesson subject
• Teachers will choose the technology they want to integrate into the lesson
• Teachers will choose real world problem to solve
• Teachers will choose standard
How will learning experiences be
O organized/sequenced to provide for greatest
acquisition/understanding
Pretest:
The skills required will be pre-assessed to determine knowledge and proficiency
• Teachers will complete the entry level skills evaluation
• Teachers will complete tutorials needed for basic skills needed
Hook:
• Video on history of technology
• Teachers will complete research on the benefit of using technology in the classroom
Explanation, Interpretation and Application:
• Teachers will explain the change in student motivation with the use of technology
• Teachers will explain the benefit of using technology in the classroom for the students and
the teacher
• Demonstrate use of technology to solve real world problem
• Demonstrate used of available technology
Perspective, Empathy, and Self-Knowledge:
• Teachers will listen to other teachers present a lesson using technology to solve a real
world problem
• Teachers will suggest other ways to use technology in the lesson
• Teachers will write in technology journal
Conclusion:
• Teachers will evaluate progress in technology journal from entries
• Teachers will write a final journal entry reflecting on what they learned and will
incorporate into their classrooms
Week One- Learning Sequence
Monday Tuesday Wednesday Thursday Friday
Aesthetic Entry Foundational Self Evaluation Narrational Entry Logical Entry
Point Entry Point Pre-assessment Point Point
Hook- Teachers Whole class Teachers will Teachers will Explain, Interpret
will watch video discussion on how complete survey individually read Teachers will post
on schooltube “A technology can be on technology “Thou Shalt Blog” to classroom blog
Brief History of incorporated into skills. This will their critical
Technology in the the classroom. help student Leader will discuss response to the
Classroom” Teachers will give evaluate the the restrictions journal article read
some ideas tutorials they need with blogs and and reply to three
Narrational to complete for a precautions that other posts
Entry Point Discussion on foundation must be taken
Teachers will what must be done Small groups:
individually read in lesson plans to Foundational Teachers will One group will be
article on incorporate Entry Point complete tutorial with Leader to
technology and technology Leader will explain on blog and how to learn about
discuss as small and give examples set up blog Activboard
groups the article Experiential of the types of (Teachersfirst.com)
and how it relates Entry Point technology One group will
technology to the Teachers will be available for Experiential work on tutorial of
classroom.( Using given research classroom use Entry Point Excel
a Technology- assignment and Work as small
Enriched some time in class Reflection, Self groups on setting Individuals may do
Environment to to research Knowledge up blog tutorials based on
Improve Higher- assignment Journal entry on need
Order Thinking the types of
Skills) Reflection, Self technology that the
Knowledge teacher is Reflection, Self
Discussion on how Journal writing on especially Knowledge
teachers currently any new ideas on interested in Journal entry on
use technology in using technology incorporating and what roadblocks if
the classroom learning any, stand in the
way of creating a
Discuss classroom blog and
misconceptions how to eliminate
about technology roadblocks to
in the classroom allow inclusion of
with teachers blog

Share with Will blog increase

teachers the motivation of
essential questions students
and unit activities
Week Two- Learning Sequence
Monday Tuesday Wednesday Thursday Friday
Experimental Logical Entry Foundational Aesthetic Entry Aesthetic Entry
Entry Point Point Entry Point Point Point
Teachers will Teachers will share Teachers will share
Whole class will Whole class will
navigate top ten websites in small standard they haveview view kids-
educational groups and explain chosen for the eduscapes.com space.org
websites for the why they chose the performance task Website for Publishing site for
classroom websites they did example of student work
Theapple.com Teachers will collaborative
Experimental brainstorm in small Internet project Whole class
Teachers will Entry Point groups on how to discussion on how
individually Small groups will incorporate Small groups will to post student
complete the develop website technology with discuss a type of work
tutorial on Using a for classroom the chosen Internet project
Website in Class standard they would like Foundational
their class to work Entry Point
Teachers will find Leader will discuss Teachers will work on for the coming Explain:
3 websites that performance tasks individually to year Teachers will
they find useful for and handout select real world discuss how
the classroom and requirements problem to solve Teachers may motivation
be prepared to using technology work ahead on increases with
share and explain performance task technology and
reasoning for picks Teachers will work how it uses
ahead on tutorials different facets of
Reflection, Self if needed learning
Knowledge
What must the Reflection, Self
teacher do to be Knowledge
prepared for use of What can I do to
websites in the publish student
classroom work and will it
How can websites increase
enhance learning motivation
experiences
Week Three – Learning Sequence
Monday Tuesday Wednesday Thursday Friday
Logical Entry Foundational Aesthetic Entry Aesthetic Entry Reflection & Self
Point Entry Point Point Point Evaluation
Teachers will Whole class Perspective Perspective Foundational
participate in discussion on ways Empathy Empathy Entry Point
drafting and in which Teachers will Teachers will Whole class
editing session in technology might watch others watch others discussion on what
small groups hinder learning. presentations from presentations from we have learned
How can we avoid as performance as performance about using
those pitfalls task Student task Student technology in class
Perspective Perspective and what the
Experiential teacher can do
Entry Point Experiential Experiential better in class to
If needed, teachers Entry Point Entry Point incorporate
will complete Application Application technology
tutorials on Teachers will Teachers will
PowerPoint and execute execute Final journal entry
Word and any performance task performance task on the benefits of
other needed Classroom Use Classroom Use using technology
tutorials and what the
teacher plans to do
Small group to incorporate
discussion on technology into the
using video games classroom
in the classroom.
Teachers will
discuss games they
have used and will
research other
games available

Teachers may
work ahead on
performance task
Name _______________________________________

To be completed before the development course

Put a check under your response
1 2 3
Use word processing to support teaching and learning (e.g., letters home to parents,
course syllabi, flyers, worksheets, students’ stories, etc.)

Use email to communicate with teachers and other professionals about curriculum
content and procedures

Manage files, to save, locate and organize files on local and remote network spaces

Use editing and formatting features (margins, cut and paste, spelling, and page
numbers). Insert images (e.g., graphics, clip art) from other files into word-
processed documents.
Create a report or newsletter using word-processing or desktop publishing software

Create and manipulate graphics using a drawing or painting program (e.g., adjust
scale, size, shape)

Create a simple multimedia presentation (using PowerPoint, KidPix, etc.) and

explain the terminology (slide, transition, etc.)

Organize Bookmarks or Favorites into folders for future reference.

Identify and use basic search strategies on the Internet

Send an email attachment, open and save on to the desktop

Create an address book in an e-mail program

References

Bushweller, K., Thou Shalt Blog. Teacher Magazine. Nov/Dec2006, 18, 3, pg. 45. Retrieved from
Academic Search Database on July 16, 2009.

Hopson, M. H., Simms, R.L., and Knezek, G.A. Using a Technology-Enriched Environment to Improve
Higher-Order Thinking Skills. Journal of Research on Technology in Education,
Winter2001/2002, 3, 2, 109-120. Retrieved from Academic Search Database on July 16, 2009.

http://eduscapes.com/tap/topic1.htm

http://www.holton.k12.ks.us/educate/#1

http://www.internet4classrooms.com/self_paced_modules.htm

http://www.kids-space.org/story/story.html

http://www.schooltube.com/video/36281/A-Brief-History-of-Technology-in-Education

http://www.teachersfirst.com/content/blog/blogbasics.cfm

http://www.teach-nology.com/tutorials/teachwtech/

http://www.theapple.com/training/articles/2152-best-of-2007-top-10-websites-for-the-classroom