Backward Planning Design Example
Upcoming SlideShare
Loading in...5
×
 

Backward Planning Design Example

on

  • 568 views

Backwards Design Unit using Understanding by Design Model by Wiggins & McTighe 1998

Backwards Design Unit using Understanding by Design Model by Wiggins & McTighe 1998

Statistics

Views

Total Views
568
Views on SlideShare
563
Embed Views
5

Actions

Likes
0
Downloads
1
Comments
0

2 Embeds 5

http://www.linkedin.com 3
https://www.linkedin.com 2

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Backward Planning Design Example Backward Planning Design Example Document Transcript

    • Teachers Need Technology 1 of 23Unit Title: Mobiles & the Cloud Grade Level(s): K12 TeachersSubject/Topic Area(s): English, Math, History, Science, Industrial & Technology, Fine Arts, PerformingArtsKey Words: education, technology, cloud, computing, computer, mobile, device, cell, phoneDesigned By: Timothy Brinkley Time Frame: 8 sessions of 4 hours eachSchool District: Graduate level continuing education School: Azusa Pacific UniversityBrief Summary of Unit (including curricular context and unit goals):How can you and your students use mobile devices and online collaboration in the classroom whetheror not your school supports it, all your students have mobile devices, or your school has workingtechnology? How can technology be used to differentiate instruction, tackle real-world issues,develop creativity, and higher level thinking among your students?This eight (8) session class answers these questions as well as the implications of opening up yourclass to the world’s eye.Unit design status: completed Template pages – Stage 1, 2, & 3 completed Blueprint for each performance task completed rubric(s)
    • Teachers Need Technology 2 of 23 directions to students & teachers materials & resources listed suggested accommodations suggested extensionsStatus: О initial draft (date - _____________ ) О revised draft (date - _____________ )О peer reviewed О content reviewed О field tested О validated О anchored
    • Teachers Need Technology 3 of 23 Stage 1: Identify desired results.What content standards are addressed? CS ISTE NETS for Teachers 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers 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. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources. d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning
    • Teachers Need Technology 4 of 23 and teaching.3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professionalin a global and digital society. Teachers:c. communicate relevant information and ideas effectively to students, parents, and peersusing a variety of digital-age media and formats.21st Century Skills THEMES Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION Think Creatively Work Creatively with Others Implement Innovations Teachers can identify digital tools and resources that promote creativity andinnovation CRITICAL THINKING AND PROBLEM SOLVING Teachers can identify digital tools and resources that promote critical thinkingand problem solving COMMUNICATION AND COLLABORATION Teachers can identify digital tools and resources that promotecommunication and collaboration INFORMATION, MEDIA AND TECHNOLOGY SKILLS INFORMATION LITERACY Access and Evaluate Information
    • Teachers Need Technology 5 of 23 Use and Manage Information MEDIA LITERACY Analyze Media Create Media Products ICT (Information, Communications and Technology) LITERACY Apply Technology Effectively LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY Adapt to Change Be Flexible INITIATIVE AND SELF-DIRECTION Manage Goals and Time Work Independently Be Self-directed Learners SOCIAL AND CROSS-CULTURAL SKILLS Interact Effectively with Others Work Effectively in Diverse Teams PRODUCTIVITY AND ACCOUNTABILITY Manage Projects Produce Results LEADERSHIP AND RESPONSIBILITY Guide and Lead Others Be Responsible to OthersWhat enduring understandings are desired (and what misunderstandings will be addressed)? U Session 1- 1b: engage students in exploring [local and global] real-world issues and solving authentic problems using digital tools and resources Session 2- 1a: promote, support, and model creative and innovative thinking and inventiveness
    • Teachers Need Technology 6 of 23 Session 3- 1c: promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. Session 4- 1d: model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 3c: communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. Session 5- 2a: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. Session 6- 2b: develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. Session 7- 2c: customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources. Session 8- 2d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.What essential questions will guide this unit and focus teaching/learning? Q 1: How can using technology be worth the educators’ time? In what ways can the payoff of using technology be worth the educators time and effort?
    • Teachers Need Technology 7 of 23 2: Pedagogical: How do educators nurture creativity among their students? Technological: How is technology related to creative and innovative thinking? 3: Isn’t online collaboration the same as writing a reflection on paper and discussing them in class? What is the different between online collaboration and face-to-face collaboration? 4: What risks and how much time are involved in using online collaborative tools? Why would anyone care to see my students’ work? What should I share about my work? 5: Since technology changes so fast, why should I bother? Which digital tools should I use? When is there too much technology? 6: How can I use technology if my school does not support it? 7: Is differentiating learning using technology worth my time and effort? What are the best tools for differentiating with technology? 8: When my students do not have access to technology outside of class, how can I use it for assessment?What key knowledge and skills will students acquire as a result of this unit? K Key: PK = Pedagogical Knowledge CK = Content Knowledge TK = Technological Knowledge TPK = Technological & Pedagogical Knowledge TCK = Technological & Content Knowledge TPCK = Technological, Pedagogical, & Content Knowledge Students will know & do (skill):
    • Teachers Need Technology 8 of 23Session 1:PK: the effects of the real world, an audience outside of school, authentic problems in action,professional roles and meaningful/ useful products on studentsTPK: how technology extends a teachers ability to use authentic, real-world problems and issuesTPK: examples of schools that are reaping the rewards of technology integration. What are theelements of a successful implementation?Skill: TPCK: Select three possible local or global authentic problems, professional roles, meaningful/useful products, or real-world issues to which your students could give a possible solution--whetherfeasible, realistic or not in an environment free of criticism.Session 2:TCK: which and how technology can help students develop creativity in relationship to their contentarea.TPK: show/read some technology stories of grappling, ambiguity in the classroom.PK: available research on higher order thinking skills, critical thinking, meta-cognition, and self-regulationAccording to research creativity is promoted in the following ways:grappling, ambiguity, high mental processes and skills, inventing, ideational fluency, originalityof ideas, and sensitivity to missing elements (Guilford, 1950; Torrance, 1974), creative thinkingrequires at least a minimal level of expertise and fluency within a knowledge domain (Bransford etal., 2000; Crawford and Brophy, 2006), Repeatedly encourage idea generation, Cross-fertilize ideas,Build self-efficacy, Constantly question assumptions, Imagine other viewpoints (DeHaan, 2009),tolerance for ambiguity and independence, the use of humor, metaphorical thinking, and problemdefining (Bull, et al. 1995)Skill: TPCK: of the tools and resources from session 1, identify what in them develops creativity.Which would you select and how would you use those to develop creativity in curriculum,instruction, and assessment?Session 3:PK: importance of understanding what is going on in the students’ head and what is actually goingon in the classroomResearch showing a different kind of participation online versus face-to-faceTCK: know how to find available digital tools that promote student reflection using collaborativetools to reveal and clarify students conceptual understanding and thinking, planning, and creative
    • Teachers Need Technology 9 of 23processes in their content area. Gliffy Xmind Google Docs, Forms YouTube PollAnywhereSkill: TPCK: can use tools for reflection, tools for formative assessment, tools for conceptualunderstanding and thinking, tools that nuture creative processesSession 4:TCK: what is, and examples of collaborative knowledge construction.Stories of success and failure.Skill: participate in the collaborative creation of knowledge Google Sites Engrade Content websites—------------------------------------TPK: how to share student work online and examples of other schoolsBenefits of sharing student workSkill: Share their work online with the worldSession 5:TCK: Principles to select digital tools: tracking & comparing work submitted intuitive user interface engaging audio-visuals different users/profiles sharing work and/or performanceSkill: Evaluate the technology tools and resources your school currently has.Session 6:TPK: Know examples of teachers and schools that have technology-enriched environment.TPK: Know procedures how to implement a technology enriched environment
    • Teachers Need Technology 10 of 23 Skill: Design a classroom environment with the technology you would want to have in it, explain why. OR Skill: Implement a classroom environment that uses more of the schools available technology— share pictures of the results. Session 7: TPK: know how to select technologies that differentiate Skill: categorize them by multiple intelligence, Blooms taxonomy, disability, and reading level Session 8: TK: Where are the community technology resources TPK: Examples from other schools SKill: Add to the class online map of the community technology resources in their area. Stage 2: Determine acceptable evidence.What evidence will show that students understand?Performance Tasks*: T Beginning project: using the online form, find and submit three previously unknown websites, apps, videos, books, songs, games, manipulatives, or physical tools/devices for each of Gardners multiple intelligences in your content area that your students could use. Middle project: the problem with most schools is the technology available is underutilized. Survey or poll the staff at your school to find their opinions of using technology in their class. Interview three people recording them on your phone: Video interviews of teachers completing this sentence: Do you use technology to
    • Teachers Need Technology 11 of 23help your students discover answers independently or collaboratively? How?if neither,How does your use of technology relate to your educational philosophy? Or if technology is already widely used at your campus have them answer thisquestion: How has technology impacted student learning? Upload and converge the videos in an online video editing tool (e.g. YouTube) andshare with the world. Journal each step of your whole experience in APUs Google Docs sharing it with theinstructor and the classmates in your group.Final project: identify a real-world issue and design an authentic learning experience inyour content area. Make sure it develops creativity, and differentiates in product, process,content, or environment. Create an example final product that demonstrates to thestudents what their project needs to be like. It needs to involve using a mobile deviceto collect evidence/data, share it to the cloud, synthesize it in writing, collaboration withothers, and the creation of an audio-visual report that is shared with the world. Ideas & Examples History: Signs, evidence, artifacts, museum objects related to the part ofhistory being studied: street/building names, personal or city founder ancestors. Localhistorian interview. Expert historian interview. Items invented during that time in historythat we still use today. Why are our textbooks so white? What can we learn about theAfrican Americans left out of textbooks such as Peter Salem, James Amistead Lafayette,Frederick Douglas, Lemuel Haynes, Benjamin Banneker, Richard Allen, Joseph HayneRainey, Hiram Rhodes Revels, Robert Brown Elliott. Maths: Identifying trends in crime, flooding patterns, street rerouting,interchange additions, crosswalk studies, at-risk drainage/flooding areas, shade patterns/air flow in the design of new buildings/rooms, roof-to-roof bridge design, water usereduction, statistics in local/regional/state/nation racial conflicts, interview surveyors Science: hydrology problems of the school or city, habitat destruction of alocal species, regional pollution sources, tapping local resource reserves (sunlight, water,wind, waves),
    • Teachers Need Technology 12 of 23 English: writing a grant for more technology, letter to a local newspaper editor, interviewing and reporting on those affected by school violence or racism or generational poverty, letter of introduction as part of a university application, Technology: identify local non-profits, or kid outreach programs that do not have an online presence and build something for them. Construction: find a charity that distributes gifts for kids at Christmas and build gifts for disadvantaged kids. Publish your progress online and invite other schools to participate Visual & Performing Arts: publish your performances for the world and solicit invitations to perform or display your work elsewhere. Health, PE: use technology to analyze performance using stop motion, GPS tracking, *ometers, timers reminding to take screen time breaks and stretch & exercise eyes. *Complete a Performance Task Blueprint for each task (next page).Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): OE Diagnostic assessment at start of each class. Use Engrade or CourseKit. Journaling regularly in Google Docs Voice-threaded discussions in VoiceThread responding to videos shown in classStudent Self-Assessment: SA Beginning and end of course: students will evaluate themselves in the following three areas knowledge confidence participation
    • Teachers Need Technology 13 of 23 Performance Task BlueprintTask Title: Search and Deploy Approximate time frame: 30-45 minutesWhat desired understandings/content standards will be assessed through this task? U CS Session 1- ISTE NETS-T 3d, 5a, and 2c: using the online form, find one previously 21st Century Skills unknown websites, apps, videos, books, PRODUCTIVITY AND ACCOUNTABILITY songs, games, manipulatives, or physical Manage Projects tools/devices for each of Gardners 8 multiple Produce Results intelligences in your content area that your students could use. customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources.What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? ISTE NETS-T 2c differentiated instruction “customize and personalize learning activities to address learning styles students diverse learning styles, working strategies, and abilities using digital tools and resources.”Through what authentic performance task will students demonstrate understanding? T Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):
    • Teachers Need Technology 14 of 23 find learner-differentiating websites, categorize them by multiple intelligence and reading level on their own, enter them into a class-shared databaseWhat student products/performances will provide evidence of desired understands? enter them into a class-shared databaseBy what criteria will student products/performances be evaluated? non-repeated entry accurate summary of resource’s capabilities all eight categorized accurately by intelligence Performance Task BlueprintTask Title: Video Soufflé Approximate time frame: 2-3hoursWhat desired understandings/content standards will be assessed through this task? U CS Session 5- Middle project due: the problem with most schools is the ISTE NETS-T: 3b, 4d, and 1c: technology available is underutilized. Survey or poll three promote student reflection using staff at your school to find their opinions of using technology in their class. Record them on your mobile device: collaborative tools to reveal and clarify students conceptual understanding and Teachers completing this sentence: I (do) (do not) allow thinking, planning, and creative processes.
    • Teachers Need Technology 15 of 23 students to discover answers using mobile devices because ____. 21st Century Skills Write your whole experience in Google Docs journal file you are keeping. Share it with the instructor and the COMMUNICATION AND COLLABORATION classmates in your group. Teachers can identify digital tools and resources that promote communication and collaborationWhat criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? collaborative & communication toolsThrough what authentic performance task will students demonstrate understanding? T Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards): Students will record three separate videos of teachers answering their complete the sentence question ...What student products/performances will provide evidence of desired understands? and submit a rough short cut of their spliced videos to the teacher for a grade.By what criteria will student products/performances be evaluated? length does not exceed three minutes three teachers answering it has well lit video subjects it has sound not shaky
    • Teachers Need Technology 16 of 23 Performance Task BlueprintTask Title: Mobile Cloud or Bust Approximate time frame: 4-5 hoursWhat desired understandings/content standards will be assessed through this task? U CS ISTE NETS-T 5b, 5d, 2a, and 3c: Final project due session 8 21st Century Skills FLEXIBILITY AND ADAPTABILITY Adapt to Change Be Flexible Due Session 8- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? knowledge of learning experiences, digital tools and resources as well as creativityThrough what authentic performance task will students demonstrate understanding? T Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards): identify a real-world issue and design an authentic learning experience in your content area that demonstrates to the students what their project needs to be like.
    • Teachers Need Technology 17 of 23What student products/performances will provide evidence of desired understands? It needs to involve using their mobile devices to collect evidence/data, share it to the cloud, synthesize it, create an audio-visual report and share it with the world.By what criteria will student products/performances be evaluated? rubric evaluating audio-visual report mobile device(s) used, non-shaky, well-lit, understandable audio shared to cloud and accessed from there incorporates other visual/auditory synthesized in writing elements beside video that was shot
    • Teachers Need Technology 18 of 23 Stage 3: Plan learning experiences & instruction.What sequence of teaching and learning experiences will equip students to develop and demonstratethe desired understandings? 1: The Payoff of Using Technology Authentic assessment 1 done during class Take inventories Signin to SmartBriefs, Coursekit, and Google Docs 2: Technology, creativity and innovative thinking Students wil select three possible local or global authentic problems, professional roles, meaningful/ useful products, or real-world issues to which your students could give a possible solution--whether feasible/realistic or not, in an environment free of criticism. Signup for Voicethread and practice 3: Online collaboration & if it won’t work Sign up for Twitter Add another * to the database classifying it by least full intelligence Journal responses in Google Docs: participate in the collaborative creation of knowledge Share their work online with the world 4: Risks of doing online collaboration and sharing student work Rough draft of assessment 2 Sign up for YouTube Voice Thread response to own involvement in risk of sharing student work 5: Too much, technology tools, and change Authentic assessment 2 Add another * to the database classifying it by least full intelligence Play Google Earth Evaluate the technology tools and resources your school currently has. Journal response: How I can use Google Earth in my curriculum? 6: Technology with no support Rough draft of assessment 3 Create account with KhanAcademy VoiceThread responses to videos shown in class: Obstacles you have to overcome to use technology at your school and how. Design a classroom environment with the technology you would want to have in it, explain why. Implement a classroom environment that uses more of the schools available technology. 7: Differentiating with technology
    • Teachers Need Technology 19 of 23 Rough draft of assessment 3 Journal response in Google Docs Add to the class online map of the community technology resources in their area.8: Technology, access, and assessment Authentic assessment 3 Use tools for reflection, tools for formative assessment, tools for cooperative learning Signup for polleverywhere.com Finish comunity technology resources map
    • Teachers Need Technology 20 of 23 Stage 3: Plan learning experiences & instruction.What sequence of teaching and learning experiences will equip students to engage with, develop, anddemonstrate the desired understandings?The following calendar many be used to map the unit sequence. Code each calendar entry with theappropriate initial(s) of the W.H.E.R.E. elements. Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 Depending on the night selected we will meet 4:45pm - 9:30pm eight times.
    • Teachers Need Technology 21 of 23 6 7 8 9 10 11 12 13 14 15
    • Teachers Need Technology 22 of 23 Design Standards extensively somewhat minimallyHow will we judge our unit designs?Stage 1: Identify desired results.To what extent are the targeted understandings: 1. “enduring” (transferable, big ideas at the heart of the discipline) and in need of uncoverage? 2. framed as generalizations, specific enough to guide teaching and assessing but overarching enough to enable transfer? 3. framed by provocative unit questions?Stage 2: Determine acceptable evidence.To what extent do the assessments provide: 4. valid & reliable measures of the targeted understandings? 5. opportunities for students to exhibit their understanding through “ authentic” performance tasks? 6. sufficient & varied information to support inferences about each students’ understanding?
    • Teachers Need Technology 23 of 23Stage 3: Plan learning experiences & instruction.To what extent will: W 7. students know where they’re going, why (reason for learning the unit content), what they already know (prior knowledge), where they might go astray (likely misunderstandings), and what is required of them (unit goal, performance requirements and evaluative criteria)? H 8. students be hooked – engaged in digging into the big ideas (through inquiry, research, problem-solving, experimentation)? E 9. students explore/experience key ideas and receive instruction to equip them for the required performance(s)? R 10. students have opportunities to rehearse, revise and/or refine their work based upon timely feedback? E 11. students evaluate (self-assess and set future goals) prior to the conclusion of the unit? 12. the unit appears coherent to the students?