Understanding by Design

As a classroom teacher, I like the UbD design template better than Fink’s 3 Column Table. Backward Design is something that I’ve heard about, learned about, and planned with as a teacher, but this was my first time to read this book and really apply the concept in detail. When sharing a course goal with students, however, Fink’s Table seems to be a better choice. As a learner in EDLD 5313, I don’t need to know every detail that the UbD template requires; the 3 Column Table is adequate for my information.

Thinking through my lesson/course design in multiple ways has helped me to really define my course objectives and solidify what it is I want teachers to be doing. I’m excited to implement my innovation plan and watch teachers learn!

 

Stage 1 – Desired Results
Established Goals:

·         Learners will establish a significant learning environment in their classroom.

·         Learners will create lessons in a blended learning format to use in their classroom.

 

Understandings:

Students will understand that…

·         A significant learning environment is essential when implementing a blended learning format.

·         A blended learning format is beneficial to student success.

 

Essential Questions:

·         What will your classroom look like when you begin to implement technology for learning?

·         How do students in blended learning classrooms differ from those in more traditional classrooms?

 

Students will know…

·         What a significant learning environment is

·         Various models of blended learning

Students will be able to…

·         Identify key aspects of significant learning environments

·         Analyze and evaluate various blended learning models

·         Write a lesson/unit plan that involves blended learning opportunities

·         Explain how lessons/units are improved by the use of blended learning

Stage 2 – Assessment Evidence
Performance Tasks:

·         Create a lesson/unit plan incorporating blended learning experiences for their students.

·         Implement blended learning in their classroom.

·         Create videos or blog posts about blended learning in their classroom.

 

Other Evidence:

·         Participation in online class discussions.

·         Self reflection about using blended learning in the classroom, and the changes they’ve seen as they’ve implemented it.

·         Blended learning opportunities in many lesson plans throughout the year and ongoing.

Stage 3 – Learning Plan
Learning Activities:

·         This course will be implemented using an online format to model blended learning for teachers.

·         View videos and read articles about significant learning environments and blended learning models. Use strong videos to show teachers examples of how these things can be very positive for students.

·         Reflect on their current classroom and the changes they wish to see.

·         Participate in online discussions with classmates about what they are learning and how they’re working to implement it.

·         Create a lesson/unit plan that includes blended learning opportunities.

·         Participate in lesson planning sessions throughout the year to facilitate the implementation of blended learning.

·         Revise existing lesson plans to find ways to improve them with blended learning opportunities.

·         Create blog posts and/or videos about blended learning in their classroom.

·         Self-reflect about individual learning and the improvements in their students’ learning.

 

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