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.

 

Aligning Outcomes, Activities, and Assessment for Learning

Creating my course learning goal and learning outcomes is a large part of my innovation plan. The way that I present information about blended learning and significant learning environments to teachers could determine their feelings toward the idea. I need to make my course engaging, interactive, and powerful so that teachers will buy-in and begin to use blended learning in their classrooms regularly.

 

Course Goal:

 Learners will establish a significant learning environment in their classroom and create blended learning lessons after participating in an online course.

 Learning Outcomes:

Learning Outcomes Learning Activities Assessment Activities
Foundational

Learners will identify the key aspects of a significant learning environment.

 

Learners will analyze and evaluate the various blended learning models.

 

Online visuals and reading about significant learning environments and blended learning models

 

Reflection on their current classroom and the changes they wish to see

 

 

Formative feedback on class discussions

Application

Learners will apply their knowledge of blended learning to design a lesson or unit for their class that includes blended learning experiences.

 

 

Creation of a lesson plan incorporating blended learning

 

Lesson or unit plan

Integration

Learners will explain how their lesson or unit is improved by the use of blended learning.

 

 

Use of a blended learning model to teach the course

 

Discussions with classmates in an online forum

 

 

Formative feedback on class discussions

 

Human Dimension / Caring

Learners will observe the benefits of a blended learning classroom.

 

 

Discussions with classmates in an online forum

 

 

 

Implementation of blended learning lessons in their classroom

Learning How to Learn

Learners will revise lesson plans to include blended learning opportunities.

 

 

Lesson planning session to facilitate the implementation of blended learning

 

Lesson plans

 

Videos or blog posts about blended learning in their classroom