Assignment #3

Stage 2 - Understanding by Design

Cynthia M. Smith
 Unacceptable Acceptable Target
(1 Point) (2 Points) (3 Points) Your
Score
1 Assessments are not Utilizes some facets to build Utilizes the six facets to build
. representative of assessments for assessments for
different facets of understanding. understanding. Assessments
understanding. clearly identify the correlating /3
facet.
2 Selects assessments Designs assessments that Designs assessment and
. that do not require require learners to exhibit includes all assessment
authentic understanding through instruments that demonstrate
performance. authentic performance tasks. congruency among goals,
assessment measures require
learners to exhibit /3
understanding through
complex authentic
performance tasks.
3 Selects assessments Designs appropriate Designs a scoring rubric that
. that do not utilize criterion-based scoring tools includes distinct traits of
criterion-based to evaluate student product understanding and successful
scoring tools. and performance. performance and clearly /3
illustrates the six facets of
understanding.
4 Selects assessment Includes at least three Includes a variety of
. formats that are different formats of appropriate assessment
limited. assessment. formats within the unit to
provide additional evidence of /3
learning
5 Fails to provide Provides opportunities for Assessments clearly used as
. opportunities for learners to self-assess. feedback and reflection for /3
learners to self- students and teachers, as well
assess. as for evaluation.

Your Total Score /15

Score Rating
10 or < Unacceptable
11-13 Acceptable
14-15 Target
 Title of Technology in the
Unit Classroom
Stage 2 – Determine Acceptable Evidence
1. Facilitate and Inspire Student
Learning and Creativity
3. Design and Develop Digital-
Age Learning Experiences
and Assessments
5. Engage in Professional
Growth and Leadership
Essential Questions
Overarching Questions:
Does technology advance learning?
If it does advance learning, how does it?
Stage 2 - Evidence
Grade Level Teacher
Development
Class
a. promote, support, and model creative
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
and resources to promote student learning
and creativity
a. participate in local and global learning
communities to explore creative
applications of technology to improve
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
Topical Questions:
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?
 Performance Tasks
Classroom Use
(Facet: Apply)

Student Perspective
(Facet: Perspective, Empathy)

Other Evidence

Instructional (Learning) Activities:

• Classroom discussion on explaining how motivation of students increases
with use of technology and how technology can help students learn
through different facets. (Facet: Explain)
• Research an article on the effect of technology in the classroom and post a
response on teacher development blog (Facet: Interpret and Explain)

Student Self-Assessment and Reflection

• Teachers will keep a journal during teacher development that documents

their feelings about technology in the classroom and their use of
technology in the classroom. (Facet: Self Knowledge)
• Teachers will receive feedback from other 3 other teachers on their lesson
plan and presentation of lesson
 Classroom Use

Goal:
Your goal is to design a lesson for your classroom that integrates technology.

Role:
You are a classroom teacher

Audience:
Classroom of students

Situation:
You have been asked to design and execute a classroom unit using technology to solve
real world problem

Product Performance and Purpose:

The purpose of this lesson is for the teachers to practice integrating technology that they
have not used in the classroom before to solve real world problems in the classroom. The
teachers will need to develop and execute a lesson plan that uses the new technology and
demonstrate a method for use with standards.

Standards and Criteria for Success:

• 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.
• Teachers will work collaboratively to develop lesson plan incorporating
technology as a class example.
• Teacher will have class time to discuss lesson plan with others before execution.
• Finally, teachers will present lesson to class of peers and receive feedback.
 Rubric for Classroom Use
In-class presentation
Facet: Application
Component 1 2 3 4 Score
Designs lesson that Lesson does include Teacher identifies Teacher uses digital Teacher uses digital
solves real world real world problem, digital tools that could tool to solve real tools to solve real
problem using digital but no use of digital be used to solve real world problem world problem and
tools tools world problem can transfer the use to
different subjects and
situations
Teacher uses digital Teacher uses digital Teacher uses digital Teacher uses Teacher uses digital
tools to promote tool as display tool to enhance technology to plan tools to plan and
higher order thinking mechanism student achievement and present present learning
in students technology learning opportunities that
experiences that encourage students to
encourage students to collect data and then
analyze and evaluate the data and
synthesize products then synthesize a
individual product
Incorporates use of Teacher does not Teacher identifies Teacher plans and Teacher plans and
digital tools to teach incorporate digital digital tools that may incorporates digital demonstrates use of
Georgia standard tool to teach standard be used to support tools into a learning digital tools and then
teaching of the experience that is the students are able
standard supportive of a to interact with digital
standard tool to learn standard
Presentation Teacher does not Teacher uses digital Teacher uses digital Teacher uses digital
incorporate digital tools in lesson but is tools competently but tools competently and
tools in lesson falters in the use of cannot explain to can explain their use
the tools others how to use and application to
tools students.
 Student Perspective

Goal:
Your goal is act as member the student of the class to which the lesson is being
presented. You will then critically evaluate the lesson on use of technology, ease of use,
and the presentation based on the rubric given.

Role:
Student in class

Audience:
Teacher (feedback)

Situation:
You are the student in the class that the teacher is teaching the lesson to. You should
give feedback to the teacher as to what you liked and disliked in the lesson. You will
also include what you didn’t understand and suggestions to make the lesson more
appealing and useful to you as a student.

Standards and Criteria for Success:

• Teacher will be given rubric to evaluate lesson plan and execution
• Teachers will look give suggestion of ways to tie in other technology
• Teacher will give feedback as to the ease of lesson and what you as the student
would like and not like.
 Rubric for Student perspective
Facet: Empathy, Perspective

Component 1 2 3 Scoring
Provide feedback on Provides feedback that is Provides feedback on Provides feedback and
based on rubric not based in rubric lesson plan and design comments that are in
that is based on feedback line with the rubric.
but does not supply
supporting comments
Make comments based Teacher does not take on Teacher comments as a Teacher takes on role as
on role as student role as student in student, but does not student and provides
comments base comments on the likes and dislike of the
lesson and presentation lesson and presentation
and supporting evidence
Provide suggestions for Teacher identifies Teacher identifies Teacher identifies and
use of additional digital additional digital tools additional digital tools suggests uses of
tools but does not clarify their and offers suggestions additional digital tools
application for using the tools and how to integrate
them into the lesson
plans
 Research Assignment
Facet (Interpretation and Explanation)

Teachers will research an article on the effect on learning when using technology/digital
tools in the classroom.

• The article must be from a published journal

• The article may be of your own choosing
• Is relatable to your own classroom
• Uses technology/digital tools in a meaningful way

After the teacher has read the article, they will post on the class blog as response to the
question:

Why should I use technology/digital tools in my classroom? What is the benefit for the
students and myself?

The response should include supporting evidence from the article the teacher has chosen
to read.

Rubric for research assignment

0 1 2 3 4
Teacher does Response is Response is Response is Response is
not post unsupported, brief with well thought convincing with
response on choppy and limited out with supporting
blog does not supporting supporting evidence. The
elaborate evidence evidence but is student explains
Teacher does lacking future future uses of
not read article Teacher does implications technology and
from journal not cite journal and uses of benefits for
article technology in students and
the teacher’s self
classroom
 Journal Writing
Facet: Self Assessment

The teacher will receive a journal to record in at the end of every class meeting.
The writing should include:

• Feelings about using technology/digital tools in the classroom

• Thoughts and ideas on how to incorporate technology
• How technology can be used as a motivator for students
• How my use of technology will change after this course
• How is technology useful in the classroom