backward planning design example

Teachers Need Technology 1 of 23

Unit Title: Mobiles & the Cloud Grade Level(s): K12 Teachers

Subject/Topic Area(s): English, Math, History, Science, Industrial & Technology, Fine Arts, Performing

Arts

Key Words: education, technology, cloud, computing, computer, mobile, device, cell, phone

Designed By: Timothy Brinkley Time Frame: 8 sessions of 4 hours each

School District: Graduate level continuing education School: Azusa Pacific University

Brief Summary of Unit (including curricular context and unit goals):

How can you and your students use mobile devices and online collaboration in the classroom whether

or not your school supports it, all your students have mobile devices, or your school has working

technology? 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 your

class to the world’s eye.

Unit design status: completed Template pages – Stage 1, 2, & 3

completed Blueprint for each performance task completed rubric(s)


directions to students & teachers materials & resources listed

suggested accommodations suggested extensions

Status: О initial draft (date - _____________ ) О revised draft (date - _____________ )

О peer reviewed О content reviewed О field tested О validated О anchored


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 23and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional

in a global and digital society. Teachers:

c. communicate relevant information and ideas effectively to students, parents, and peers

using 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 and

innovation

CRITICAL THINKING AND PROBLEM SOLVING

Teachers can identify digital tools and resources that promote critical thinking

and problem solving

COMMUNICATION AND COLLABORATION

Teachers can identify digital tools and resources that promote

communication and collaboration

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

INFORMATION LITERACY

Access and Evaluate Information

Teachers Need Technology 5 of 23Use 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 Others

What 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


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 educator's time and effort?

Teachers Need Technology 7 of 232: 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?

KKey:

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 students

TPK: how technology extends a teachers ability to use authentic, real-world problems and issues

TPK: examples of schools that are reaping the rewards of technology integration. What are the

elements 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--whether

feasible, 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 content

area.

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-

regulation

According to research creativity is promoted in the following ways:

grappling, ambiguity, high mental processes and skills, inventing, ideational fluency, originality

of ideas, and sensitivity to missing elements (Guilford, 1950; Torrance, 1974), creative thinking

requires at least a minimal level of expertise and fluency within a knowledge domain (Bransford et

al., 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 problem

defining (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 going

on in the classroom

Research showing a different kind of participation online versus face-to-face

TCK: know how to find available digital tools that promote student reflection using collaborative

tools 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

PollAnywhere

Skill: TPCK: can use tools for reflection, tools for formative assessment, tools for conceptual

understanding and thinking, tools that nuture creative processes

Session 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 schools

Benefits of sharing student work

Skill: Share their work online with the world

Session 5:

TCK: Principles to select digital tools:

tracking & comparing work submitted

intuitive user interface

engaging audio-visuals

different users/profiles

sharing work and/or performance

Skill: 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 23Skill: 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 school's available technology—

share pictures of the results.

Session 7:

TPK: know how to select technologies that differentiate

Skill: categorize them by multiple intelligence, Bloom's 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 Gardner's 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 this

question: How has technology impacted student learning?

Upload and converge the videos in an online video editing tool (e.g. YouTube) and

share with the world.

Journal each step of your whole experience in APU's Google Docs sharing it with the

instructor and the classmates in your group.

Final project: identify a real-world issue and design an authentic learning experience in

your content area. Make sure it develops creativity, and differentiates in product, process,

content, or environment. Create an example final product that demonstrates to the

students what their project needs to be like. It needs to involve using a mobile device

to collect evidence/data, share it to the cloud, synthesize it in writing, collaboration with

others, 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 of

history being studied: street/building names, personal or city founder ancestors. Local

historian interview. Expert historian interview. Items invented during that time in history

that we still use today. Why are our textbooks so white? What can we learn about the

African Americans left out of textbooks such as Peter Salem, James Amistead Lafayette,

Frederick Douglas, Lemuel Haynes, Benjamin Banneker, Richard Allen, Joseph Hayne

Rainey, 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 use

reduction, statistics in local/regional/state/nation racial conflicts, interview surveyors

Science: hydrology problems of the school or city, habitat destruction of a

local species, regional pollution sources, tapping local resource reserves (sunlight, water,

wind, waves),

Teachers Need Technology 12 of 23English: 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 class

Student Self-Assessment:

SA

Beginning and end of course: students will evaluate themselves in the following three areas

knowledge

confidence

participation


Performance Task Blueprint

Task Title: Search and Deploy Approximate time frame: 30-45 minutes

What desired understandings/content standards will be assessed through this task? U CS

using the online form, find one previously

unknown websites, apps, videos, books,

songs, games, manipulatives, or physical

tools/devices for each of Gardner's 8 multiple

intelligences in your content area that your

students could use.

Session 1-

ISTE NETS-T 3d, 5a, and 2c:

21st Century Skills

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

Produce Results

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?

differentiated instruction

learning styles

ISTE NETS-T 2c

“customize and personalize learning activities to address

students' diverse learning styles, working strategies, and

abilities using digital tools and resources.”

Through what authentic performance task will students demonstrate understanding? TTask Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):

Teachers Need Technology 14 of 23find learner-differentiating websites, categorize them by multiple intelligence and reading level on their own, enter them

into a class-shared database

What student products/performances will provide evidence of desired understands?

enter them into a class-shared database

By what criteria will student products/performances be evaluated?

non-repeated entry

accurate summary of resource’s capabilities

all eight categorized accurately by

intelligence


Task Title: Video Soufflé Approximate time frame: 2-3hours


Middle project due: the problem with most schools is the

technology available is underutilized. Survey or poll three

staff at your school to find their opinions of using technology

in their class. Record them on your mobile device:

Teachers completing this sentence: I (do) (do not) allow

Session 5-

ISTE NETS-T: 3b, 4d, and 1c:

promote student reflection using

collaborative tools to reveal and clarify

students' conceptual understanding and

thinking, planning, and creative processes.

Teachers Need Technology 15 of 23students to discover answers using mobile devices because

____.

Write your whole experience in Google Docs journal

file you are keeping. Share it with the instructor and the

classmates in your group.

21st Century Skills

COMMUNICATION AND COLLABORATION

Teachers can identify digital tools and

resources that promote communication and

collaboration


collaborative & communication tools


Students will record three separate videos of teachers answering their complete the sentence question ...


and submit a rough short cut of their spliced videos to the

teacher for a grade.


length does not exceed three minutes

three teachers answering

it has well lit video subjects

it has sound

not shaky



Task Title: Mobile Cloud or Bust Approximate time frame: 4-5 hours


Final project due session 8

ISTE NETS-T 5b, 5d, 2a, and 3c:

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.


knowledge of learning experiences, digital tools and

resources as well as creativity


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.



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.


rubric evaluating

mobile device(s) used,

shared to cloud and accessed from there

synthesized in writing

audio-visual report

non-shaky, well-lit, understandable audio

incorporates other visual/auditory

elements beside video that was shot


Stage 3: Plan learning experiences & instruction.

What sequence of teaching and learning experiences will equip students to develop and demonstrate

the 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 school's available technology.

7: Differentiating with technology

Teachers Need Technology 19 of 23Rough 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

http://polleverywhere.com




Stage 3: Plan learning experiences & instruction.

What sequence of teaching and learning experiences will equip students to engage with, develop, and

demonstrate the desired understandings?

The following calendar many be used to map the unit sequence. Code each calendar entry with the

appropriate initial(s) of the W.H.E.R.E. elements.

Monday Tuesday Wednesday Thursday Friday

1

Depending on the

night selected we will

meet 4:45pm - 9:30pm

eight times.

2

3

4

5


7

8

9

10

11

12

13

14

15


Design Standards

extensively somewhat minimally

How 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?


Stage 3: Plan learning experiences & instruction.To what extent will:

W7. 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)? H8. students be hooked – engaged in digging into the big ideas (through inquiry, research, problem-solving, experimentation)? E9. students explore/experience key ideas and receive instruction to equip them for the required performance(s)? R10. students have opportunities to rehearse, revise and/or refine their work based upon timely feedback? E11. students evaluate (self-assess and set future goals) prior to the conclusion of the unit?12. the unit appears coherent to the students?

backward planning design example

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