Understanding the Design

"Your UbD design needs to be as long as it needs to be” and “Please don't restrict yourself in your design” have to have been the most taxing statements I have read throughout this entire course. The free reign and COVA approach coupled with these statements sent my mind into a whirlwind effect of over-processing. The UbD design was much like my thoughts. It was a never ending thought processing chart. I prefer the back and forth conversation the 3-column table provided. My days and lesson plans flow much like the 3-column table in the sense that my students go back and forth with their processing and conversation. Both methods have contributed to developing my learning environment by forcing me to look at things I would not have considered like the why to my why’s why. I have to consider every aspect of what an environment should be, what I do not want it to be, and what I want to keep out altogether. I question what growth I have made and if I truly have any ability to design the environment of my educational dreams. As I reflect on the thoughts I have, where I was, and where I want to be it feels like a creative rant drenched in the tantrum of a teething 3 year-old. I want, what feels like desperately, for this radical revolutionizing of education to be a seamless process and I am constantly remind through both of these models that education is messy and anything else is a un-produced Disney fairy-tale.

Stage 1 - Desired Results

Established Goals:

What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address?

Foundation Learning Goal: Learners will explore and discuss methods of blended learning in the classroom by identifying basic concepts, focus points, mind maps, and learning plan outcomes.

Understandings:

Students will understand that:

1. Blended learning is more than using computers versus getting a lecture or regular instruction

2. Mind mapping is not a list of things you want to accomplish

3. You can not learn effectively w/o communicating with each other

Essential Questions:

1. How can blended learning empower students to develop more self-regulation?

2. How can blended learning be used to increase access and opportunity for all students?

3. How does blended learning increase rigor?

4. Why is differentiated learning essential to making real world connections?

Students will know:

1. Various methods of blended learning

2. Terminology

3. Class discussion/participation is not optional

4. Effective transitions between stations

5. Best practices for computer use and dialogue

Students will be able to:

1. Use what has been researched and learned about blended learning to design station rotations in the classroom

2. Explain the benefits of blended learning

3. Express their ideas verbally and in writing

4. Collaborate to streamline focus points and learning plan outcomes

Stage 2 - Assessment Evidence

Performance Tasks:

1. Generate open dialogue on blended learning and the benefits of exploring nontraditional methods of learning

2. Explain blending learning in their own words through a quick write

3. Strategize and plan learning outcomes to address the collective and individual needs of the learner

4. Write a reflection on what they hope to achieve after understanding what blended learning is

Other Evidence:

1. Quick write journal discussions

2. Socratic seminar

3. Google classroom

4. Completely developed set of best practices

5. Clearly outlined blended learning stations

Stage 3 - Learning Plan

Learning Activities:

• W = Help the students know where the unit is going and what is expected. Help the teacher know where the students are coming from.

- facilitate group discussion on interests, any prior knowledge on blended learning, teacher will take notes as learners engage & respond to keep record, introduce essential questions and their purpose, encourage connection to real world examples, outline desired/expected outcomes from the learning goal

• H = Hook all students and Hold their interest

- create/develop stations based on collective & individual interest

• E = Equip students, help them experience the key ideas and explore the issues

- learners respond via quick write and TPS (think, pair, share multiple response strategy), generate flash cards to aid in vocabulary and capture hot questions

• R = Provide opportunities to rethink and revise their understandings and work

- identifying basic concepts of blended learning and make anchor charts around the room, focus points, mind maps, and learning plan outcomes in stages: brain storming, draft, revise & edit, final submissions

• E = Allow students to evaluate their work and its implications

- review & exchange thoughts with other small groups, use peer editing to share feedback, learners will construct their own assessment based on the blended learning they designed/chose to explore

• T = Be Tailored (personalized) to the different needs, interests, and abilities of learners

- review & exchange thoughts with other small groups, use peer editing to share feedback, construct their own assessment based on the blended learning they designed/chose to explore, re-evaluate learning maps

• O = Be Organized to maximize initial and sustained engagement as well as effective learning

- use google docs to maintain organization and tracking, stick to timeline & re-assess if necessary, present activities and small group decisions to the class as well as continuous reflections in google classroom and journals