| Topic:
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Grade Level: Duration: |
Subject Area:
Education Standards Addressed:
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| Stage 1 – Desired Results | |
| Established Goals: | |
| Understanding(s)/goals:
Students will understand that: Students will know:
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Essential Question(s):
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| Student objectives (outcomes):
Students will be able to:
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| Stage 2 – Assessment Evidence | |
| Performance Task(s):
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Other Evidence:
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| BLOOMS TAXONOMY:
REMEMBERING: Can the students recall or remember the information? UNDERSTANDING: Can the students explain ideas or concepts? APPLYING: Can the students use the information in a new way? ANALYZING: Can the students distinguish between the different parts? EVALUATING: Can the students justify a stand or decision? CREATING: Can the students create new product or point of view? |
Digital Taxonomy for Bloom:
KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling COMPREHENSION: Advanced searches, blog journaling, twittering, commenting APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating |
| Standards Rubric
The standards rubric should identify how student understanding will be measured. Make sure you include one rubric for one lesson. |
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| Stage 3 – Learning Plan | |
| Where are your students headed? Where have they been? How will you make sure the students know where they are going? | |
| How will you hook students at the beginning of the unit? (motivational set). | |
| What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students? | |
| How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential questions and enduring understandings? | |
| How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? | |
| How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? | |
| Learning Activities:
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| Assess and Reflect (Stage 4) Check list | |
| Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning experiences? |
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| BAL’s:
Does my unit promote lifelong learning, encourage the development of self and community, and engage students? |
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| CELS & CCC’s:
Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? |
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| Adaptive Dimension:
Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students? |
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| Instructional Approaches:
Do I use a variety of teacher directed and student-centered instructional approaches? |
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| Student Evaluation:
Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? |
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| Resource Based Learning:
Do the students have access to various resources on an ongoing basis? |
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| FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each child’s identity? |
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| Blueprint for Life:
Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career? |
Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design , Association for Supervision and Curriculum Development.
