Assignment #2

Stage 1 - Understanding by Design

Tammy Renae Story

ITEC 7430 – Instructional Design

Dr. Downs
Oct. 5, 2008
 Unacceptable Acceptable Target
(1 Point) (2 Points) (3 Points) Your Score
1. Unit is not aligned Identifies a set of Identifies a set of standards
with an appropriate standards for a unit (< 3 that are essential component
set of standards or weeks) that are for a specific target group of
does not identify appropriate for a specific learners. Selects a standard or /3
the the “big ideas target group of learners. standards that represent a unit
and core tasks” Uncovers some aspects of (3 or more weeks) of learning.
embedded in the the standard to identify Uncovers the standard and
standard. some of the underlying the identifies the “big ideas and
“big ideas and core tasks.” core tasks.”
2. Identifies Identifies targeted Identifies targeted
understandings that understandings that will understandings that are
relate to the lead to some discovery but enduring, based on
standards but are are not at the heart of the transferable, big ideas at the /3
too simplistic or discipline. heart of discipline and need of
state factual uncoverage. The targeted
knowledge. understandings clearly utilize
the six facets of understanding.
3. The essential and The essential and unit Identifies essential questions
unit questions have questions serve as guides, that are provocative, arguable,
right answers and but might not provoke and likely to generate inquiry /3
do not provoke student engagement. around the central ideas.
student Includes some topical and Includes both topical and
engagement. overarching essential overarching essential
questions. questions.
4. Identifies Shows ability to identify Shows superior ability to
knowledge and key knowledge and key identify unit-relevant key
skills. skills. knowledge and key skills.
Infers the enabling skills /3
required by the unit
performance goals,
understandings, and questions.
Notes: Numbers in ( ) refer to AECT/NCATE Standards; c=content knowledge; pk=professional knowledge,
skills and dispositions; sl=effect on student learning; C1, C2, C3, C4 refer to College of Education Conceptual
Framework Outcomes
Score Rating Your Total Score
8 or < Unacceptable
9-10 Acceptable
11-12 Target
/12
 Title of Instructional Grade Staff – Adult Learner
Unit Technology Skills for Level
the Educator
Curriculum Technology Time Four weeks total – but courses
Area Frame will meet every 1st and 3rd
Saturdays for a total of four
Saturdays.
Stage 1 – Desired Results
Content Standards:

The standard that will be the central focus of this staff development workshop is the
ISTE NETS*T and Performance Indicator for Teachers Standard 2, which focuses
on ensuring that Educators are incorporating and utilizing technological resources
and applications in order to enhance their classroom curriculum and the learning
process of their students.

The ISTE NETS*T and Performance Indicators for Teachers Standard 2:

“Teachers design, and evaluate authentic learning experiences and assessments
incorporating tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the NETS*S.”
(ISTE [International Society for Technology in Education], 2008)

Performance Indicators for Teachers:

Week One:
A. Teachers will create or adjust applicable learning experiences that utilize technological
tools and resources to encourage student education and imagination.

Week Two:
B. Teachers will increase technological base learning environments that will allow all
students to follow their individual interest and take an active role in creating their own
educational goals, facilitating their own learning, and evaluating their own
development.

Week Three:
C. Teachers will tailor and personalize their students’ learning activities in order to
address various learning styles, working plans, and abilities utilizing technological
tools and resources.

Week Four:
D. Teachers will offer students numerous shaping and comprehensive evaluations to
support the content and technology standards and utilize resulting data to update
learning and teaching.

(ISTE [International Society for Technology in Education], 2008)

 ISTE [International Society for Technology in Education]. (2008). The ISTE National
Educational Standards (NETS*T) and Performance Indicators for Teachers. Retrieved
October 4, 2008, from ISTE: http://www.iste.org/AM/Template.cfm?Section=NETS

Understandings
Teachers will understand that:
 Technological resources, devices and applications can be incorporated into their
classroom curriculum in order to enhance their students’ learning experience.
 Technology skills are the key element for student survival in the 21st century.
 Technology can be adapted to encourage student learning in a diversified
learning environment.
 Technology allows students to share their perspective in the learning process.
 Technological resources, tools and applications will encourage students to be
creative and express their feelings through the learning process.
 Technology presents students with the opportunities to design their own goals,
pursue their own interest and take a personal role in the learning process.

Related Misconceptions:
 Technology resources for students mainly consist of video games or simulation
modules.
 Technological literacy skills are not a required survival skill for teachers, parents
or students in the 21st century.
 Technological devices such as digital cameras, scanners or printer are not used at
an early childhood level.
 Technology resources for class curriculums or activities have no use for programs
such as Microsoft Office, Apple iWorks or Adobe Design Suite.

Essential Questions
Overarching Questions: Topical Questions:
 Why do teachers need technological  What are creative ways to
skills and knowledge in order to incorporate technological
teach in the 21st century? programs like Microsoft Office,
 What technology tools and resources Apple iWorks or Adobe Design
are suitable for classroom Suite?
environments?  Where can a list of educational
games for students be located?
  Should teachers allow students to
choose which technological resources
to use in order to complete a class
project?
 Should teachers be required to
utilize technological resources for
the enhancement of student
learning?
 Is it important for teachers to use
technology standards and resources
to assess the progress of students in
order to gain information about the
mastery level of students?
Knowledge and Skills
Knowledge
Teachers will know:
 The various instructional technology
resources, applications, tools and
devices available for encouraging
student learning.
 The internet resources that is
available for technological resources.
 Ways to incorporate technology into
their classroom curriculum.
 Basic computer terminology and
components of a computer.
 The websites that provide on-line
support for technological resources,
applications, tools and devices.
 Ways to use technological resources
to assess a student’s learning
progress.
 Will training be provided on how
to utilize these suggested
technological tools and resources?
 Will on-line support be available
for these technology tools and
resources?
 Are there examples available to
view as a demonstration of how
students can use technological
resources as a way to enhance
student learning?
Skills
Teachers will be able to:
 Use programs such as Microsoft
Office Suite, Apple iWorks and
Adobe Design Suite.
 Evaluate technological resources
that are on the web.
 Evaluate software or games for use
in the classroom.
 Design a unit or curriculum that
incorporates technology for the
promotion and enhancement of
student learning.
 Develop technological activities will
allow students to pursue their
individual interest and be
personally involved in the learning
process.
 Utilize technology resources that
promote learning in a diversified
learning environment.