Overview

NTD Online Course: Spring 2009 Amika Kemmler Ernst & Patreka Wood**
 * I****nstructional Planning & Implementation

This online course will engage participants in the revision or creation of a curriculum unit using concepts from Understanding by Design. Participants will explore the three stages of backwards design, learn to differentiate for special populations, as well as teach and reflect on selected lessons. Responses to readings and to one another’s unit plans will be posted online throughout the course.

➢ become familiar with the expectations of the BPS Dimension of Effective Teaching on Instructional Planning and Implementation. ➢ learn about and use a research-based model of effective curriculum design ➢ learn about and use resources for technology integration ➢ develop, share, and critique units of study with the support of instructors and peers
 * Learning Outcomes:**

➢ purchase a copy of the course text, Understanding by Design (UbD) Professional Development Workbook, Jay McTighe and Grant Wiggins (ASCD 2004), ➢ bring laptops and any assigned materials to face-to-face meetings, ➢ post responses to all assignments on the course site for review and comment by fellow participants, ➢ make an initial response that includes a reference to the ideas in the readings, and reply to two other online postings
 * Participants are expected to:**

Readings Post Online
 * Week Session Topic Assignments**
 * 1 Face-to-Face Session #1 (2/24)**

Introductions to one another, UbD, & course process; self-assessment on Dimension; forming grade level or subject design partnerships (2-3 people) for focused online feedback; purchase of UbD Workbook Participant intros UbD Workbook p.17

- - - - - - - - - - - - - - - - UbD Workbook Intro pp. 3-5 Examples pp. 6-9 &/or pp. 10-11

NCAC Differentiated Instruction Effective Classroom Practices Report, June 2002
 * MassOne Resources:**

UBD: A Summary of Key Principles Pre-Assessments UbD Workbook p. 272 DOET (IP) will this be completed at the face-to-face or for HW? Post introduction - - - - - - - - - - - - - - - - - - - In relation to reading and our first meeting: What are you looking forward to? What challenges do you anticipate?

Post your response online. Check the website 2-3 times during the week and contribute to the ongoing discussion.

Readings Post Online Desired Results
 * Week Session Topic Assignment**
 * 2 Design Stage 1:**

establishing goals; developing understandings, essential questions and specific objectives using curriculum standards, texts, & template from UbD Review your curriculum plans and decide on a topic/unit you will be teaching next month. Log on to MassONE to review state standards; read through BPS text &/or curriculum guidelines. Read UbD Workbook pp. 60-61, 69-70, 91, 115-117, 131-133 Optional: Look through and read selected samples from this chapter (pp. 88-107) that you feel would be helpful in completing the assignment. What are the big ideas and key concepts of the unit you will teach?

Complete UbD templates on pp. 46-47 and post online for review and feedback.

Give feedback to your design partner(s).

Assessment Evidence
 * 3 Design Stage 2:**

developing assessments that provide evidence of understanding Read UbD Workbook pp. 136, 142, 155-158, 170-174, 189, 195, 208-210 and any other sections of this chapter that you think would be helpful.

Explore website www.rubistar.com to assist in rubric development.

How will you assess your students’ understanding?

Complete self-assessment and write a brief reflection based on the questions posed at the top of p. 143.

Complete UbD template on p. 151 and draft a rubric for assessing your performance task(s).

Post each of these online and give feedback to your design partner(s).

Readings Post Online Learning Plan
 * Week Session Topic Assignment**
 * 4 Design Stage 3:**

creating a sequence of learning activities and teaching strategies that will enable your students to achieve desired results Read UbD Workbook pp. 212-225, 233-234, 237, 239-240

What lessons will you teach?

Write an overview of your unit (at least 5 lessons on your topic). Use the template on p. 229 and label each lesson with the appropriate initials of the WHERETO elements.

Post your calendar overview on the course website and give feedback to your design partner(s).

Develop a pre-assessment tool or process and administer it prior to face-to-face meeting on 3/24.
 * 5 Face-to-Face Session #2 (3/24)**

Connecting with design partners and other participants; looking at student work; developing a class profile; differentiating for ELL, SpEd, &/or advanced students; introducing lesson plan format(s); guidelines for using L4L to videotape in the classroom… online? Bring a class list and results of your pre-assessment to this session.

Working w/FAS tools: ASW Lesson Plan B

Knowing Your Students packet from 2008 New Teacher Orientation

- - - - - - - - - - - - - - - - Read UbD Workbook pp. 242, 245 should this be read sooner in order to improve the quality of feedback given online

MassOne Resources: NCAC Differentiated Instruction Effective Classroom Practices Report, June 2002

TEAMS eModule on Differentiated Instruction How will you differentiate your lessons to meet the needs of your students?

Use ASW form to sort & examine examples of students’ pre-assessment results.

Create a class profile of your students.

- - - - - - - - - - - - - - - - - - - - - - Complete Peer Review (p. 247) with regard to your design partner(s) unit plans and post online.

Revise your unit plan based on your design partner’s feedback.

Create a fully developed lesson plan for at least one of the lesson(s) you plan to teach next week.

Readings Post Online 6 Teach/Assess & Share Reflections**
 * Week Session Topic Assignment

Teach at least one lesson; videotape 15-20 minutes of the lesson (mini-lesson, student group, sharing).

What worked? Challenges? Next steps?

Post your lesson plan(s) and respond to each of these questions online.

Watch the videotape and post it online if you can. Complete analysis of video rubric and post analysis online.

Check the website 2-3 times during the week and contribute to the ongoing discussion.


 * 7 Teach/Assess & Share Reflections** Read the unit/lesson plans and reflections of at least 2 people who are not one of your design partners.

Explore online lesson plans that have been designed by others who teach your subject/grade (TEAMS, MassONE). Select one of your lessons to share and post on MassONE (or Wikispaces) along with a unit overview.

Write a reflection about the unit you’ve designed and taught so far… what changes would you make? What have you learned?

Post your reflection online and respond to others.

(4/14)
 * 8 Face-to-Face Session #3**

Bring samples of student work; Showcase of Final Projects Online Create a 5 minute presentation to share with the group Revisit Self-Assessments (UbD, Dimension) and use a different color/symbol to indicate where you are now in terms of Instructional Planning & Implementation.
 * Celebration & Sharing**

- - - - - - - - - - - - - - - - - - - Complete online course evaluation.