EDUC639R

Day 7 and 8
What are the Big Ideas?   How do they relate to UbD?  These are just a few of the questions that we have been discussing in the last couple of classes.  I figure this is a great forum to clarify my understanding.  The Big idea is a system of many powerful inferences from a small set of givens.  It provides a way to connect and recall knowledge.  In order to really uncover the big idea, you have to go below the surface.  In stage 1 of Ubd, the key is to focus on the big ideas. The understandings are the specific insight of the ideas we want students to leave with.  The Essential Questions provide questions that will foster inquiry, understanding, and transfer of learning.  Student knowledge and skills are the specific concepts that students need to know.  The established Goals are the content standards that are addressed explicitly by the unit.  Stage 2 is the assessment piece of the design. There are two types of assessments in stage 2.  Performance Task requires students to transfer their understanding.  Other Evidence is your more traditional assessments (quizzes, tests, observations…). Stage 3 is the learning plan that provides purposeful learning activities and directed teaching to help all students reach the desired achievements.
This Curriculum design created by Wiggins and Mctighe eliminates activity-focused teaching and COVERAGE-FOCUSED TEACHING. I believe it is a great design and my district is already in the process of revising the curriculum around the UbD model. The only problem I have with UbD is that sometimes it is difficult and time consuming to get past stage 1, but I guess that is the problem with any quality process.  

Today, we were introduced to some cool tools!  Eyespot, Photoshop and Bubbleshare are tools that allow you to create video and photo slide shows on the web.  This is a great tool to break the monotony of the curricula.  Educators can use these tools to display class activities, such as, skits, reenactments, or fieldtrips.  Let’s take this a step further and think about how powerful these tools can be in the hands of a creative student who might ordinarily struggle with the traditional paper assignments.  Students could use these tools to create an interesting and exciting presentation.  Plus, students would be more likely to retain information because they will be engaged in the production of the product.
I decided to make my life more complex and change my final project for this class. When I take a class, my initial thought is how I can incorporate this new information into my lesson plans.  Effective July 1, 2006, I will be the social studies specialist for my district (out of the classroom), so a WebQuest will not suffice. I decided to create an UbD unit on integrating technology curriculum. Please pray for me!

How do we fit our projects into existing curricula and district guidelines?  I struggle with this question everyday. Taking Tech driven classes the last two summers has been an enlightening experience. I have learned so much about the skills students need for the 21^st century and the tools that can be used to develop those skills, but the question still remains.  How do I incorporate the new tools and projects developed into a curriculum that is already jammed packed?  The readings in Module 5 have brought me a step closer to solving the problem.  In particular, the Good Models of Teaching with Technology (GMOTT) site provided great examples of how teachers have successfully integrated technology into their classrooms and throughout the school.  In addition, the site provided a complete explanation GMOTT, Templates to help you design for technology integration and examples of completed templates.  I will refer to this site and the tool for creating technology enhanced lesson when I design my plan for integrating technology into the curriculum.
 

Today, while developing our Rubrics we had an interesting conversation about Differentiated Instruction.  It is my belief that teachers should provide various resources to meet the needs of a variety of learners, but numerous options for a final product is not necessary to achieve differentiated instruction. It is the job of the teacher to provide a variety of opportunities for students to be successful in meeting the objective.  Moreover, as an educator in the Vo-tech school district, I am very conscious about what employability skills our students are required to have after graduation.  Employers want employees that can follow procedures and produce the final product that is assigned. Don’t get me wrong, I think options can be provided for some assignments, but I am not a fan of providing numerous options for every activity assigned in my class.  
Developing a rubric as a class is definitely a great idea when trying to engage students in the learning process.  It allows students to have some ownership over the project.  In addition, students will have an understanding of what is required because they were involved in the developmental process.  Students develop activities, and rubrics are great elements in effective curriculum.  However, it is my opinion that they cannot monopolize the curriculum.