UbD Unit Plan for Student Technology Teams
Click here for UbD Unit Plan pdf file
BHAG (Big Hairy Audacious Goal) – Overarching Student Technology Team Goals
My Big Harry Audacious Goal (BHAG) for the course is to create a Student Technology Team to help teachers and students at my school successfully (and hopefully painlessly) integrate technology in the classroom so that students can have more choice and authenticity in their assessments for learning. I hope this could lead to more technology courses and Code.org’s CS Discoveries. Through these additional technology courses, I hope to encourage a greater diversity of students taking computer science at high school and college levels in the future.
Stage 1 Desired Results
ESTABLISHED GOALS
Possible NEW TexasTechnology TEKS for the 2024-2025 school year:
7.6(A) demonstrate proficiency in the use of technology terminology in projects through team collaboration and communication
7.6(F) determine potential solutions to solve hardware and software problems using common troubleshooting strategies, such as restarting digital tools or transferring work from one device to another
8.6(F) apply common troubleshooting techniques independently, seeking technical assistance as needed
Transfer
Students will be able to independently use their learning to…
use practical and critical thinking to evaluate the best approach to working with new students, presenting detailed information in a way that is easy to follow and evaluating how they have contributed to the betterment of the school culture.
Meaning
UNDERSTANDINGS:
Students will understand that…
Transitioning to a new school is stressful because new students rapidly acquire new procedures and function within new expectations to succeed.
ClassLink SSO allows students access to applications and software provided by the district.
Canvas LMS allows students to access learning resources, submit assignments, and complete assessments.
Students can take quizzes, tests, and district benchmarks through the Eduphoria LockDown Browser in Windows 10 OS and Chromebook OS App instead of through the SSO.
Student can see their grades and set up notifications in Student Access Center
Students can contact their teacher through Canvas and Outlook.
Students will be issued a Smart Tag that allows them to ride the bus.
ELL/EB students and students with learning disabilities can use Microsoft Translate, Microsoft Immersive Reader, and Read&Write for Google Chrome for translation, dictionaries annotations, and text-to-speech.
ESSENTIAL QUESTIONS:
How do students know what applications and software the district allows?
How do students log into district-provided applications and software?
How do students access content resources provided by their teachers?
How do students submit assignments and take quizzes and tests?
How do students access their grades, and how do they contact the teacher if they have questions?
What should they do if they are going to miss instruction because they are absent?
How will parents know that students have safely arrived at school and/or returned home via the bus?
What applications and software allow me to succeed more if they have a language barrier or a learning disability?
Acquisition
Students will know…
Key terms 一 empathy, single sign-on (SSO), learning management system (LMS), word processor, tables, slide deck, module, lockdown browser, English Language Learners (ELL)/Emergant Bilingual (EB), learning disabilities, dyslexia, dysgraphia, Irlen Syndrome, Chrome extensions, notifications, operating system (OS)
Types of creation tools within Google Drive.
Types of working areas within Canvas LMS.
The difference between school and personal Google accounts.
Translation, dictionary, annotation, and text-to-speech tools used in programs like Microsoft Translate, Microsoft Immersive Reader, and Read&Write for Google Chrome.
Students will be able to help new students…
CISD SSO
Show teachers how to reset a student's password
Canvas LMS:
What is the Dashboard and compare the three dashboard views (Card, List, and Recent Activity)
Explain the differences between Modules, Quizzes and Assignments access online textbook (history and science)
Explain the importance of checking Canvas when they are absent
Outlook:
How to email a teacher
Student Access:
How to check grades
Google Drive:
Students can use Google Drive to complete assignments using Docs, Sheets, Slides
Stress that students must log into the SSO and not use personal GMail accounts to access school assignments
Eduphoria:
Access the Eduphoria LockDown Browser to take tests and district benchmarks
CISD Smart Tags
how to use Smart Tags when entering and exiting a school bus
Google Read & Write, Microsoft Translate, and Microsoft Immersive Reader:
ELL/EB students and student with accommodations use Read & Write for translation and text to speech
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Day in the Life — At the beginning of the year, Team members will record everything a student needs to know to be successful at McC.
Teacher Survey — Team members will send a survey to teachers asking what they feel new students need to know to be successful in their classrooms in their early days at McC
How To Make a Peanut Butter and Jelly Sandwich Contest — Each team member will make a peanut butter and jelly sandwich then write directions on how to make a peanut and jelly sandwich then they will vote on which is the best. They will discuss the attributes of the top winners. Note: This activity can be adjusted due to food allergies. Team members will then edit their directions based on feedback and the winning examples.
Website or Canvas Course — Team Members will create a website or Canvas Course with important student information and how-to videos.
Video Creation — Team Members will storyboard, write a script, film, and edit informational and how-to videos that can be uploaded to a Canvas course or website.
OTHER EVIDENCE:
New Student Feedback—new students will give positive, helpful, constructive feedback through a Google form.
Teacher Feedback—Teachers will give positive, helpful, constructive feedback on the Student Technology Teams' impact on campus climate and culture through a Google form.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Begin with a discussion about empathy and discuss a time that someone’s help made an impact in their lives. H
During the first week of school, have team members record everything a student needs to know to be successful at McC (i.e., software, logins, ID #, bus routes, etc.). At the end of the week, combine their lists to see how vast their knowledge is and how intimidating and stressful that could be for a new student. W, H
Discuss will compare their lists to the teacher survey data. Can they add anything new to the combined list? W
Categorize and break down the steps of each program and software. W
Triage the list based on the order of importance. Discuss how much information would be too little or too much for an initial new student onboarding. Should we offer multiple sessions? W
Practice giving concise directions through the “How To Make a Peanut Butter and Jelly Sandwich” direction contest. W, H, E, R, O
The team will work together to storyboard, write, film, and edit their first how-to video. Team members will gather a focus group to watch their videos and provide feedback. Team members will discuss feedback and make adjustments as needed. E, R, E-2
Based on their strengths during the first video project, team members will discuss possible roles during future video projects (i.e., Co-Directors, Creative Team, Production Team) T
Team members will discuss design thinking and the importance of iterative design. O
The team member will present their services to admin and guidance counselors. E
Team members will start working with new students as they arrive at McC. After an orientation session, team members will reflect on the New Student Feedback to see areas of strength and needed improvement. E-2
The Stage 3 Learning Plan above uses Wiggins and McTighe’s (2005) WHERETO acronym to highlight key elements and considerations for instructional planning.
W = Ensure that students understand WHERE the unit is headed and WHY.
H = HOOK students in the beginning and HOLD their attention throughout.
E = EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals.
R = Give students opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.
E = Build-in opportunities for students to EVALUATE progress and self-assess (E-2).
T = Be TAILORED to reflect individual talents, interests, styles, and needs.
O = Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.
Evaluation of Fink's 3 Column Plan vs. UbD Unit Planning
For our first planning assignment I used Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning” to plan the year for the Student Technology Teams as a part of my Innovation Plan. I used his three worksheet templates to rethink my initial innovation plan and take a more holistic view by considering the Student Technology Teams' broader, more meaningful, and lasting impacts (Godin, 2012). I appreciated the opportunity to access the less tangible aspects of course design, such as the learning environment, the characteristics of the learners, and what I bring to the learning environment as the facilitator. Undertaking this process has enabled me to articulate my plan and write a Big Hairy Audacious Goal that can serve as a guiding light in the future.
I had previously used Understanding by Design (UbD) when I taught in Loudoun County Public Schools in Virginia. Our PLC was required to submit a Backwards Design for each unit; however, that was ten years ago. I knew UbD offered a comprehensive planning template for teachers, and getting a refresher was nice (McTaughie, n.d., Wiggins, 2012. From a technology planning perspective, I appreciate that the UbD template looks at a unit from several different angles. I found myself discovering new concepts, terms, and essentials question as I worked through each stage of development.
In the future, Fink's Self-Directed Guide to Designing Courses for Significant Learning is perfect for providing a holistic plan for a course. For planning units that require a more intense level of detail and provide a working model for PLCs, the UbD template is the vehicle to get you a well-thought-out plan.
Stock Photos from Wix .
References.
Fink, L. D. (n.d.). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-rid-30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf
Godin, S. [TEDxYouth]. (2012, October 16). Stop stealing dreams [Video file]. Retrieved from https://www.youtube.com/watch?v=sXpbONjV1Jc
McTighe, J. (n.d.). UbD template 2.0. McTighe & Associates. Retrieved February 21, 2023, from https://jaymctighe.com/downloads/UbD_Template_2.docx
Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD
Comments