UbD Design

 

I have created a learning goals outline, the learning goals outline I created consists of a 3-column table which organizes learning goals, activities and assessments. I’ve had the opportunity to explore “Understanding by Design” (UbD) by Grant Wiggins and Jay McTighe. The 3 column model starts with the end in mind while including the BHAG.  In the UbD model, all new information must be well thought out and have an identifying activity that is measurable. Individual learning outcomes will be assessed. The 3 Column Table of Fink’s, uses a three column structure and broad parameters. The model entails higher level questions geared toward much bigger learning objectives. It functions as a path to completing activities that lead to understanding and goals.

Final Thoughts

The two different design processes have contributed to my ability to design learning environments and my innovation plan. I believe that the table allows students to think openly, freely and with imagination. Students are able to explore their own unique ideas and expand on learning. I prefer the 3 column table, for my ePortfolio learning plan. I believe the UbD is a great resource for learning ePortfolios, advisement, careers and technology. Both models require analysis and inquiry which help make the learning process and outcomes clear.

 

 

 

 

STAGE 1 – DESIRED RESULTS

Unit Title: Technology, Counseling & Advising by using ePortfolios     

Grade Level: 9-12th   

Through the use of ePortfolios, learners will utilize technological tools to enhance their 21st century learning skills. Students’ will reflect on their own learning and take ownership of their personal learning.  

 Established Goals:

• Identify and understand the basic concepts of learning, counseling & ePortfolios

• Understand how to implement learning, counseling & ePortfolios into their own courses and learning environments.

• Connect the concepts between all core courses and relate academic content to their own personal interests and daily lives.

• Become accountable for their own learning by individualizing what can be gained from a self-directed approach to the course

• Invest in learning “how” and “why” to learn instead of “what” to learn.

Understandings: Students will understand that…

• Learning & ePortfolios is a current trend in learning, counseling & education.

• There are many applications that can increase collaboration and communication among students, peers and faculty.

• Digital literacy is an important factor in successfully implementing counseling, learning & ePortfolios.

• Students will understand that ePortfolios are important tools for student learning.

• Students will understand that reflection and peer collaboration is crucial to learning, growth and quality of work.

• Students will understand that evaluating their learning is helpful to monitor their development.

• Students will understand that 21st century learning skills are key to success.

Essential Questions:

• What is learning & ePortfolios and how can it create significant learning environments for students?

• Which applications work best for assessment? For learning activities?

• How can I use learning & ePortfolios applications for relevant, authentic learning activities?

• How will Counseling & ePortfolios impact students’ learning in the classroom?

• What is an ePortfolio?

• Why is it important to want to learn?

• How can an ePortfolio help you grow as a learner?

• Why is an ePortfolio important for your future?

• How will you use your ePortfolio?

• How do you learn?

• How can you take ownership of your own learning?

• What are your strengths and weaknesses as a learner?

• What are your personal interests and passions?

• How can you communicate about your learning?

• In what ways have you grown as a learner?

Students will know:

• Best practices for using applications in their courses and learning environments.

• The importance of digital literacy and learning.

• Process of developing a knowledge base and compiling resources for technology learning and applications in an ePortfolio.

• How to locate, install and use technology applications.

• Trends, common definitions, and types of ePortfolios used for teaching/learning.

• Students will know what a learning ePortfolio is.

• Students will know why an ePortfolio is important and how it will aid their learning.

• Students will know how to create an ePortfolio using WordPress, Wix  or other blog sites.

• Students will know their strengths and weaknesses.

• Students will know how to integrate appropriate tools, visuals, and language to appeal to a particular audience.

Students will be able to:

• Design activities and assessments using best practices.

• Determine which applications align with specific activities and learning objectives.

• Integrate what they’ve learned.

• Students will be able to design an organized ePortfolio using WordPress, Wix or other blog sites.

• Students will be able to reflect on their learning.

• Students will be able to create and organize artifacts of learning.

• Students will be able to select and explore topics that are of personal interest.

• Students will be able to collaborate, in person and digitally, with peers in meaningful ways.

• Students will be able to give significant feedback to peers.

• Students will be able to evaluate their own growth and development as a learner.

• Students will be able to make connections between courses.

• Students will be able to discover personal interests and passions.

• Students will be able to be accountable for their own learning.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

• Write a reflection on current trends, relevant ePortfolio applications, and basic concepts.

• Develop an ePortfolio and learning objective and activities outline.

• Create an ePortfolio and assessment activity. Share and provide peer feedback, revise if necessary.

• Write a reflection on digital literacy and the impact of ePortfolios for collaboration.

• Create an ePortfolio on WordPress, Wix or other blog posts.

• Write blog posts.

• Review peers’ blog posts and provide specific feedback.

• Assess their own learning using self-created checklists, rubrics, or reflection.

• Revise blog posts using peer and teacher feedback.

• Assessments will be based on completion, effective communication, and various check points.

Other Evidence:

• Required online discussion posts, which includes replying to two peer posts.

• Set of best practices and annotated bibliography of significant sources.

• Blog posts of performance tasks in ePortfolio: reflections and outlines.

• Students will conference with teachers.

• Write reflection blog posts.

• Create a final project.

• Students will observe each other’s’ blog sites.

• Students will journal (blog) about the learning ePortfolio process.

STAGE 3 – LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

W = Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?

H = Hook all students and Hold their interest?

E = Equip students, help them Experience the key ideas and Explore the issues?

R = Rethink and Revise their understandings and work?

E = Evaluate their work and its implications?

T = Tailored (personalized) to the different needs, interests, and abilities of learners?

O = Organized to maximize initial and sustained engagement as well as effective learning?

• Students will know where the unit is going and what is expected of them by exploring model ePortfolios.

• The teacher will know where the students are coming from by having them complete a survey about their knowledge of ePortfolios.

• Students will be hooked on the first day of learning about ePortfolios and discuss the importance of their personal education and learning goals. Their interests will be held because they will realize they have a voice and will be taking control of their own learning through the hook.

• Students will be equipped with a device: iPad, laptop.

• Students will experience the key ideas about ePortfolios, reflection, and learning together through peer collaboration, discussion, and hands on experiences.

• Students will explore the use of ePortfolio throughout the year in various ways: to compare and contrast ideas in different courses; to connect ideas in counseling, advisement and careers; to reflect on their learning and what makes them learn effectively; to reflect on what makes them want to learn.

• Students will rethink and revise their work through peer reviews, teacher conferences and expanding on new ideas.

• Students will evaluate the effectiveness of their ePortfolios’, they will continuously evaluate how to make revisions on their work to make sure the ePortfolio progressing.

• Each ePortfolio will be unique to each individual and their interests and abilities.

• Teachers must facilitate organized time and classroom structure to keep students engaged in the learning ePortfolio by providing model ePortfolios, discussion points, questions about their value, and time to work on and revise the learning of ePortfolios.   

 

Summary of Learning Activities:

1. Begin with an entry question (What is mobile learning and how can it transform my course?) to hook students into considering their current knowledge and thoughts about ePortfolios.  H

2. Introduce the Essential Questions and briefly describe the Performance Tasks.  W

3. Students respond to Week 1 Discussion prompt regarding their previous knowledge, ideas, and thoughts about ePortfolios.  W, E, R

4. Students will review relevant online data sources about current trends in ePortfolios, technology, counseling and advisement.  E

5. Students will research and review articles, videos, and other online resources on applications, definitions and ePortfolio concepts.  E

6. Students respond to Week 2 Discussion prompt regarding learning objectives, ePortfolio applications, and best practices.  E, R

7. Students will read assigned course reading about ePortfolio, counseling & advisement  applications and how to choose those that best support learning activities and objectives. Develop an outline of your findings. E, O, E-2

8. Students will research for best practices of using ePortfolios and applications in a classroom setting. Provide an annotated bibliography of significant sources.  E, O

9. Students respond to Week 3 Discussion prompt about using ePortfolios for learning and assessment activities and their possible impact on the learning environment.  E, R

10. Students will design a learning and an assessment activity, relevant to their own course, which integrates technology and applications. T, R

11. Students will read course materials about ownership of learning, development and personalization of ePortfolios and how to organize their artifacts in their blog (performance tasks and other evidence of learning).  E, O, T

12. Students will respond to Week 4 Discussion prompt regarding digital learning and the importance of collaboration. E-2, R

13. Students will read and review current articles and video resources about digital literacy and the impact ePortfolio learning has on communication and collaboration among students, peers and faculty.  E

14. Students respond to Week 5 Discussion prompt about the significance of an ePortolio and knowledge base for resources.  E, R

15. Students will develop and refine the ePortfolio/blog, build the knowledge base and compile all their resources for mobile learning.  T, R, O

16. Students will post outlines, reflections, and activities as blog post entries.  O

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