Assignment Instructions
Use the template below to successfully complete this assignment. You should complete the following tasks:
Create competencies for your unit that align appropriately to content area standards. Be sure to make this alignment apparent in the unit plan.
- Develop essential questions for the unit and align them to the unit competencies.
- Develop performance tasks that reflect CBE concepts. In CBE, it is essential to design student assessments before learning activities are designed. This is important so that you can ensure the assessments align to the unit competencies, which makes designing aligned learning activities easier.
Consider how technology and problem-based learning can be incorporated to give students ownership of their learning.
- Develop a general outline of learning activities that utilize game-based learning or simulations to help student unit competencies.
When developing day-to-day learning activities, it is essential to keep the competencies in mind. By keeping an eye on the unit competencies and the performance task you are asking students to create, you will be setting students up for success. Also, be sure that activities are presented in a scaffolded manner so that all students can be successful.
- Whether in the performance task or learning activities, be sure to incorporate game-based learning or simulations as a means of developing mastery of competencies.
Analyze the authenticity of technology incorporation throughout the unit.
- How will you know if the technology in your unit is authentic to the unit competencies? What evidence would you present to demonstrate this authenticity? How would you make this apparent to students?
- Explain how the unit design and activities utilize the components of CBE to improve teaching and learning. How does this improve the student experience? How does this focus improve learning?
Template:
| Stage 1 – Desired Results | |
| Established Goals | |
| What content standards and program or mission-related goals will this unit address?What standards, competencies, and outcomes will this unit address?What habits of mind and cross-disciplinary goals, for example, 21st-century skills and core competencies, will this unit address? | |
| Transfer | |
| Students will be able to independently use their learning to . . .What kinds of long-term independent accomplishments are desired? | |
| Meaning | |
| Understandings Students will understand that . . .What specifically do you want students to understand? What inferences should they make? | Essential Questions Students will keep considering . . .What thought-provoking questions will foster inquiry, meaning-making, and transfer? |
| Acquisition | |
| Students will know . . .What facts and basic concepts should students know and be able to recall? | Students will be skilled at . . .What discrete skills and processes should students be able to use? |
| Stage 2 – Evidence |
| Results |
| Are all desired results being appropriately assessed? |
| Evaluative Criteria |
| What criteria will be used in each assessment to evaluate attainment of the desired results? What qualities are most important regardless of the format of the assessment? |
| Performance Tasks |
| Students will show that they really understand by evidence of . . .How will students demonstrate their understanding (meaning-making and transfer) through complex performance? |
| Other Evidence |
| Students will show they have achieved stage 1 goals by . . .What other evidence will you collect to determine whether stage 1 goals were achieved? |
| Stage 3 – Learning Plan | |
| Pre-Assessments | |
| What pre-assessments will you use to check student’s prior knowledge levels and potential misconceptions? | |
| Learning Events | |
| What is the goal for each learning event? | Student success at transfer, meaning, and acquisition depends upon . . . Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?Does the learning plan reflect principles of learning and best practices?Is there right alignment with stages 1 and 2?Is the plan likely to be engaging and effective for all students?What role does technology play in this process? |
| Progress Monitoring | |
| How will you monitor students’ progress toward acquisition, meaning, and transfer during lesson events?What are potential rough spots and student misunderstandings?How will students get the feedback they need?What role does technology play in this process? |
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