Essential question: How does my UbD unit reflect my understanding of differentiated instruction?
Looking ahead: You will have feedback on your Unit by mid week. Plan to teach unit between April 3-April 21. Unit should be approximately two weeks long…but could be slightly longer or shorter according to your needs. While teaching the unit in your classroom or setting, you will be collecting data for the reflection due at the end of the class. The rubric for the reflection is below the description of this week.
You will submit the Lesson Reflection on Blackboard.
This week your blog posting consists of
- a high level self-assessment of your UbD Unit –
- organized by your understanding of 5 components of Differentiated Instruction
- which seeks feedback on the value of this unit specifically for the purposes of differentiation.
Create five elements of differentiated instruction according to your own understanding and supported by resources from your blogging.
Examine the lesson plan that you turned in on Sunday.
How does this lesson address the five elements of differentiated instruction that you identified? Be sure to support your thinking with resources (both those assigned and those you have done externally).
As you comment on the blogs of others, please help them see any aspects they may have missed, or make suggestions for changes that could strengthen their understanding of differentiation and/or their unit.
Each week, between Monday and Friday, students are expected to post a response to the Essential Question for the week. Students then interact with others by making postings to their blogs and interacting in twitter. On Sunday, students are expected to post a reflection on their blog of the learning that they have encountered during the week.
Rubric for the Unit Reflection
|2.b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress||Reflection of the lesson provides clear and convincing evidence that the teacher participated in and contributed to individual paths for learning for students engaged in the experience. Thorough documentation of ongoing assessment demonstrates teacher awareness of student success and adjustment to assist in student learning.||Reflection of the lesson provides evidence that the teacher participated in and contributed to individual paths for learning for students engaged in the experience. Teacher demonstrates some evidence of awareness of student success and adjustment to assist in student learning.||The student makes assumptions concerning the individual learning paths pursued by teachers, and why these paths were chosen. Little or no evidence is provided to support these assumptions. While observations may have been made, these observations lack sufficient detail to be of pedagogical use.|
|2.c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources||Reflection demonstrates that teachers demonstrate a leadership role as they prepare for student work, customize for student engagement, and ensure that classroom content, structures and systems work appropriately for students. Compelling evidence supports the effectiveness of this planning.||Reflection demonstrates that teachers prepare for student work, customize for student engagement, and plan for classroom content, structures and systems that work appropriately for students. Evidence supports effectiveness of this planning.||Reflection demonstrates that teachers plan for student engagement, and for classroom content, structures and systems that work appropriately for students. Little evidence that this planning resulted in student learning.|
|2.d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching||Reflection and twitter transcript demonstrates that teachers used data to customize the student experience in the unit. A thorough evaluation of two students’ work in the unit is demonstrated, with ample evidence to justify the score assigned.||Reflection and twitter transcript demonstrates that teachers used data to inform their work in the unit. An evaluation of two students’ work in the unit is demonstrated, with appropriate evidence to justify the score assigned.||Reflection and twitter transcript demonstrates that teachers neglected to use data to inform their work in the unit. An evaluation of two students’ work in the unit may be included; however, evidence is not provided to justify the score assigned or the evidence provided is at odds with the score provided.|
Troubleshooting and Evaluation:
For your unit – the following rubric levels will be applicable for troubleshooting and evaluation:
|Coach teachers or students in and facilitate the use of adaptive and assistive technologies to support individual student learning needs||Provide evidence that their maintenance, management, troubleshooting, selection, and evaluation activities resulted in increased student and educator access to technologies.|
|Coach teachers or students in how to troubleshoot basic software and hardware problems common in digital learning environments||Produce resources related to improving digital-age learning environments that are used by educators beyond their local school.|