understanding by design

established goals

teachers will be able to identify appropriate technology components for classroom use

stage 1: desired results

transfer

students will be able to independently use their learning to…

make thoughtful, informed choices about incorporating technology into their classes

meaning

students will understand that...
- not all technology is equally useful in the classroom
- student learning objectives must drive teachers’ decisions about which technologies to use and how to use them

 

essential questions

- Is the newest technology necessarily better for student outcomes?
- How can we wade through the sea of tech choices to identify those that will best serve our students?

acquisition

students will know...
how to use the Triple E framework/rubrics for determining whether a particular type of technology is an appropriate addition to a classroom

 

students will be skilled at...

- discerning the benefits and drawbacks of individual technologies 

- screening the real tech “gems” from the huge array of options

- using the Triple E rubrics for quantitative assessment of their technology choices

evaluative criteria

 

identification and application of the

3 E’s (Enhance, Extend, Engage)

established goals

teachers will be able to identify appropriate technology components for classroom use

evaluative criteria

 

identification and application of the

3 E’s (Enhance, Extend, Engage)

stage 2: evidence

performance tasks

Students will describe each of the 3 E’s generally, and identify specific examples of each within the context of a lesson plan.

Using the 3 E rubric, students will assess one of their own existing lesson plans that involved technology and will make a recommendation to either keep or discard that plan based on their new understanding of technology in the classroom.

stage 3: learning plan

key learning events & instruction

lecture

introduction to the 3 E’s: what they are, what they mean, where they came from, why they’re important

practice

using the 3 E rubric, all students score the same lesson, and then compare their results with their peers’ results

discussion

students will justify their scores to each other, and explore how the rubric leaves some room for subjective interpretation

implementation

students will assess one of their own existing lesson plans that involves technology in the classroom, and make a recommendation to either keep, adjust, or discard the lesson based on their 3 E score; alternatively, students may write a new lesson plan that incorporates a new piece of technology, but they still will assess it to find a 3 E score

be in touch

© 2020 Tara Laidlaw

Ashland, Oregon

Out to Learn, brown acorn