Laurie Bennett

FRIT 7430: Instructional Design

Stage 2, Understanding by Design

June 23, 2012

UbD Stage 2 TemplateStage 2 – Determine Acceptable Evidence

Title of Unit

Technology in Daily Life Grade Level

9-12

Stage 1 – Identify Desired ResultsList the understandings of your unit:Students will understand that:

Technology can help or hinder our personal growth Effective use of technology enables us to live, learn, and work Technology is a tool that can be used for collecting, organizing, creating, and

presenting info The resulting information determines the type of search required to find it The quality of the search affects the relevancy of the results Using technology comes with certain rights and responsibilities Damage that is done in cyberspace is difficult, if not impossible, to undo

Related Misconceptions: Technology makes everything easier Technology is for gaming and social networking The older you get, the less you know about technology People can control who accesses their personal information in cyberspace The internet is safe, since it is accessed from home, away from predators

Essential Questions

(copy and paste from Stage 1)

Overarching Questions:

What is technological literacy? How can technology help or hinder

our personal growth? How can I use technology to be

productive and solve problems? What are the benefits and

limitations of using new technology? Is new technology always better

than that which it will replace? How do new technologies result in

broader social change?

Topical Questions:

How are our privacy rights affected by the internet?

What is the impact of technology on research and communication?

What makes a source trustworthy? How do my actions and choices

model ethical and legal behavior? What potential application does

this technology have for me?

Stage 2 - Evidence

Performance Task(s)Performance Task #1: Interviewing Digital Dinosaurs (Learning Facet:

Perspective)

Goal: To see how technology has changed the lives of digital dinosaurs (those born before 1980)

Role: You are a newspaper reporter writing a story about how technology has changed our daily lives in just one lifetime

Audience: The readers of the newspaper (in print AND online)

Situation: You have been assigned to write a story about how technology has changed the life of a digital dinosaur (one born before 1980). You can choose any person born before 1980 to interview (parent, other family member, teacher, pastor, etc)

Product Performance and Purpose: Write out your interview questions before the interview Interview your subject Write the article

Standards and Criteria for Success: Include a written or recorded transcript of the interview Article must be well-written Include answers to the analysis and reflection questions give to you by your

teacher

Performance Task #2: Tracking My Technology (Learning Facet: Interpreting)

Goal: Track your technology use for 7 days and analyze the results

Role: You are performing a self-analysis to reflect on your use of technology

Audience: Your classmates

Situation: You will track your technology use for 7 days and analyze the results, and also predict how technology may change in your lifetime

Product Performance and Purpose: Use provided template to fill out times, types, and purpose of technology use for 1 week. Include use of: school computers, teacher presentations that you listened to or watched using technology, computer use outside of

school, smart phones, video games, television, ipads or other e-readers, GPS trackers, or any other technology not listed. Create a visual (graphic) of the results and answer the provided questions about your usage.

Standards and Criteria for Success: Include completed templates for all 7 days All questions answered, including reflection on improvement and predictions for

the future Create the graphic visual of your results

Performance Task #3: Analyzing Facebook Profiles (Learning Facet: Interpreting)

Goal: Your goal is to analyze a fake Facebook profile and decide what effect the profile has on the person who created it

Role: You will be given different roles of either: Prospective employer of an interviewee Judge of a person on trial Criminal preying on a potential victim Parent (of the person in the profile or one of their friends)

Audience: Depends on your role

Situation: Depending on your role, you will analyze the profile and make a decision about the person

Product Performance and Purpose: Write a short report of what you found out and what you decided based on the information in the profile

Standards and Criteria for Success: Well-written Noticed all of the details Made a well-informed decision and can back up your decision

Performance Task(s) Rubric(s)

Performance Task #1 Rubric

POINTS

0 1 2 3Interview Questions (2 pts)

No interview questions

A few interview questions, does not cover many digital topics. Questions do not require much explanation

Many interview questions, covering several digital topics requiring in-depth answers

N/A /2

Transcripts (2 pts)

No transcripts included

Transcripts are incomplete

Complete transcripts (written or recorded)

N/A /2

Written Article (3 pts)

No article Article is incomplete or poorly written

Article is complete with adequate writing skills and a few spelling and/or grammatical errors

Article is complete with satisfactory or above writing skills and 1-2 or fewer spelling and/or grammatical errors

/3

Analysis (3 pts)

No analysis Analysis and reflection is incomplete and shows little understanding of changes in technology over time and their effects

Analysis and reflection shows some thought and some understanding of changes in technology over time and their effects

Analysis and reflection shows much thought and much understanding of changed in technology over time and their effects

/3

TOTAL: /10

Performance Task #2 Rubric

POINTS

0 1 2 3Time

Templates (2 pts)

No templates Incomplete templates

Complete templates

N/A /2

Reflection Questions (3

pts)

No questions answered

Incomplete or answers did not reflect

much understanding or thought of the effects of

the assignment

Complete answers with some thought

and understanding

about the effects of the assignment

Complete answers with

in-depth reflection and understanding

about the effects of the assignment

/3

TOTAL /5

Performance Task #3 Rubric

POINTS

0 1 2 3Analysis of

profile (details)- 2 pts

No analysis Report of some details

Report of all visible details

n/a /2

Written Report of the decision- 3 pts

No report Poorly written, little thought

about the decision, many

spelling or grammatical

errors

Adequately written, some thought about the decision,

3-4 spelling or grammatical

errors

Well written, much thought

about the decision, 1-2

or fewer spelling or

grammatical errors

/3

Decision- 2 pts

No decision was made

Decision was based on

emotion or arbitrary with no reasons to

back it up

Decision was based on facts

and well-supported by

them

n/a /2

TOTAL /7

Other Evidence(e.g. tests, quizzes, work samples, observations)

Pre-test on technological literacy (Self-knowledge) Verbal Q&A about deciphering text-based acronyms

(Explain) Speed test for texting (Explain) Class discussion: How does technology help or hinder us

in everyday life? (Interpretation) Academic search for possible research paper topics- 3

sources (Application) Website analysis: Is this site trustworthy?

(Interpretation) Setting up Facebook privacy settings (Application) Informal search for personal interests- 3-5 results

(Application) Find or create a discussion group, participate for the

duration of the unit, reflect on what you found out (Application)

Journal entry on the effects of cyber-bullying after reading transcripts from a real victim or watching a movie clip (Empathy)

Reflection assessment- short answer about what they learned, how technologically literate they are, and how the world views them by their online actions. (Self-knowledge)

Timeline of digital changes in their lifetime from their birth and projected out to adulthood (Explain and interpret)

Post-test on technological literacy to check for

improvements from the beginning of the unit (Self-knowledge)

All assessments align with the same standard:Content Standards:

National Literacy Standards 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth

Standard 4.3: Responsibilities

Student Self-Assessment and Reflection

The students will take a pre-and post-test of technological literacy to let both the student and the teacher know where they are at the beginning of the unit and if they have improved by the end as a result of the activities in the unit.

In addition, they will complete an end-of-unit self-assessment that will consist of short answer questions about their views of technology before the unit began and changes of their views, if any, by the end. Hopefully the students will gain more understanding about how technology can impact and improve their lives in more ways than just for recreation. In addition, the students will gain more insight about the potential dangers of social networking and cyber-bullying, as well as how to protect themselves from these dangers.

UbD Stage 2 Scoring Rubric

(0 Point) (1-2 Points) (3 Points)YourScore

1. Assessments are not representative of different facets of understanding.

Assessments appear to utilize some facets to build assessments for understanding.

Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet.

Assessments demonstrate congruency among goals

/3

2. Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks.

Designs authentic performance task(s)

Task(s) in alignment with goals and standards /3

3. Does not provide scoring rubric for the performance task(s)

Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s)

Designs a scoring rubric that includes distinct traits of understanding and successful performance /3

4. Selection of assessment formats is limited.

Includes at least two different formats of assessment.

Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning

/3

5. Fails to provide opportunities for learners to self-assess.

Provides opportunities for learners to self-assess.

Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

/3

Your Total Score /15