EDLD+5368+Assignments





** Online Course Template ** Use the template below for your online course. The boxes will expand as you type. ** 1. Needs Assessment ** Define the instructional or professional development problem. This can be accomplished through a needs assessment. When conducting a needs assessment, you can utilize test data, classroom/workplace performances, observations, surveys, and other documentation that will inform you of the actual problem. ** Designing for Classroom Use ** If you are creating your course for classroom use with students, use the following guide. 1. Use sources to determine area of students’ needs: · TAKS scores · District benchmarks · Classroom performance · Other relevant data sources 2. What did the data tell you about your students as a whole? 3. What data did you use? 4. What Texas Essential Knowledge and Skills will be your focus? ** Resources ** : [|NCLB Comprehensive Needs Assessment] [|No Schools Left Behind] ** Designing for colleague use ** If you are creating your course for professional development for faculty/employees, please use the following guide. 1. Use sources to determine area of faculty needs: · Use the 21st Century Schools [|Professional Development Needs Survey and Scoring Tool to determine area of faculty needs] Texas Distance Learning Association ([|www.txdla.org]) HR Survey. Please find this survey under Resources
 * I was able to pull data from many different sources such as DISD benchmarks scores, the learning community bi-weekly common assessments, TAKS data, and ACIS reports from previous years. Furthermore I was able to get information from the student’s teachers on the students overall performance in different core subjects. ||
 * Looking over the data the number the number one thing that stuck out was that we had a huge deficiency in ne particular sub-group, African-American. Overall their scores were below other sub-groups for each TAKS grade level. ||
 * I was able to pull data from many different sources such as DISD benchmarks scores, the learning community bi-weekly common assessments, TAKS data, and ACIS reports from previous years. I think the most benifical data came from the bi-weekly learning commuity common assessments. This allowed us to see exactly what students need help in and by doing so allowing us to get them the help them need immidiantly. ||
 * Based on the data from the larest AEIS report the weakest subject for our students is Science. I think Sciene is so lw because it is not really “taught” in the other grade levels since they see it as a non-tested subject for them at that current point in time. Now within the Science realam based on our learning community bi-weekly common assessments that weakest point for subject is life science and more importantly TEKS 5.5.A, describe some cycles, structures, and processes that are found in a simple system. ||

2. What did the data tell you about faculty/employee needs? 3. What NSDC standard will be your focus? National Staff Development Council (NSDC) [|Standards] [|Guskey’s Five Levels of Evaulating Professional Development] [|E-Lead Evaluating Professional Development]

** 2. Desired Results ** Stephen Covey describes this part of the design process as **//“to begin with the end in mind to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction."//** In this step, you will use your needs assessment to determine the learner outcomes, use your standards to determine what students/teachers/faculty need to know, and be able to do and develop your essential questions that will guide your assessments and activities. ** Unpacking the standard **  Based on your needs assessment and selection of the standard (TEKS or NSDC) that will address the problem, identify what the students/teachers/employees need to know and be able to do.  **See Unpacking the Standards ppt in Resources***  ** Describe your desired results: **   · Enduring understanding(s): “Big ideas” or the important understandings that we want students/teachers/employees to remember for life or beyond the classroom/workplace    · Essential question(s): What questions guide your teaching and engaging students/teachers/employees? · Knowledge and skills: What do students/teachers/employees need to know (existing knowledge, new knowledge) and be able to do to ensure understanding of the content? ** Resources ** [|Essential Questions] Unpacking the Standards (Found in Resources) Chapters 1-4 **//Understanding by Design//** (Found in Lamar Library)
 * Looking over the needs of the student’s and the choosen TEKS I feel the students need to know that they are lacking in their Science students and more importantly Life Science. The students will need to know how they are currently “ranked” in that TEKS. They will be given their results from their common assessments as well as benchmark scores that are only pertaining to Life Sciecne. The students will be able to look over the data, which will include charts/graphs to better understand and own their learning. ||
 * ** After the students complete the online course I would want them to the uderstand and remember that Life Science and more importantly systems are all around them. They have to just really look to see how things in life and nature are working together. As students look around to see the different systems co-existing with them I want the students to ask themselves, how are these two things linked? Once the stuents are able to connect the two items, I want them to answer the next question, what else around me might benefit from these two things? With this the students will begin to open their eyes and actually looked around for connections and then eventually a life science system. ** ||

** 3. Evidence of Understanding ** What is evidence of in-depth understanding? Where should we look and what should we look for in determining understanding? Checking for understanding requires more than one assessment type. It requires ongoing formative and informal assessment to achieve understanding. According to Wiggins and McTighe, there is a difference between thinking like an assessor and thinking like an activity designer. Activity designers easily and unconsciously move from identifying the needs and essential questions to designing the learning activities without asking about the evidence that we need to assess for the desired knowledge and skills. In this step, you will create a rubric to determine understanding prior to developing learning activities. This step utilizes Wiggins and McTighe’s six facets of understanding. In this step, you will determine what you will design to determine if students/teachers/employees have reached the required level of understanding. ** Rubric ** Develop a rubric that will be used to determine evidence of understanding. Use the Analytic Rubric for Understanding on pages 76-77 in //Understanding by Design// as a guide (Rubric is also located in Resources). Evidence of understanding should include performance-based and authentic assessments as well as formative and summative. ** Resources ** : Chapters 5 and 6 //Understanding by Design// Analytic Rubric for Understanding (Found in Resource section)
 * My online course was developed and designed fo students who need the extra push for understanding in key science concepts based on their performance in the bi-weekly common assessments and benchmark scores. The students that will be taking the online learning environment will be receive grades instead it is set up as enrichment or tutoring. The only requirement for the students will be to log onto the course daily and complete the required reading, look over the documents and visit the required web sites. The end assessment will be determined by their performance on the TAKS science test. ||

** 4. Learning Activities and Teaching ** Develop the learning activities and teaching that will promote student/teacher/faculty understanding, interest, and excellence. While developing the learning activities, you will be required to include how technology (including assistive technology) will be integrated into your activities. Use these guiding questions as you begin to develop your activities: · How do the activities account for prerequisite or enabling skills required? · Identify ways in which the instruction is designed to reach every student? · Identify ways the activities provide opportunities to gather evidence from “work-in-progress.” · How do the activities provide students an opportunity to “put it all together” (to see the big picture)? · Do the activities provide students an opportunity to work with significant ideas and relationships that are included in the standards? · Do the activities provide students an opportunity to construct their own knowledge? · Do the activities stimulate higher order thinking and discussion? · What technology is being integrated into the activities to meet the needs of all students? (Assistive technology) · What will be the hook to ENGAGE students? · What will the students be doing to learn? (EXPLORE) · What instructional strategies will be used to teach this lesson? (ELABORATE) · What level of learning will be taking place? o Recall, Comprehension, Application, Analysis, Synthesis, Evaluation · What activity will EXTEND student learning? ** Resources: ** Chapters 7-11 //Understanding by Design// Assistive Technology Universal Design for Learning
 * In setting up the course I decided to included readings from their school textbook. I feel this will help give them a strong footing in each week’s subjects. The online course that was developed was meant for students who are about to take the TAKS science test and each week focuses on a major topic that the students showed weakness on based on their scores from the bi-weekly common assessments and benchmark scores. After the students had a chance to read the required reading they would then asked to view online videos on the weekly subject or student friendly websites. Also as part of the weekly lessons the students were given Powerpoint documents that were designed to cover the weekly objectives in a game environment making the online learning experience fun for the students. The course wraps up with a Powerpoint on test taking tips, something I think all students need to know, as well as a fun online game reviewing what they have covered in the 6 week course. This course was not designed to be graded but as a means to prepare struggling students for the TAKS test. The students level of learning is geared towards application, thus allowing them to take their knowledge from the course and use it to solve problems on the state standardized test. ||