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Laurie Bennett

FRIT 7430: Instructional Design


Stage 2, Understanding by Design
June 23, 2012

UbD Stage 2 Template


Stage 2 Determine Acceptable
Evidence
Title of
Unit

Technology in Daily Life

Grade
Level

9-12

Stage 1 Identify Desired Results


List 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
Interview
Questions
(2 pts)

0
No
interview
questions

Transcripts
(2 pts)

No
transcripts
included

Written
Article (3
pts)

No article

1
A few
interview
questions,
does not
cover many
digital
topics.
Questions
do not
require
much
explanation
Transcripts
are
incomplete
Article is
incomplete
or poorly
written

2
Many
interview
questions,
covering
several
digital
topics
requiring indepth
answers

3
N/A

/2

Complete
transcripts
(written or
recorded)
Article is
complete
with
adequate

N/A

/2

Article is
complete
with
satisfactory

/3

writing
skills and a
few spelling
and/or
grammatica
l errors
Analysis (3
pts)

No analysis

Analysis
and
reflection is
incomplete
and shows
little
understandi
ng of
changes in
technology
over time
and their
effects

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

or above
writing
skills and 12 or fewer
spelling
and/or
grammatica
l errors
Analysis
and
reflection
shows
much
thought and
much
understandi
ng of
changed in
technology
over time
and their
effects
TOTAL:

/3

/10

Performance Task #2 Rubric


POINTS
Time
Templates
(2 pts)
Reflection
Questions
(3 pts)

0
No
templates

1
Incomplete
templates

2
Complete
templates

3
N/A

No
questions
answered

Incomplete
or answers
did not
reflect
much
understandi
ng or
thought of
the effects

Complete
answers
with some
thought and
understandi
ng about
the effects
of the
assignment

Complete
answers
with indepth
reflection
and
understandi
ng about
the effects

/2
/3

of the
assignment

of the
assignment
TOTAL

/5

/2

Performance Task #3 Rubric


POINTS
Analysis of
profile
(details)- 2
pts
Written
Report of
the
decision- 3
pts

Decision- 2
pts

0
No analysis

1
Report of
some
details

2
Report of all
visible
details

3
n/a

No report

Poorly
written,
little
thought
about the
decision,
many
spelling or
grammatica
l errors
Decision
was based
on emotion
or arbitrary
with no
reasons to
back it up

Adequately
written,
some
thought
about the
decision, 34 spelling
or
grammatica
l errors
Decision
was based
on facts
and wellsupported
by them

Well
written,
much
thought
about the
decision, 12 or fewer
spelling or
grammatica
l errors
n/a

/3

TOTAL

/7

No decision
was made

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

Pre-test on technological literacy (Selfknowledge)


Verbal Q&A about deciphering text-based
acronyms (Explain)
Speed test for texting (Explain)

/2

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. (Selfknowledge)
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)

Your
Score

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

2. Performance
task(s) are not
authentic

3. Does not provide


scoring rubric for
the performance
task(s)
4. Selection of
assessment
formats is
limited.
5. Fails to provide
opportunities for
learners to selfassess.

Your Total Score


/15

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

Designs performance
task, which requires
learners to exhibit
understanding through
authentic performance
tasks.
Designs appropriate
criterion-based scoring
rubric to evaluate
learner performance
task(s)
Includes at least two
different formats of
assessment.

Provides opportunities
for learners to selfassess.

Utilizes the six facets to


build assessments for
understanding.
Assessments clearly
identify the
correlating facet.

/3

Assessments
demonstrate
congruency among
goals
Designs authentic
performance task(s)
Task(s) in alignment
with goals and
standards
Designs a scoring rubric
that includes distinct
traits of understanding
and successful
performance
Includes a variety (at
least 3 types) of
appropriate assessment
formats within the unit
to provide additional
evidence of learning
Self-assessments clearly
used as feedback and
reflection for students
and teachers, as well as
for evaluation.

/3
/3

/3
/3

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