Course Project Unit Planning Using Wikispace Project Progress: Stage I, Stage II, Stage III.

Course Project

Unit Planning Using Wikispace Project Progress: Stage I, Stage II,

Stage III

Objectives of the Project

Participants should be able to demonstrate:• Ability to use one type of technology tools

(wikis) for planning for teaching• Ability to work collaboratively via a learning

platform• Ability to utilize research results, active learning

strategies, principles of backward design and technology resources, to plan a teaching unit

Agenda

Housekeeping:

1. Upcoming Plan and Deadlines2. Online class-Asynchronous 3. Stage III

Project Rubric Discussion

What is a Rubric?

• A descriptive scheme to guide the analysis of the products or processes of students’ efforts

(Brookhart, 1999)

Stage I

Identify Desired Results To what extent does the unit desig

n focus on

the big ideas of targeted content? Unit focus and relationship to lifeObjectives/aimsKnowledge and Skills

Stage II

To what extent do the assessments , , provide fair valid reliable and suff

icient measure of the desired resul?ts

Opportunities for assessing students through authentic performance tasks

Availability of assessment toolsOpportunities for self-assessment

Stage III

ToWhat extent is the unit plan effe ctive and

Engaging?

Inclusion of WHERETO aspects

Technology Integration

The Overall Look of the unit and Using Wiki as a collaborative tool

Organization and appearance

Using Wiki as a Collaborative tool

Stage III Plan Learning Experiences and Instruction

StageI

•Identified Result

Stage II • Appropriate Evidence of Understanding in Mind

StageIII • The most appropriate instructional activities

Questions to ask

• What Knowledge (facts, concepts, principles) and what skills(Processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?

• What activities will equip students with the needed knowledge and skills?

• What will need to be taught and how it should be taught in light of the performance goals/

• What materials and resources are best suited to accomplish these goals?

How will the Design:

• Where

• Hook

• Equip

• Know where the unit is going? (students)

• Know where the students are coming from? (teachers)

• Students interest and attention

• Help students experience the key ideas and Explore issues?

How will the Design:

• Rethink Revise • Evaluate

• Tailored

• Organized

• Understandings and work

• Work and its implications

• To students needs, interests, abilities

• Maximize initial and sustained engagement

Hooking Students’ Interests:

• Immersing students in puzzles, challengingthem to solve a real-world problem, and

engaging them in a role-play to explore relevant issues from different perspectives

• Presenting far-out theories, paradoxes, and incongruities stimulates wonder and inquiry

• The most engaging and effective courses wereorganized around controversies or opposing

arguments.

• A mystery is always a good starter for thinking, especially when the answers raise essential questions

• An element of mystery is central to awakening and developing students’ powers of inquiry and the understanding that their job is to inquire into what is learned.

Equip

• Explore• Experience• Enable• equip

EQUIP

• How Will students be engaged in exploring the big ideas and essential questions? What learning activities, guided instruction, and coaching will equip students for their final performances?What homework and out of class experiences are needed to enable students to develop and deepen their understanding

?

• What kinds of knowledge, skill, and habits of mind are prerequisites for successful final performance?

Transfer

• In your teams, revisit your performance tasks and discuss what activities/scafolding can you provide your students so that they are able to transfer what they are learning to performance.

• Clue: (graphic organizers)

Reflect, rethink, revise

• How will students be guided to rethink their understanding of important ideas? How might students products/performances be improved through revision based on self-assessment and feedback? How will students be encouraged to reflect on their learning and performance?

Evaluate work and progress

• How will students be guided in self-assessment, self evaluation, and adjustment? How will learners engage in a final self and evaluation to identify remaining questions, set future goals, and point toward new learning? How will they be helped to find out what still needs further inquiry?

Tailor and personalize

• How will we differentiate instruction to accommodate differences in learning styles, prior knowledge, and interests of students (while remaining true to the desired results)? How will we tailor the plan to maximize engagement?

Organize for optimal effectiveness

• What sequence of learning experiences will best develop and deepen student understanding while minimizing likely misconceptions? How will we organize and sequence the teaching and leanring to maximize engagement and effectiveness?

Unit Topic

Established Goals: Domain 3• Standard 1: Learners construct meaning from written context

1b: Respond to open-ended comprehension questions on a variety of reading texts

Standard 3: Learners use ICT to achieve the learning outcomes in reading

3c: Identify two electronic resources and use them to answer a question or solve a problem

Standard 5: Learners practice higher level thinking skills while reading5c Read critically to interpret and evaluate the content of long

reading texts Skills:

25th of January “Revolution”

RememberEnglish as a Foreign Language

has no Content

What essential questions will be considered?

• What is a revolution?• Why do revolutions happen?• What are the characteristics of features of a

revolution?• What do revolutions in Egypt have in common?• How are Egyptian revolutions different from

revolutions in other countries?• What is the impact of the 25th of January

revolution on the Egyptian economy?

What understandings are desired?(big ideas)

• Revolutions happen because of a combination of reasons (political, economical, social)

• All revolutions have features in common• There is no single cause for any action

(Multiple reasons are always behind any given action)

• Revolutions need a great deal of effort from the people in order to succeed

What key knowledge will students acquire as a result of this unit?

Students will know:

• Key terms: riots, demonstrations, party, square, martyrs, ……. (Vocabulary)• Different cultures and background of the Egyptians in Tahrir square• Dates and places of two Egyptian revolutions in modern history • Reasons and consequences of the French revolution• Key figures in the Egyptian and French revolutions

What skills will students acquire as a result of this unit ?

Student will :1. analyze reasons of two Egyptian revolutions 2. compare two revolutions : Egyptian and Fren

ch in terms of reasons and consequences3. read and interpret texts on one Egyptian revo

lution and one European revolution 4. Search the internet for information on one E

gyptian revolution and the French revolution5. Prepare a presentation of their findings

Features of Performance Tasks

1. Involve real/or simulated setting similar to what an adult would face

2. Require students to address an identified audience (real/simulated)

3. Based on a specific purpose that relates to the audience

4. All greater opportunity to personalize the task5. The task, evaluation criteria and standards are

known in advance and guide students’ work

Performance Task

• You are a journalist in a daily news paper. You are asked to write an article for your newspaper confirming that what happened on the 25th of January is indeed a revolution and not just a massive demonstration.