Design+Standards+Plus

=The Design Standards= Time Line Lesson Plan

==Stage 1--To what extent does the design focus on the big ideas of targeted content?== ==Stage 2--To what extent do the assessments provide fair, valid, reliable, and sufficient measures of the desired results?== ==Stage 3--To what extent is the learning plan effective and engaging?==
 * **Consider: Are...** || **Why? How?** ||
 * The targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of uncoverage? || Yes, the big idea is to get the students to realize the major events and the important people associated with their specific period in time. This gets students to understand the time period, what was happening, and what people where maybe thinking during this time. ||
 * The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer? || Yes, the time line gets the students to answer the questions about their specific time period that they are given. Who were the important figures and what did they do? What where their lifes like during this time:home, job, society? These are some of the questions that the students would have to find and answer. ||
 * The essential questions provocative, arguable, and likely to generate inquiry around the central ideas (rather than a "pat" answer)? || Yes, I think that by letting the students use the computer to find different events and people during their time period that the students would be able to make connections to other events in time and be able to argue their veiws of what those poeple where thinking and why they did what they did. ||
 * Appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? || Yes, they would have to identify certain important events and people during their time period for their time line and present it to the class so that the while class can make connections and create their own big picture of the events. ||
 * Valid and unit-relevant knowledge and skills identified? || Yes, the specific dates, events, and people would be relevant to the unit plan and provide a big picture for the students to understand in a cronological manner. The skills would be to identify the major events and people and be able to tell the class the specifics about each. ||
 * **Consider: Are...** || **Why? How?** ||
 * Students asked to exhibit their understanding through authentic performance tasks? || Yes, they have to make a time line of eight different events and people concerned to be able to present in a logical manner to the class. ||
 * Appropriate criterion-based scoring tools used to evaluate student products and performances? || No, there are not specific criterion that need to be met. The student however willhave to make the time line and present it in a logical manner in order to receive a good grade for the assignment. ||
 * Various appropriate assessment formats used to provide additional evidence of learning? || No, the only assessment format would be the time line itself and the presentation. ||
 * The assessments used as feedback for students and teachers, as well as for evaluation? || Yes, the student not only has to turn the assignment into the teacher but also has to present it to the class for a informal peer evaluation. ||
 * Students encouraged to self-assess? || Yes, they would be in front of their peers and would self assess by providing the class with logical and meaningful information. ||
 * **Consider: Will the students...** || **Why? How?** ||
 * Know where they're going (the learning goals), why the material is important (reason for learning the content), and what is required of them (unit goal, performance requirements, and evaluative criteria)? || Yes, there are specific objectives for the students to met.The students will have listen to a lesson and chosen a certain time period and pick information during this time period and select eight events to talk about. The student would know that he would be turning it in for a grade and a grade for the presentation. ||
 * Be hooked--engaged in digging into the big ideas (e.g., through inquiry, research, problem solving, and experimentation)? || Yes, this hands on activity would be engaging to the student. Also by allowing the student to select their own time period they can select the time period that most interests them. ||
 * Have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performances? || Yes, they would be able to explore many different avenues to come up with their information for the time line and they would recieve a lesson taught by the teacher before the assignment started. ||
 * Have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely feedback? || It is not specifies in the lesson plan weather the teacher would reveiew the lesson before it had to be presented and turned in but I would believe that this would take some time and the teacher would go around the class giving advice and further instuctions to help the students. ||
 * Have an opportunity to evaluate their work, reflect on their learning, and set goals? || The student would have a chance to reflect on their work when they are presenting the time line in front of the class and provide answer to the questions that ant of the other students would have. ||

==Overall Design--To what extent is the entire unit coherent, with the elements of all three stages aligned?== It provides a objective for the students to acheive and highlights the major points that should be included in the time line. It provided how many events are suppose to be on the time timeline and what kind of visual they should have. The student must provide the information in a cronological manner. It also provides the optioin for the students to pick their own time period and their own events and people that are important to that time period which they would be interested in and engaged. =Analysis of Tech Integration= __Directions__ (delete these before submission): Looking at the unit plan you have selected, I want you to think about the ways in which technology is used in the plan (currently) as well as ways in which it could be used with modifications.
 * **Consider: Is the learning plan...** || **Why? How?** ||
 * Tailored and flexible to address the interests and learning styles of all students? || Yes, the student would be able to pick their own time period, events, and people to present for their assignment. ||
 * Organized and sequenced to maximize engagement and effectiveness? || Yes it would have to be organized in cronological sequence becauseit is a time lineand it would be effective during the presentaton to paint a bigger picure of what was happening during that time. ||

1. List all uses of technology in the unit plan. None 2. What technologies does the teacher use (not the student)? How does the plan have the teacher using these technologies? (e.g., to demonstrate a concept, to facilitate, etc.)None

3. What technologies does the student use? How does he/she use the technologies? (the teacher may use these, too, through modeling) None 4. List at least 3 ways in which technology could be added to enhance the unit plan. It could be that the unit plan would require substantial changes to incorporate these uses of technology, so be sure to indicate (briefly) how you would tweak the plan to include. At least 1 of these should be a technology used by the student (this is harder to think of!) 1. The teacher could use a projector to project the time line from a computer to a overhead. 2. The student could use a microsoft word or power point to enhance their time line and present it in a way that would engage the students more. 3. Instead of just using the textbook to provide information for the time line, let the students use computers to get on the internet to find their own infor that they could exspand on the information they have already learned in class.

5. Think back to the various kinds of assistive technologies you encountered through the assistive technology assignment. List at least one kind of assistive technology that could be used to support a learner at some stage in this plan. (You might want to think of a type of disability a student may have first). The voice out put could be used as well as captions for those who have speech, visual, and hearing problems.