EDUC 498Z Designing Learning with Technology

1. 2001 Maryland Technology AcademyFrederick County Public Schools Satellite Academy EDUC 498ZDesigning Learning with Technology University of Maryland Educational Technology OutreachDirector: Davina Pruitt-Mentle

2. Objectives • MSDE: Backward Design Process • School Data Analysis • State Standards/Goals/Outcomes/Indicators • FCPS: Web Enhanced Activity • WebQuest • fcpsteach.net - Frederick Learning Village • UMCP/ETO: Technology Outreach • Technology integration • Technology applications • WebCT • Other course offerings Davina Pruitt-Mentle

3. Introduction to Designing Learning with Technology • UMCP EDUC 498Z Course offering • 3 modules = 3 graduate credits • FCPS Satellite Academy will cover 2 modules Davina Pruitt-Mentle

4. Class Format/Procedures • Face to face (F2F) • Web enhanced (WebCT & Frederick Village) • Guest speaker - Rodney Petersen: Cyberethics • Asynchronous -threaded discussions • Synchronous guest speaker • Mini group activities Davina Pruitt-Mentle

5. Content • Data Analysis • Standards/Goals/Outcomes/Indicators • Backward Design Process • Reflective Teaching • Rubric Development • Web-enhanced activity (WebQuest) • Educational Technology • where we are headed • theories and learning models • “technology integration” Davina Pruitt-Mentle

6. Using WebCT • Start Browser • Go to http://www.courses.umd.edu/ • If you have never done so before, click on Student Resources on left, and then University of Maryland Security Certificate on right. Follow directions to install Univ. of MD Security Certificate for the browser you use. • Click on Maryland Course Listing on the left • Click on EDUC Education • Click on EDUC 498Z (Summer 2001) • Enter Username (first initial-last name, i.e. calvarado) and password (mta) • Click on Create MyWebCT Login • Enter information and go. • Next Time • Go to http://www.courses.umd.edu/ • Click on myWebCT on left • Enter Username and password • NOTE: You can change your password on the myWebCT page. Davina Pruitt-Mentle

7. EDUC 498Z: Designing Learning with Technology Davina Pruitt-Mentle

8. Online Pre-Assessment • Click on Pre-Assessment Icon on Homepage Davina Pruitt-Mentle

9. Backward Design Model To begin with the end in mind means 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. Stephen R. Covey, The Seven Habits of Highly Effective People Davina Pruitt-Mentle

10. Understanding by Design • Makes use of Backward Design Model • Written by Grant Wiggins & Jay McTighe • Design of ASSESSMENTS to reveal the extent of students UNDERSTANDING • Design of curriculum to ENGAGE students and DEEPEN their understanding Davina Pruitt-Mentle

11. Issues Illustrated by: Understanding by Design • Explores common curriculum, assessments, and instruction practices that may interfere with student understanding • Examines a backward design process and considers its value in helping to avoid common inadequacies in curriculum and assessment planning • Presents a theory of 6 facets of understanding • Proposes approaches to engage students in inquiry, promote “uncoverage,” and make use of understanding the big ideas • Examines a continuum of assessment practices focusing on the degree of student understanding • Considers the degree of student misunderstandings Davina Pruitt-Mentle

12. Similar Educational Initiatives • Problem-Based Learning (Stepien & Gallagher, 1997) • Project -Based Learning -Engineering Design (Leifer, Stanford, 1998) • Socratic seminar, 4-MAT (McCarthy, 1981) • Dimensions of Learning (Marzano & Pickering, 1997) • The Skillful Teacher (Saphier & Gower, 1997) • Wiske model (Wiske, 1997) • Teaching and Learning Project Zero model (Harvard Graduate School, Blythe & Associates, 1998) • Designing and Assessing Courses and Curricula (Diamond, 1997) • Course Design (Felder & Brent, 1999) Davina Pruitt-Mentle

13. Backward Design • Stage 1: Identify Desired Results • Stage 2: Determine Acceptable Evidence • Stage 3: Plan Learning Experiences and Instruction Davina Pruitt-Mentle

14. Why MSDE Interest in Understanding by Design • http://www.mdk12.org/index.html • The Office of Educational Research and Improvement (OERI) Grant http://www.mdk12.org/interact/bts/oeri.html Davina Pruitt-Mentle

15. History • A Nation At Risk published in 1983 • US K-12 education not working well • US students poorly on NAEP- National Assessment of Educational Progress • School Reform Effort • Education Summit -1989 • President Clinton’s Goals 2000 legislation • Call for higher performance standards Davina Pruitt-Mentle

16. History (continued) • Students and their families, teachers, and the entire school community must understand, embrace, work toward, and be held accountable for attaining legitimate and high standards of accomplishment. • New types of assessment to measure what students know • Decision making at the local level/data driven Davina Pruitt-Mentle

17. Background to Maryland School Reform • 1989 - implementation of MSPP - Maryland School Performance Program • Rigorous performance standards • High academic expectations • 1990 - Maryland Learning Outcomes • Rigorous content standards • Grades 3,5,8,11 • Reading, writing, language usage, math, science, & social studies • Needed to determine student achievement/school performance • ~1990 MSPAP, Maryland School Performance Assessment Program • Grades 3, 5, & 8 • Also indicators- dropout, attendance & Functional Test scores ****Note the backward design model Davina Pruitt-Mentle

18. MSPP Data • Starting Point to identify major need areas of school improvement • Responsibility for school improvement = (SIT) School Improvement Team • Site-based principles to develop an annual school wide plan to improve MSPP Davina Pruitt-Mentle

19. Snags • Data disseminated in paper format • Data underutilized • Statistical format with little comparison and planning How do we compare with other schools? What is the target goal? Davina Pruitt-Mentle

20. http://www.mdk12.org/Site Project • Objective 1: • 1997, development of a computer-based decision support system to: • analyze and interpret statewide school reform data • link the data analyses to research-based planning and instructional strategies • Objective 2: • 1999, evaluation of the effects of this system in 3 pilot schools on • SIT member decision making • classroom practice • student performance on statewide performance based assessment Davina Pruitt-Mentle

21. System Overview See Handout System (mdk12.org) Overview Scenario Davina Pruitt-Mentle

22. Education as a Business • Educational Community realized they are not meeting their goals • Successful businesses are involving entire workforce • Education moves to business model • New “processes” to succeed • Everyone must understand the processes • Teachers must understand goals, tests, assessments, and statistics to design for the classroom You are the leaders of your school because of your knowledge of this model. Davina Pruitt-Mentle

23. Criteria referenced Norm Referenced Evaluation Assessments • Embedded • Task • Formative • Test • Integrated • Portfolio • Performance • On Demand • Summative Your Classroom Standards Other Indicators ·Drop out rate ·Attendance ·Functional Tests ·State/National ·MSPAP -Math/Reading -Grades 3, 5, 8 ·Citizenship ·SAT Outcomes Indicators Goals ·1989 MSPP MD School Performance Program ·1990 MD Learning Outcomes (3,5,8,11) -Reading -Writing -Language Usage -Math -Science -Social Studies Benchmarks Performance Content

24. Deciphering the Jargon • Exploring School Achievement Scavenger Hunt Davina Pruitt-Mentle