CS471: Computer Science Pedagogy - UbD Lesson Plan (10 Points)

Assignment Goals

The goals of this assignment are:
  1. Understand the principles of Understanding by Design (UbD)
  2. Develop a lesson plan using the UbD framework

Background Reading and References

Please refer to the following readings and examples offering templates to help get you started:

The Assignment

In this assignment, you will create a comprehensive lesson plan using the Understanding by Design (UbD) template. The goal is to apply the principles of UbD effectively in designing a lesson plan. You may choose between using your lightning talk topic, or you are welcome a new topic for this lab.

Instructions:

Familiarize Yourself with UbD Principles:

Review the principles of Understanding by Design and become familiar with the UbD template. Understand the three stages of backward design: identifying desired results, determining acceptable evidence, and designing learning experiences.

Choose a Topic:

Select either your lightning talk topic or a new topic of your choice. Ensure that the topic is suitable for creating a lesson plan and aligns with the scope of the assignment.

Stage One: Identify Desired Results:

  1. Clearly define the learning goals and objectives for the lesson. Consider what you want students to know, understand, and be able to do by the end of the lesson.
  2. Determine the essential questions that will guide the learning process and encourage critical thinking.
  3. Identify the knowledge and skills students should master during the lesson.

Stage Two: Determine Acceptable Evidence:

  1. Decide on the assessments or evidence that will demonstrate student achievement of the desired results. Consider a variety of formative and summative assessment methods.
  2. Define the criteria for evaluating student performance and understanding.

Stage Three: Design Learning Experiences:

  1. Develop the instructional strategies, activities, and materials that will engage students and facilitate their learning.
  2. Ensure that the learning experiences are aligned with the desired results and provide opportunities for students to meet the assessment criteria.
  3. Incorporate differentiation strategies to address the diverse needs of learners.

Complete the UbD Template:

Utilize the Understanding by Design template (shown below) to organize and structure your lesson plan. Include all the necessary components in each stage, such as learning goals, essential questions, assessments, instructional strategies, and materials.

Submission:

Submit your completed UbD lesson plan.

Understanding by Design Lesson / Unit Template

From https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/ - used under a Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/)          
Stage 1 – Desired Results         Expected time (TE)
ESTABLISHED GOALS Transfer   Normal (M) Pess. (P)  
  Students will be able to independently use their learning to…   4 6 4.00
The enduring understandings and learning goals of the lesson, unit, or course. Refers to how students will transfer the knowledge gained from the lesson, unit, or course and apply it outside of the context of the course.   5 9 5.33
      5 7 5.17
  Meaning   6 10 6.33
  UNDERSTANDINGS ESSENTIAL QUESTIONS 5 7 5.17
  Students will understand that… Refers to the provocative questions that foster inquiry, understanding, and transfer of learning. These questions typically frame the lesson, unit, or course and are often revisited. If students attain the established goals, they should be able to answer the essential question(s). 4 8 4.50
      5 8 5.17
  Refers to the big ideas and specific understandings students will have when the complete the lesson, unit, or course.        
           
  Acquisition        
  Students will know… Students will be skilled at…      
           
  Refers to the key knowledge students will acquire from the lesson, unit, or course. Refers to the key skills students will acquire from the lesson, unit, or course.      
           
Stage 2 – Evidence and Assessment          
Evaluative Criteria Assessment Evidence        
  PERFORMANCE TASK(S):        
Refers to the various types of criteria that students will be evaluated on.          
  Refers to the authentic performance task(s) that students will complete to demonstrate the desired understandings or demonstrate they have attained the goals. The performance task(s) are typically larger assessments that coalesce various concepts and understandings like large projects or papers.        
           
  OTHER EVIDENCE:        
           
  Refers to other types of evidence that will show if students have demonstrated achievement of the desired results. This includes quizzes, tests, homework, etc. This is also a good point to consider incorporating self-assessments and student reflections.        
           
Stage 3 – Learning Plan          
Summary of Key Learning Events and Instruction          
           
This stage encompasses the individual learning activities and instructional strategies that will be employed. This includes lectures, discussions, problem-solving sessions, etc.          
           

Design Questions to Help You Begin

Please answer the following questions in your README file before you begin writing your program.
  1. How does the UbD framework guide the lesson planning process?
  2. What are the key components of a lesson plan developed using UbD?
  3. How can the UbD framework be applied to a specific computing lesson concept?

Submission

In your submission, please include answers to any questions asked on the assignment page in your README file. If you wrote code as part of this assignment, please describe your design, approach, and implementation in your README file as well. Finally, include answers to the following questions:
  • Describe what you did, how you did it, what challenges you encountered, and how you solved them.
  • Please answer any questions found throughout the narrative of this assignment.
  • If collaboration with a buddy was permitted, did you work with a buddy on this assignment? If so, who? If not, do you certify that this submission represents your own original work?
  • Please identify any and all portions of your submission that were not originally written by you (for example, code originally written by your buddy, or anything taken or adapted from a non-classroom resource). It is always OK to use your textbook and instructor notes; however, you are certifying that any portions not designated as coming from an outside person or source are your own original work.
  • Approximately how many hours it took you to finish this assignment (I will not judge you for this at all...I am simply using it to gauge if the assignments are too easy or hard)?
  • Your overall impression of the assignment. Did you love it, hate it, or were you neutral? One word answers are fine, but if you have any suggestions for the future let me know.
  • Using the grading specifications on this page, discuss briefly the grade you would give yourself and why. Discuss each item in the grading specification.
  • Any other concerns that you have. For instance, if you have a bug that you were unable to solve but you made progress, write that here. The more you articulate the problem the more partial credit you will receive (it is fine to leave this blank).

Assignment Rubric

Description Pre-Emerging (< 50%) Beginning (50%) Progressing (85%) Proficient (100%)
Application of UbD Principles and Backward Design (25%) Does not apply the stages of Backward Design in the lesson plan. Merges or skips at least one stage of Backward Design in the UbD lesson plan. Applies all three stages of Backward Design at a superficial level of detail and connectivity. Effectively applies the three stages of Backward Design to the lesson plan.
Identification of Desired Results (25%) Lacks clarity in defining learning goals, objectives, and essential questions; fails to identify key knowledge and skills. Defines basic learning goals and objectives but lacks depth in essential questions and identification of key knowledge and skills. Clearly defines learning goals, objectives, and essential questions; identifies key knowledge and skills with some effectiveness. Articulates well-defined learning goals, objectives, and essential questions; thoroughly identifies key knowledge and skills.
Determination of Acceptable Evidence (25%) Fails to identify appropriate assessments or evidence; lacks clear criteria for evaluating performance. Identifies basic assessments or evidence but lacks clear and specific criteria for evaluating performance. Chooses appropriate assessments or evidence and defines clear criteria for evaluating performance with some effectiveness. Selects well-suited assessments or evidence and defines clear, specific, and thoughtful criteria for evaluating performance.
Design of Learning Experiences (25%) Lacks coherence in the design of instructional strategies, activities, and materials; fails to incorporate differentiation strategies. Designs basic instructional strategies, activities, and materials but lacks depth in differentiation strategies. Develops effective instructional strategies, activities, and materials; incorporates differentiation strategies with some effectiveness. Designs comprehensive and engaging instructional strategies, activities, and materials; skillfully incorporates differentiation strategies.

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