The vroom yetton jago decision model

Running head: WEEK 4 ASSIGNMENT 1

WEEK 4 ASSIGNMENT 5

Week 4 Assignment: Stage 3 - Activities

Your Name

ECI610: 21st Century Curriculum, Standards, and Assessment

Instructor's Name

Date

Week 4 Assignment: Stage 3 - Activities

Hint: These cells will expand as you type if you need more space.

Backward Design Unit Plan Template

Grade/Age Level

Curriculum Area (Content/Subject)

Learning Objectives

Hint: You created this content for your Week 2 assignment. Use your instructor’s feedback to make any changes before adding your work to this template.

Stage 1: Identify Desired Results (GUQKS)

Established Goal (G)

Identify the relevant goals this design will address (state as content standards, course outcomes, program outcomes, etc.)

Understandings (U)

Hint: Replace the information in the white cells with your own content.

Include a minimum of two big ideas.

Essential Questions (Q)

Include a minimum of two provocative questions that will foster inquiry, understanding, and transfer of learning.

Knowledge (K)

Include a minimum of two written as student-centered, measurable learning objectives/outcomes.

Skills (S)

Include a minimum of two written as student-centered, measurable learning objectives/outcomes.

Stage 2: Assessment Evidence

Performance Tasks (T)

Other Evidence (OE)

Describe at least one authentic performance task used to assess student understanding or ability

Describe at least two different types of evidence used to measure student understanding or ability.

Hint: You created this content for your Week 3 Discussion. Use your instructor’s feedback to make any changes before adding your work to this template.

Hint: Include at least 5 student-centered activities aligned to assessments in Stage 2 and Stage 1.

Stage 3: Learning Plan

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Adapted from: Wiggins, G. & Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.

Hint: For help with Stage 3, see Chapter 9 in the Wiggins and McTighe (2005) text, as well as the How to Deconstruct the Common Core Standards and Create Direct Instruction Lesson.

Analysis

Enhancements

In this section, list any enhancements made to Stages 1 and 2 and succinctly explain how it improves the design.

Hint: Make specific connections to your design.

Engagement

In this section, describe the characteristics of your design that make learning engaging and effective.

Similarities to Well-Designed Learning Experiences

In this section, describe what your design has in common with other well-designed learning experiences.

References

Use APA style to reference Wiggins and McTighe (2005). Exemplary assignments will include at least two other resources from your own research or from those listed as a Recommended Resource or found in the Weekly Lesson. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from outside sources. For help with in-text citations, please see this interactive tutorial. For help with the reference page, please see this sample.

Hint: In the final version of your assignment, be sure that you have removed all of the prompt information and “hint” boxes within the template. If you need help with Microsoft Word, please see this resource.