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UBD Design1

This document outlines a design plan to improve math scores using technology. It will have teachers create two Thinglinks - interactive multimedia resources - for math concepts. Students will use the Thinglinks at home to review before class, implementing a flipped classroom approach. Teachers will also create a survey for students to provide feedback on the Thinglinks' effectiveness. The goal is for students to better understand math standards through accessing various resources outside of regular class time.

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Amy Couchigian
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53 views1 page

UBD Design1

This document outlines a design plan to improve math scores using technology. It will have teachers create two Thinglinks - interactive multimedia resources - for math concepts. Students will use the Thinglinks at home to review before class, implementing a flipped classroom approach. Teachers will also create a survey for students to provide feedback on the Thinglinks' effectiveness. The goal is for students to better understand math standards through accessing various resources outside of regular class time.

Uploaded by

Amy Couchigian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as ODT, PDF, TXT or read online on Scribd
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Design Topic: Closing the Gap- Using Technology to improve Coordinate Algebra EOC Scores Subject: Coordinate Algebra

Designer: Amy Couchigian Lawson

Grade: 9th grade

STAGE 1 DESIRED RESULTS


Unit Title: Incorporating Technology to improve understanding in a mathematical standard.
Established Goals: Teachers will be able to effectively connect students to multiple online resources in order to
strengthen the understanding of standards included in Georgias Common Core Curriculum for 9 th Grade Coordinate
Algebra.
Understandings: Students will understand that
How to create and implement resource links into the highschool math curriculum that will give students important resources
in one link that can be accessed outside the classroom.
Students will know:
How to store math resources using Web 2.0 tools and implement them into the math curriculum.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks:

- Create 2 Thinglinks for 2 different math concepts, that students will use to review math concepts at
home before coming to class.
- Create a survey to use at the end if the week, that allows students to poll on its effectiveness of the
Thinglinks used.
Key Criteria:

Thinklinks must each be created for an individual math standard/concept.


Provide multiple resources including notes, videos, examples, or practice.
Implement the Thinglinks as a flipped method, having students review the information outside
of the classroom.
Create a simple survey using a web 2.0 tool to asses the effectiveness of the Thinklink.
STAGE 3 LEARNING PLAN
Summary of Learning Activities:

Participants will review Thinglink examples. They will create two Thinglinks to incorporate into
this weeks lessons. The Thinglinks needs to provide the students access to many resources
including notes, videos, examples, and individual practice. The link will be provided to students
at the end of class and will be used a flipped method allowing the students to review the
concepts at home to maximize class time (This could also be used during individual instruction
or as a remediation tool). Students will also complete a simple survey at the end of the week,
created by the participant, on how effect they felt this type of instruction was.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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