CLASS MEETINGS 

Week: 1    2    3    4    5    6    7    8    9    10    11    12    13    14    15    16

Part I: Unit Planning

Attendance Reminder: As stated in your syllabus, "Attendance: Punctual and regular attendance is a minimum expectation for this course. Two absences will result in a letter grade drop. Three or more absences will result in a grade of an F. Likewise, three tardies will be classified as one absence."

WEEK 1: COURSE OVERVIEW

August 22 & 24: Introductions & Conceptualizing Understanding

Understanding by Design Website: http://www.authenticeducation.org/

1. Defining Purpose:

• Who are we?
• Why are we here? 
• What do you hope to gain from this course?

2. Course Overview: Review Syllabus

Evaluation of Readings

Understanding by Design

• Mindings Collage Journaling
• Quizzes
• Application through Lesson & Unit Development
• Reflections on Technology/Planning Tasks

MS Office for Teachers

• Let Me Try Exercises
• Application of Technology Projects
• Effective Technology Integration in Unit

3. Introduction to the ePortfolio

Creating your public_html folder. 

What if I do not have a public_html folder on my H: Drive?  In your H: drive there should be a folder called "public_html". If this folder does not exist, simply create it. Double click on my computer, double click on H: Drive, right click on white space and select new, name the folder public_html (all lower case) and it should work fine.  Drop your html files in this folder and point your browser to http://49web.uncc.edu/~<your username>/<name_of_file.html> to view them.

Creating the ePortfolio and activating your webpage.

For this course and for completion of NC's advanced technology competencies, you will create an ePortfolio.  The "All about Me" assignment satisfies part one of the ePortfolio.  We will only create the ePortfolio template files now and save the "All About Me" work.  We will work more with the ePortfolio in the second half of the course. 

• Information about the ePortfolio: http://education.uncc.edu/eportfolio/

• Creating your ePortfolio: ePortfolio Template 2.0
• To access your ePortfolio via the Internet: http://49web.uncc.edu/~"loginID"

4. Mindings Collage Assignment (please note that things regarding the MC are color-coded in plum on our class website and have a different font.)

• Explanation of reading assessment
• The How and Why of a Mindings Collage
• An Example
• Development of Mindings Collage
• The pages you will need for this class
• Modeling of reading strategies

5. Conceptualizing Understanding

Mindings Collage: Overarching Understandings

• What does it mean to know? To understand? 
• "Someone Who Understands..."

In your mindings collage, complete the following chart as you conceptualize the difference between knowing and understanding.  Write a critical response to the statement "Someone who understands..."

6. Using student Novell and the H drive.

• Saving work on your H: Drive: Saving work to the H: Drive
• What if I do not have a public_html folder on my H: Drive?  In your H: drive there should be a folder called "public_html". If this folder does not exist, simply create it. Double click on my computer, double click on H: Drive, right click on white space and select new, name the folder public_html (all lower case) and it should work fine.  Drop your html files in this folder and point your browser to http://49web.uncc.edu/~<your username>/<name_of_file.html> to view them.
• For help accessing your H;Drive from home, contact ITS--http://www.its.uncc.edu/home/.  Follow the links for Students.  http://www.labs.uncc.edu/studserv/aboutnovell.html (Help for Novell--how to login from home).

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WEEK 2: BUILDING COMMUNITY & THE PLANNING PROCESS

Readings: Fetwell & Gibbs Chapter 4
Due: Conceptual Diagram

1. Review difference between knowing and understanding

2. Defining Understanding

Discussion of Chapter 4 Reading: The Six Facets of Understanding

• Discussion of the Six Facets of Understanding

3. Technology Lesson: Using Drawing Tools in MS Word

• Lesson 1: Conceptualizing Understanding

4. Technology Assignment 1: Creating Conceptual Diagrams

• Using the drawing tools in Word, graphically represent the relationship among knowledge, skills, and understanding.  This must reflect your understanding of the text reading.  Assessment will be based on technology skills and on your readings for the Introduction and Chapter 4 for Understanding by Design.
• Due Thursday, 8/30/06--save work to your H:Drive & PRINT a hardcopy to turn in--this is the first assessment for your readings for Understanding by Design and will be counted as a quiz grade.
• Work should demonstrate your understanding of the reading from the Introduction and Ch. 4 of Wiggins & McTighe

5. Introduction to the ePortfolio

Creating your public_html folder. 

What if I do not have a public_html folder on my H: Drive?  In your H: drive there should be a folder called "public_html". If this folder does not exist, simply create it. Double click on my computer, double click on H: Drive, right click on white space and select new, name the folder public_html (all lower case) and it should work fine.  Drop your html files in this folder and point your browser to http://49web.uncc.edu/~<your username>/<name_of_file.html> to view them.

Creating the ePortfolio and activating your webpage.

For this course and for completion of NC's advanced technology competencies, you will create an ePortfolio.  The "All about Me" assignment satisfies part one of the ePortfolio.  We will only create the ePortfolio template files now and save the "All About Me" work.  We will work more with the ePortfolio in the second half of the course. 

• Information about the ePortfolio: http://education.uncc.edu/eportfolio/

• Creating your ePortfolio: ePortfolio Template 2.0
• To access your ePortfolio via the Internet: http://49web.uncc.edu/~"loginID"

6. Collection of Conceptual Diagrams

Collect PRINTED copy of conceptual diagram for Technology Assignment

NOTE: in any technology assignment the technology is the TOOL by which understanding is revealed.  Technology skills are only one facet of understanding--Application. 

7. Let Me Try Exercises  **These exercises are due on Thursday, August 31.  Please email as an attachment to Dr. Petty tmpetty@email.uncc.edu

8. Building Community: The importance of getting to know your students

•  How do we build community in the classroom?

        Strategies for Building Community in the Classroom

        Community in the Classroom

        Article on Building Community in the Classroom

• Who are we?  Let's find out through an "All about me!" technology assignment using PowerPoint.
• Technology Assignment 2: PowerPoint as a Tool for Learning About Me  DUE: 9/05
• Technology Assignment: Using PowerPoint (All work should be saved to H:Drive and a disk for backup.  For evaluation, work will be graded on your ePortfolio. Please be sure to link this assignment to your ePortfolio.)

   

  Helpful Resources:

  • Using PowerPoint in the Classroom  (Optional Reading)      
  • Adding Sounds
  • Adding Animations & Transitions
  • PowerPoint Etiquette 
  • Assessment for PowerPoint Assignment

Save your work to your H:Drive and to a disk for backup.  Post your work on your ePortfolio About Me Page for your presentation to class.  Verify that your links and presentation works prior to coming to class.  You will be expected to tell us "all about you" in a brief presentation from your webpage.  Assignment Due Tuesday: 9/05/06.

NOTE: You will have 5 minutes to make your all about me presentations.  Your PPT can tell more about you, but you will only highlight key information for your colleagues.  We will be randomly selecting presenters.  Be prepared to present on Tuesday.  Make sure you know your URL.  That's how we'll be accessing your work for assessment and for your presentation.

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WEEK 3: BUILDING COMMUNITY & THE ROLE OF REFORM IN INSTRUCTIONAL PLANNING

Readings:    Fewell & Gibbs Chapters 7
Due:         Technology Assignment 2; Planning 1; Print hardcopy of NCSCOS

(NOTE: This includes all assignments due for the entire week.  Specific due dates are included within the text below and are indicated when the assignment is given.)

1. Building Community Presentations

• All about us!
• PPT Assignment Presentations:  DUE: 9/05

NOTE: You will have 5 minutes to make your all about me presentations.  Your PPT can tell more about you, but you will only highlight key information for your colleagues.  We will be randomly selecting presenters.  Your webpage URLs are listed below.  Click below to begin your presentation.

2. Technology as a Teacher Tool verses Technology as a Student Tool

• Collaboratively determine strategies for integrating technology that are student centered
• Reflect on your use and familiarity with PowerPoint. Most often it is a teacher tool and requires no interaction by students.  Let's think beyond our experiences and consider how PowerPoint could used as a student tool.  We are striving to develop ways that technology can enhance student understanding and extend learning beyond the confines of traditional methods. 
• Examples???

3. Defining Curriculum

National Content Standards:

• NCTE and IRA Standards for the English Language Arts.  Available online: http://www.ncte.org/about/over/standards/110846.htm

• ACTFL National Standards for Foreign Language Education. Available online: http://www.actfl.org/public/articles/details.cfm?id=3

• NCTM Principles and Standards for Mathematics. Available online: http://www.nctm.org/standards/

• NSES National Science Education Standards.  Available online: http://www.nap.edu/html/nses/html/

• NCSS Ten Thematic Strands in Social Studies.  Available online: http://www.socialstudies.org/standards

North Carolina Standard Course of Study

• NCDPI http://www.dpi.state.nc.us/
• NCSCoS http://www.ncpublicschools.org/curriculum/

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WEEK 4: THE UNIT PLANNING PROCESS

Readings:    National & State Standards; Wiggins and McTighe 1-3 (Quiz); Inspiration
Due:         Standards Graphic Organizers
Mindings Collage: respond to these Overarching Questions for Chapters 1-3 of Understanding by Design: What affects WHAT & HOW we teach? Why?

1.  Introduction to Inspiration, graphic organizer Software

• Technical demonstration of Inspiration Software Basics
•  Helpful Tech Tips for Inspiration
• Additional Inspiration Tech Tips

Information on the Web about Inspiration

• Inspiration Software, Inc

• Inspiration Software Company has a fully functional 30 day trial edition of Inspiration 7.5 and Kidspiration.

• Here is the link http://www.inspiration.com/freetrial/index.cfm.

MS Word: Alternative to Using Inspiration Software

• Creating Graphic Organizers in Word

2.  Developing Graphic Organizers Using Inspiration

Using Inspiration Software, in content area groups... 

• Objective for the task: In content area groups or middle school teams (listed below, see #5), students will develop graphic organizers using Inspiration software outlining the national and state content standards.  Graphic organizers will effectively demonstrate student understanding of the standards for their content area or grade level.
• Develop a graphic organizer outlining the national standards for content area
• Develop a graphic organizer outlining the content standard themes for NC for each grade level and content area
• Copy work and paste in Word.  Send the Word document as an attachment by 9:00 am on Tuesday (9/19) to Dr. Harbaugh
• Save a copy of the graphic organizer in Inspiration and in Word to your H:Drive.  Make sure that you save a backup of your Word document to a floppy disk.  Once you have saved your work in Word in your my documents folder , save the Word document (.doc) as a webpage (.htm) in your public_html folder.  We will make a link to the file in your coursework artifacts component of your ePortfolio.  (This will be done together in class).
• Be sure to share electronic copies of your work with group members.  You will need to share the Word format so that peers can upload it to their ePortfolio. 
• Tuesday 9/12 & Thursday 9/14 (In Class Assignments)  If you do not finish the task in class, you will be expected to complete the task collaboratively outside of class. 
• You must email your assignment by 9:00 am on Tuesday (9/19) to Dr. Harbaugh.  These will be posted as links on the class website as references.

3. The Planning Process (additional reading to understand the text & backward design process)--Discussion of Reading (Beginning of Thursday's class)

   Lesson: A Framework for Backward Design

4. Mindings Collage: respond to these Overarching Questions for Chapters 1-3 of Understanding by Design: What affects WHAT & HOW we teach? Why?

5.  Content Groups 

Planning Assignment 1: Collaborative distribution of grade level/content area for state standards (NCSCoS)--Completed for you through random assignment.  Be sure that you print a copy of your content level standards as assigned below.  You will need this resource in class.

Harbaugh’s Section:

 Petty’s Section:

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WEEK 5: CONTINUE UNIT PLANNING
Readings:     Wiggins & McTighe Chapters 5 & 6
Due:         
Mindings Collage: “What are essential questions and how do we use them?”

Meet in Library Room 124 on Tuesday, September 19 for an instructional session on curriculum resources available in the Library.  This will be a very useful and informative session.  Judy Walker will be guiding this session. 

I. Unit Planning Defining The Big Ideas: What is worthy of understanding?

• In sub-groups, select one NCSCOS Goal (Start broad.  Use objectives only to define elements of the topic not as the topic.)
• Identify a topic or concept (make sure that it is broad enough to teach over 1-2 weeks)
• What is worthy of understanding about your topic or concept?  We will use the Taba Model to answer this question.
• Taba Model (list, group, label) 
• LIST: What is worthy of understanding?  What do students need to know?  List all terms, vocabulary, concepts, processes, skills, etc. that are necessary for students to build and develop an understanding of this topic or concept.  Think in terms of the six facets of understanding.  Also consider your guidelines for defining your topic.  These guidelines are your national and state standards.  What do these standards say that is important or worthy of understanding about the topic?  For state standards, these would be objective statements.  However, don't limit your lists to only those elements stated in the objectives.   There is much that is worthy of understanding and that is essential to understanding that is not included.  Think about prior knowledge.
• GROUP: How will you help students make sense of this information?  This is achieved through organization of terms, facts, vocabulary, concepts, etc.  Organize your list into groups.  Think about and discuss what the words share in common. What relationships exist?  How are they alike?  You will need to be able to thoroughly explain why these words should be grouped together.  During this process you will question whether or not words might be better placed into another group. 
• LABEL: What are the commonalities that exist between the words?  Select a label that by definition exemplifies these shared elements. 
• What's missing from your groups?  Become the content expert. (Read, Read, Read!  You have much to learn to become a master of content and you must master content to teach it effectively.)  As you are building your content knowledge, you will need to begin your collection of student and teacher materials and resources.  Don't worry about exactly how you will use these resources.  This decision-making process will occur later in the planning process.  What you should be concerned about is finding and copying these resources for a file to share with your peers.  REMINDER: Don't forget to annotate in your Mindings Collage all websites, web resources, etc.

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WEEK 6: APPROACHES TO INSTRUCTION & INSTRUCTIONAL RESOURCES
Readings:     Wiggins & McTighe Chapters 7 & 8
Due:          (Thursday, Sept. 28th) Stage 1 Backward Design Worksheets (1 per group)

Unit Plans are DUE Thursday, October 26
Mindings Collage:

• “What does assessment have to do with understanding and why?”
•  “How do the 6 facets of understanding fit into the assessment process?”
• “What does it mean to ‘think like an assessor’?”

Unit Planning Continued

II. Unit Planning Focusing Big Ideas through Essential Questions: What are learning outcomes (desired understandings)?  What's the purpose of learning?

• State Essential Questions (Think in broad terms.  How will you... stimulate student interest?  Promote inquiry? Spark student questions? Uncover the depth of the topic or concept?  What is the heart of the content topic or concept for your unit?  Develop questions that make students wonder.  As you develop these questions think about: 1-important questions that recur throughout our lives; 2-core ideas and inquiries within our discipline; 3- helping students effectively inquire or question and make sense of the content; and 4-engage a specific and diverse set of learners. Reference p. 110 for more suggestions on what makes a question essential.)
• Topical Questions (What are the essential questions specifically related to your topic or concept?)
• Overarching questions (What are the essential questions that span beyond the scope of your topic or concept?  What are the essential skills that students must understand?  Skills, like writing and reading, are not specific to a single discipline. 
• Identify student knowledge (to know) & skills (to do)--Topical & Overarching Questions
• Bloom's Taxonomy

Unit Planning Resource

Stage 1 of Lesson Planning: Identifying Enduring Understandings and Developing Essential Questions:

• Understanding Stage 1 of Backward Design: Enduring Understandings & Essential Questions. (Due Thursday, Sept. 28)

III: Define your assessment

Assessing Student Learning

• Planning for Assessment
• Assessment & Evaluation

Stage 2 of Backward Design Worksheet: Thinking Like an Assessor. Due Tuesday, Oct. 3

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WEEK 7:  Assessment (Continued) & DAY-TO-DAY LESSON PLANNING
Readings:     Wiggins & McTighe Chapter 9 & 10
Due:          (Due Tuesday) Planning Assignment 2: Backward Design Stage 2 Worksheet 

Due:  (Due Thursday) Backward Design Stage 3 & Unit Planning Graphic Organizers (1 per group)

Unit Plans are DUE Thursday, October 26

IV. Unit Planning: Organizing and Visualizing Content Scope and Sequence

Planning Assignment 2:  Unit Planning Outlines

Develop a graphic organizer designed in Inspiration which overviews and outlines the scope and sequence of the content that you think is worthy of understanding.  You'll need to sketch out your ideas in enough detail that we can talk about your organization and why this is a logical sequence.  DUE Thursday, Oct. 5

• Optional Resource (This is not required but may be a useful resource in development of your graphic organizer for your unit of study.) Unit Plan Graphic Organizer Outline Resource.  

Resources for Planning a Unit

Unit Planning Format: What should it look like?  

• See the unit planning format guide (This is the required format that will be submitted for assessment of your unit plan.)
• Unit Plan Examples (More will be provided in class as hardcopies.)

As you are developing your unit plan, reference your unit plan design template.  This should guide your development of your final product. 

V: Stating your expectations and criteria for assessment as an instructional tool

Planning Assignment 3: Design a rubric as a measure of understanding for a learning outcome within your unit plan.  Remember that your rubric should include all facets of understanding that are relevant to the learning outcome.  Your rubric must be of original design and must be developed using tables in Word.  You will be expected to use descriptive language in defining the levels of proficiency.  Make sure that your levels match the facets of understanding you are measuring.  As you are designing your rubric, you will need to consider... if all elements will be equal or will they be weighted? How will you translate this score into a value like an A, B, or 90 or 100 that students can understand?  What content or topical understandings need to be measured?  How useable is this rubric?  How limiting is the rubric?  How will you use the rubric as a teaching tool?  Is the rubric written in a format using language that students can understand and apply in addressing the task?  (This will be submitted as part of your final unit plan.)

Resources for Designing Scoring Rubrics as a Form of Assessment. 

Rubric originates from the Latin word, rubrica, referring to the use of red earth (later, red ink) to mark something of significance.  Scoring rubrics are designed to indicate students' performance levels on separate element of quality.  Rubrics provide teachers with specific criteria for assessing student understanding, a tool for increasing the consistency of evaluation among teachers, and clear targets for instruction (Wiggins & McTighe, 2002).

• Characteristics of Effective Rubrics
• Measuring the 6 Facets of Understanding: Suggestions for Generating Scoring Rubrics
• 6 Facets of Understanding Framework for a Scoring Rubric
• Indicators of Understanding Framework: Identifying the Difference Between a Novice and Sophisticated Learner
• Online Resource: http://rubistar.4teachers.org/ (CAUTION: Do not use Rubistar's templates.  You are required to design your own rubric using tables in Word!)

Optional Group Assessment Resources (These are not required.)

• Group Dynamics Assessment

• Small Group Assignments: Student Survey

Mindings Collage:

• Explain how a teacher plans for understanding?
• How do the 6 facets fit into the plan?
• Explain “coverage” vs. “uncoverage” and provide examples from the text.
• How does a teacher teach for understanding?

I. What will I do?  How will I teach?

Stage 3: Planning Learning Experience and Instruction Stage 3 in the Backward Design Process (DUE: Thursday, October 12)

• WhereTo

Resources for Unit planning on a day-to-day level

1. Lesson Planning

• Lesson Planning
• Optional Reading: Designing and Planning Instruction Questions to Consider

2. Common Components of Lesson Plans

• General Lesson Planning Formats
• Lesson Plan Formats
  • Example 1
  • Example 2
  • Example 3
  • Example 4

3. Stage 1: Writing Objectives

• Bloom's Taxonomy
• Writing Objectives
• Objectives for the Lesson

4.  Instructional Approaches or Strategies

• Instructional Strategies

Student Examples of Lesson Plans

• Mike Pillsbury

• Erin Bailey

• Theresa Griner

What's next?  Groups need to be working on the instructional unit outline and the day-to-day elements of the planning process (lesson plans).  You will be required to include all resources and materials.  Organize your work into a 3-ring binder.  

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WEEK 8:  Lesson Planning (Continued)
Readings:     Wiggins & McTighe Chapters 11 - 13

Due: Mindings Collage Thursday, October 12 by 5:00 p.m.
 

**We will begin our Mini-Teach activity next week.  The rubric that will be used for your assessment is linked below.  You will be divided into different groups to allow feedback from others in the class.  These groups are listed below. 

Unit Plans are DUE Thursday, October 26

1.  Rubric for Mini-Teach

• Rubric

2.  Requirements for Mini-Teach

• You will choose one lesson plan (taken from your unit) to teach to an assigned peer audience in class.
• You will have 15-20 minutes to "teach" your lesson to your assigned audience.  Please be prepared with any materials needed to make your lesson a success.
• Upon completion of your lesson, the members in your group will assess your presentation using the rubric linked above.  This should take 5 to 7 minutes.  These will be collected at the end of class.
• You will write a reflection (one to two pages) of your teaching to be submitted to your instructor one class day after your assigned teaching day.

Assigned Peer Groups for Mini-Teach

Harbaugh's Section:

Petty's Section:

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WEEK 9:  Mini Teach Activity
 

The Mini-Teach activity will consume our entire week.  The first two people (listed above) in each group will teach on Tuesday, October 17 and the second two people will teach on Thursday, October 19.

Unit Plans are DUE Thursday, October 26

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WEEK 10:  Conceptualizing and Communicating Assessment

I. Conceptualizing & Communicating Assessment

How do we, as teachers, conceptualize & communicate assessment?  Let's begin this reflective analysis by reviewing the role of assessment in the Backward Design Planning Process. 

• Stage 2 of Backward Design: Thinking Like an Assessor.
• Assigning Grades: Transitioning from Student to Teacher

Discussion:

Discussion Groups Section 1 Section 2

Defining the Purpose of Assessment

• What is assessment? What is evaluation?
• What should be the role of assessment and evaluation in teaching?
• What can teachers do to make assessment meaningful?
• How can assessment be used as a teaching tool? 
• What is quality feedback?

Determining Quality

• What are different types of assessment? 
• What is the purpose of each type of assessment?
• When are specific types of assessments not appropriate?
• What determines the quality of an assessment?

Making Meaning of Assessment

• How should grades be calculated?
• What makes an A? B? C? D?
• What role should effort play in determining grades?
• What do grades convey to students? parents?

The Role of Communication

• What are the negative effects of grades?
• How can assessment and evaluation be a positive process?
• What is the importance of communicating assessment and evaluative processes to students and parents?
• What are effective ways of communicating with students and parents?

II. Assessment Processes: Excel & Publisher

MS Publisher Helpful Tech Tips

• PUBLISHER: Getting Started

Additional Let Me Try Exercises for Excel

In addition to textbook tasks.  These assignments are an extension of the text and provide instructions on ways of using Excel beyond assessment.  You will want to complete these tasks individually prior to class so that you understand how to manipulate data in Excel and to create pie charts and bar graphs.  You will be expected to demonstrate these skills in your unit planning assignment.

• Creating Graphs.  Using the 1990 & 2000 Census Data, (you must cut and paste the data into an Excel sheet) complete Graphs & Charts Excel Assignment.  All work should be saved as an html file to your H: Drive. 
• NOTE: When you are generating the Column Charts for Ethnicity you will need to manipulate the raw data to create the Column Chart. (see assignment for more information)
• Manipulating Data in MS Excel.  Grade book extension assignment. 
• Check your work for these assignments.  Make edits to your work as save your work as WebPages on your H: Drive.  You can use these assignments for tasks to satisfy technology requirements.  Links to Task 1, Task 2, and Task 3. 
• The Graphs & Charts and the Grade Book Extension assignments are due by Thursday Nov. 2.

NOTE: Periodically, Let Me Try Exercises will be collected to verify that you are completing prerequisite technology skills.

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WEEK 11: Conceptualizing and Communicating Assessment (continued) and ePortfolio

Excel & Publisher Assessment Assignment: Combining the power of Excel and Publisher, you will collaboratively develop an assessment plan for your course, not just your unit of study.  This will require you to contemplate how grades will be determined, the role of assessment in your course, and provide quality feedback to help students become self-regulated learners.  You will highlight your unit of study as an example for the application of your assessment plan in the development of an Excel grade book with weights, formulas, calculations, and individual student progress reports.  Once you have thoroughly defined and applied your assessment plan, you will articulate this process and your expectations to students and parents with a newsletter, calendar, and assignment/information flier.  These should include charts and graphs.  This later task requires the integration of Publisher and Excel for building communication.  This assignment will be Due Tuesday, November 7.   

• Task Assessment

Requirements for task:

• Assessment Plan, Excel Grade book, Publisher Communications will be uploaded to individual group member's website.

These should be submitted as hard copies.

• One page written reflection answering the question of: How can Publisher & Excel effectively be integrated into the curriculum and effectively used for supporting assessment, scaffolding student learning, and increasing parental awareness of student learning?.   How does the technology effectively communicate student understanding to students & parents? Specifically address how the integration of technology improves student understanding and parental communication.  Your reflection should include demonstration of your understanding of the Backward Design Process.

• Peer & Self Assessment--Include a second page to your reflection.  Designate who was the Lead Designer for this project.  This page should critique your collaboration by evaluating your peers' contributions on a scale of 1-5.  Also include your self-assessment using a scale of 1-5.

• As you begin working with the various technologies in class, you will be required to individually write a reflection for each technology. Here is a guide for your reflections.  Exemplar peer reflection.

Technical Expectations: Learning outcomes should consist of as many of the technical elements learned in class as are appropriate to the design of the task.  Remember, you must demonstrate your technical competence in using the various tools of Excel & Publisher.  Also, the technologies you choose to use must be purposeful, meaningful, useful, and applicable.  Be sure to include graphs and charts for communication with students as progress reports, notes, communications with parents, and all technical elements as outlined in the Let Me Try exercises from your text and on the website.

Reflection: All reflections will be submitted as hardcopies.  As you begin working with the various technologies in class, you will be required to individually write a reflection for each technology. Here is a guide for your reflections.

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Peer & Self Instructional Unit Evaluation (Step 9 of the Unit Plan)

In Word, complete a reflective analysis of your contribution and your peers' contribution to the design and development of the unit plan. 

1. Rate your contribution on a scale of 1(very little)-5 (100%).  Explain your rating.

2. Rate your peers individually on their contributions to the instructional unit project on a scale of 1 (very little) to 5 (100%).  Explain your rating.

3. What grade to do feel that your group deserves on this assignment.

4. What did you learn about planning and the backward design process in the development of your unit plan?

Email your response by Tuesday, November 7 to your instructor.

Regarding your Mindings Collage.  As we continue with the second half of the course, you are expected to continue to utilize your Mindings Collage as a tool and a resource.  Mindings Collage Check on Thursday, November 30.

I. ePortfolio Development

For this course and for completion of NC's advanced technology competencies, you will create an ePortfolio.  The ePortfolio will follow the UNCC design template and will consist of information about you, your progress or growth in the educational process, your clinical experiences, coursework artifacts, student teaching artifacts, and your professional portfolio.  Most of the tasks completed for this course will be included in the coursework artifacts.  Each section of the portfolio is describe below.  We will focus mostly on the first through forth sections for this course.  The final two sections will need development as your educational studies conclude.

Conceptualizing the Link Between Tasks and Standards

Standards:

• INTASC Standards
• COE Conceptual Framework
• Technology Standards
• National Content Standards
• NCSCOS

ePortfolio Requirements for MDSK 3151

You are expected to complete the following for each ePortfolio page.  All tasks must be completed by your final exam.

Homepage

• Welcome statement or quote
• Clip art, scanned or digital photo
• Link to email

About Me

• Link to all about me PowerPoint presentation
• Link to statement of commitment (Statement of Commitment Regarding Dispositions) (Microsoft Word document)
• Link to resume (develope one if you have not before)

Professional Standards

• Link to graphic organizers for state standards
• Link to National Standards Page (content specific)
• Link to NCDPI Curriculum Standards (content specific)

Clinical Experiences

• Complete form based on clinical experiences completed thus far in your program (you will be required to update this every semester)

Work Samples

• Upload all technology tasks from this semester, your lesson plan, & your unit plan
• Link each task above on your coursework artifacts page (you can add additional links where necessary)
• Link to the reflection you will write on legal and ethical issues discussion in class
• Link to the reflection you will write on Exceptional Children's WebPages discussion in class; we will provide the URLs for you: http://www.ncatp.org and http://www.cast.org
• You will make some modifications to this page based on course requirements as you progress through your program of study

NETS-T Matrix

• NETS-T Matrix

You are required to link all technology tasks to your NETS-T Matrix on your ePortfolio.  The above link will provide you with guidance for how to demonstrate your mastery of technology standards.

ePortfolio Technology Verification Form

• NETS-T Competencies Verification Form (Microsoft Word document)

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WEEK 12:  Technology Issues & Webpage Design
Due:              Excel & Publisher Assessment Assignment, Thursday, November 9

                     **Please upload these to your ePortfolio Work Samples Page

Due:              Individual Website Review (Begin in class) Thursday, November 16

I. Saving Publisher to your ePortfolio

Helpful Tech Tips

Saving Publisher files that have multiple pages as WebPages can be very complicated.  Publisher typically saves on the first page.  You could save each page individually, but then the WebPage is not interactive.  The best option for you is to save your work as a PDF file.  Here's how you go about doing this:

1. Open your Publisher File

2. From the File Option on your Toolbar select Print

3. In the Print option you will have a drop down menu.  Select Adobe PDF Writer. 

4. You will need designate the pathway for saving your file (ePortfolio Coursework Artifacts) and you will need to name your file.

5. Now open your ePortfolio Coursework Artifacts Page and create a link to your Publisher.PDF file.

II. Technology Issues

• Bridging the Digital Divide: Equal Access to Technology
• Ethics & Copyright Laws for Using Internet Resources
• Defining Quality in a Sea of Information (Individual Website Review Assignment, Due November 16)

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WEEK 13: Introduction to Webpage Design Basics & WebQuests

The Nuts and Bolts of Building WebPages

Webpage Design for Teaching Curriculum

• Discussion: How can FrontPage be effectively integrated into the curriculum?

Creating a WebPage in the form of a WebQuest

• Information about WebQuests
• Bloom's Taxonomy
• Marzano's Model of Higher Order Thinking

Two Examples of UNCC WebQuests:

• WWII
• Srebrenica

Creating a Webpage in the form of a WebQuest Assignment: How can you use a WebQuest to enhance your unit plan?  Create a WebQuest in your content area expertise and grade level using MS FrontPage.  This should be a purposeful and meaningful integration of technology to extend student understanding.  We will walk through the development and template building together.   Assessment for this assignment. 

For NEXT Class:

• 1- Outline on paper the content and structure of your WebQuest.  You will be working from this information in class.  It is imperative that you have this completed, so we can spend class time addressing technical questions.  Developing this outline will take time.  Don't wait until the last minute.  You will need to be an expert in the content to design this eLesson. 
• 2- Identify the websites that students will be using to complete the WebQuest.  You will need to evaluate each website that you select using the website evaluation chart you used to critique Cable in the Classroom.  Remember to select 1-6 websites and make sure that these are useful websites.  If you only select 1 website it must be comprehensive.

Reflection: As with all technology tasks, you will write a reflection explaining how you plan on integrating this technology in your course, the value of WebQuests as a teaching tool, what possible limitations this technology may have, and other potential uses of FrontPage to enhance student learning. Provide a self-critique as part of your reflection. 

• Self Assessment--Include your self-assessment using a scale of 1-5.
• We are ONLY accepting hard copies of reflections--they must be turned in at the beginning of class or they are considered late.
• Reflections: As you work with the various technologies in class, you will be required to individually write a reflection for each technology. Here is a guide for your reflections.

Review The Basics about MS Front Page

• FrontPage tutorial from Florida Gulf Coast University
• Another FrontPage tutorial
• More information about "Target Frames":  If you want to keep "table of contents" on the left, save the hyperlinks as the default (main) page.  You will not replace your INDEX_webq page.
• To access your ePortfolio via the Internet: http://49web.uncc.edu/~"loginID"

I. FYI

• "Digital divide" shows signs of narrowing
  Studies show that blacks are increasingly going online, with a Pew survey showing that 61% of blacks 18 and older are connected to the Internet, compared with only 23% in 1998, and a separate report issued by Pew last July shows that 77% of black teenagers are online. Experts credit the rapid adoption of Internet use by blacks to falling computer prices, high-tech mobile technologies and the Internet's expansion.   The New York Times (free registration)
• Virginia students to learn about cybersafety
  A new Virginia law taking effect July 1 mandates that schools teach students about Internet safety as part of the regular curriculum. Many schools already are teaching students about online safety.   The Washington Post (free registration)

II. Continue WebQuest Development

• Work on WebQuests & Website Reviews
• Individual Reflection
• WebQuests & Reflections are Due 11/21

III. ONGOING Individual Assignment: ePortfolio Development 

• Remember that you must continue to upload and link your technology tasks as they address each technology assignment. 

Professional Standards

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WEEK 14: ePortfolio

Due:     WebQuests are due by 5:00 p.m. on Tuesday, November 21.  Make sure this is linked to your ePortfolio on the Work Samples page.

**You will work on your ePortfolio in class on Tuesday, November 21.  Please see the class schedule as a reminder of what should now be posted on your ePortfolio.

**No Class on Thursday, November 23.  Enjoy your break!

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WEEK 15: Pathfinders

Due:    Final additions to your Mindings Collage on Thursday, November 30.

Pathfinders are web-resource organizational tools that support student learning.  Think of them in terms of web-based graphic organizers.  These web-based organizers are used to thematically or categorically group web resources for student use in a unit of study.  Pathfinders develop visual links between content to scaffold student learning.  This supports students in grouping information to make sense of content and to help students hold their thinking.  Pathfinders build concepts through links which define the elements or characteristics of the concepts.

Web-resources draw from primary and secondary sources.  Web-based primary resources are original interpretations of events or writings and include links to images, photographs, paintings, artifacts, documents, memoirs, journals, telegrams, etc.  Web-based secondary sources are links documents or writings and second hand interpretations of events.  Web-resources used to build Pathfinders are specific links to embedded information and not just links to general websites.  Additionally, Pathfinders define and explain what each link represents and what information about the concept can be gained from this link. 

HOW TO FIND PRIMARY RESOURCES

OTHER PRIMARY RESOURCES

Examples of Pathfinders:

1. Thematic Pathfinders for All Ages
2. Pathfinders Index
3. Additional Resources

PATHFINDER ASSIGNMENT:  Collaboratively reflect on your Unit Plan and how a Pathfinder could be used to enhance student understanding of the content.  Using Inspiration, FrontPage, and your Mindings Collage collection of content resources, design and create a Pathfinder for your unit plan.  The Pathfinder is due Tuesday, December 5 by 5:00 p.m.

Reflection:  As with all technology tasks, you will write a reflection explaining how you plan on purposefully and meaningfully integrating this technology in your unit plan, the value of Pathfinders as a teaching tool, and the importance of weaving multiple technologies (Inspiration, FrontPage, Mindings Collage) to enhance student understanding.  Provide a peer and self-critique as part of your reflection.  Please submit a hardcopy of your reflection.

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WEEK 16: ePortfolio & Course Evaluations

Due:    Pathfinders are due on Tuesday, December 5 by 5:00 p.m.  Make sure this is linked to your ePortfolio on the Work Samples page.

**You will make final additions/edits to your ePortfolios in class on Tuesday, December 5.  We will do course evaluations at the beginning of class.  Make every effort to be on time to class.  These evaluations will take 20 to 30 minutes.  You will have the remainder of class to work on your ePortfolios and receive any help you may need. 

**No Class on Thursday, December 7.  This is Reading Day.

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