Mark Rodriguez

EDLD 5388_D16_AP1

Understanding by Design UbD

Stage 1 Desired Results

ESTABLISHED
GOALS

Transfer
Learners will be able to independently use their learning to

(1) Creativity
and innovation.
The learner uses
creative thinking
and innovative
processes to
construct
knowledge and
develop digital
products.

Identify the importance of digital portfolios and integrate this tool in their
learning process to reflect and direct their learning through the connections,
creations, and applications within authentic situations.

(2) Communicat
ion and
collaboration.
The learner
collaborates and
communicates
both locally and
globally using
digital tools and
resources to
reinforce and
promote
learning.

Meaning
ESSENTIAL QUESTIONS

UNDERSTANDINGS
Learners will understand
that

Communication and
collaboration create
opportunities to deepen
their understanding.
With the integration of
technology students create
opportunities to make
progress toward specific
learning objectives.
The uses of digital tools
produce opportunities that
are genuine, new, and
innovative.
Digital portfolios allow
individuals to reflect and
direct their learning
through the connection,
creation, and
experimentation of their
experiences.

Learners will know

What is collaboration? What does it

look like? How can we
communicate effectively?
How do we use digital tools to drive
our learning? Is technology always
the most effective tool in our
learning experiences?
Are the opportunities created in the
learning process innovative and
genuine to my understanding?
What connections can be made
based on our experiences? Are we
improving through the process of
self-reflection?

Acquisition
Learners will be skilled at

a. draft, edit, and publish

products in different media
individually and
collaboratively;
b. select and use appropriate
collaboration tools;

a. create original products using a

variety of resources;
b. analyze trends and forecast
possibilities, developing steps for
the creation of an innovative process
or product;

Mark Rodriguez
EDLD 5388_D16_AP1

c. use virtual environments

to explore systems and
issues

c. collaborate effectively through

personal learning communities and
social environments;
d. Evaluate the product for relevance
to the assignment or task.

Stage 2 - Evidence
Evaluative
Criteria

1. Digital
Diagram
2. Blog
Forum
3. Digital
Portfolio
(Weebly)

1. Open
Discussion:
Class and
Small
group
2. Reflective
Writing
3. Model,
Engage,
Feedback

Assessment Evidence
PERFORMANCE TASK(S):

Learners will define effective uses of digital portfolios and generate

effective ways to communicate within the learning community through
the use of various media.

Learners will connect and share learning experiences within authentic

situations in a blog post on an open discussion board within the
classroom.

Learners will create digital portfolios on Weebly and integrate their use
to produce opportunities that are creative, new, and genuine.

OTHER EVIDENCE:

Discussion: Proper and improper use of digital portfolios. Share new,

informative resources. Explain why communication is important in the
learning community.

Writing: Create a reflective piece that expresses the experiences in the

classroom.

Model: Model blogging in the both the social and academic context.
Also, model the production of learning opportunities created through
various forms of digital media.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

1. Introduce various digital tools and focus in on digital portfolios and discussion boards.
2. Examine the use of digital portfolios as a learning tool.
3. Research electronic portfolios and discuss the proper and improper use of these digital

Mark Rodriguez
EDLD 5388_D16_AP1

platforms.
4. Discuss the WHY and HOW of the digital portfolios within our learning environment to the
students.
5. Through small group collaboration, we will use a variety of digital tolls to gain an
understanding of the importance of communication.
6. Together, we will generate effective ways to communicate in the classroom.
7. Students will reflect on their learning experience in the classroom and share new,
informative resources.
8. Collaboratively, the students will create a digital diagram highlighting similarities and
differences between home and school environments.
9. The teacher will model the use, conduct, and application of this learning tool.
10. Collectively integrate the digital portfolios in the classroom so that students can connect,
create, experiment, and reflect on their work.
11. I will observe, measure, and document student improvement and create opportunities for
each student to be successful in their learning experience.

References
McTighe, J. (2011). UbD unit template. Retrieved from
http://jaymctighe.com/resources/downloads/.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development (ASCD).