UBD 3

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					UBD Lesson Plan Template – Stage 3 Learning Plan
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Task:
Each student will determine his own learning style by completing several online survey
instruments. He will then write a formal essay introducing himself to the instructor and
explaining his learning preferences, using the survey results and personal anecdotes. He
will then join a team of classmates who demonstrate similar preferences in order to design
a group presentation demonstrating their learning style characteristics to the rest of the
class.


Instructional Process:
This unit has a three-fold purpose: first, the student will investigate and analyze his own learning
preference style; second, he will develop the skills needed for success on the Georgia High
School Graduation Test; third, he will establish himself as part of a learning community by
participating in a group project that introduces him to the class.


Goals:

          Each student will gain a more complete understanding of how he learns best and will be
           able to recognize and utilize strategies to improve his own academic achievement
          Each student will meet or exceed standards on the Georgia High School Graduation Test
          Each student will establish a collaborative relationship with the instructor as well as the
           other students in the class

In order to meet these goals, each student must understand the following questions:

1.       How do I find, access, evaluate, and use online resources for valid research?

2.       What do learning inventories tell me about myself? How do I learn best, and how do I
         compensate for any areas of weakness?

3.       How do I express my unique personality in a formal written essay?

4.       How is the GHSGWT scored?

5.       What necessary elements are included in an engaging and memorable presentation?

6.       What do I need to do to help my group collaborate effectively?


Expectations:

Students will
      use a WebQuest in order to access and complete at least five learning style survey
              instruments;
      compare, contrast, analyze, and synthesize the results of the surveys to create a
              personal learning style profile;
      use the writing process to create a formal essay introducing themselves as a unique
              learner to the instructor;
      participate with a group to develop, design, and deliver a learning style presentation to
              the class.
Relevance and Value:

       To better understand oneself as a unique learning individual
       To facilitate formation of a viable learning community
       To ensure success on a high-stakes standardized test
       To develop effective self-expression using standards of conventional English


Diagnosis:
    Assess individual learning strengths and weaknesses
    Identify appropriate instructional strategies for each student
    Identify essay-writing elements and skills needing review
    Assess student familiarity with instructional technology



                                     HOOK and HOLD

The instructor begins by introducing the concept of a learning community, in which the students
participate in the educational process: the students will act as teacher-collaborators, contributing
necessary information that will guide instruction for the remainder of the term. The first questions
to be answered are, “What kind of a learner are you? What is your personality type? How do you
like to learn? What is your most comfortable learning environment? What do you hate about
classroom activities? What do you like? What are your best learning experiences? What advice
can you give the teacher that will help you succeed in your education?”

Students will then embark on the WebQuest of learning style inventories, which will help them
answer these questions.
(AESHETIC ENTRY POINT)




                                             EQUIP

After completing the learning style survey instruments, students must evaluate and analyze each.
What patterns emerge?
Do any of the instruments seem more valid than others? Why?
Do you disagree with any of the findings? Why?
(NARRATIVE ENTRY POINT)

Students will then compile, sort, categorize, and organize their survey results into preliminary
notes for an essay.
(LOGICAL/QUANTITATIVE ENTRY POINT)

At this stage, the students will return to the WebQuest for an explanation of the writing process,
and will use their notes and this information to produce the first draft of a formal essay.
(FOUNDATIONAL ENTRY POINT)
                                 RETHINK and REVISE

The students will self-assess the first draft of their essays using a list of common errors to be
avoided, and then do a rewrite correcting those errors.

The students will then form collaborative pairs to proofread and edit each other’s essays, using a
teacher-made checklist, and then rewrite.

The third proofreading will be a small group oral reading, checking for errors, and identifying
praiseworthy elements of the essay as well as areas that need improvement.

The students will then use word-processing software to create the final draft of the essay,
conforming to the requirements of the state writing test.




                         SELF-EVALUATE and REFLECT

Students will form groups, finding others who identify themselves as the same learning type.
Because of overlap, students will need to examine their earlier conclusions and reflect on past
learning experiences in order to distinguish between “good friends” and “similar learning style.”

Each group will be responsible for presenting to the class a demonstration and explication of their
particular learning preference.
(EXPERIENTIAL ENTRY POINT)

The group projects will be presented to the class as a whole, and the class members will evaluate
the presentations using a teacher-made rubric.



                                      DIFFERENTIATE


Each group will design a presentation using their own learning preference, so the students
actually perform the needed differentiation themselves. Those with diagnosed learning difficulties
                                                                          th
are usually well aware of their characteristics by the time they reach 11 grade, so they are able
to communicate their needs to the instructor and to their classmates. For those with physical
impairments, it is the group members who evaluate the need and make necessary adjustments
so that the disabled student can contribute in a meaningful way. This is aimed toward
achievement of the desired objective, formation of a viable learning community.
                                           ORGANIZE


Unit maps with a schedule of activities, computer availability, assignment due dates, guidelines,
checklists, and rubrics will be distributed to the students at the initiation of the unit. This is
dependent on the school calendar, unavailable until fall 2009.




Resources/Materials:

       Computer with high speed internet access available for each student

       Wordprocessing software

       Teacher-made checklists, graphic organizers, and scoring rubrics

       GA DOE website for Performance Standards and Writing Test resources

       Desktop publishing, powerpoint, audio/video recording capability, etc. as needed for

        student presentation projects

References:

QuestGarden
http://questgarden.com/81/97/8/090522055929/

What's Your Learning Style
http://www.usd.edu/trio/tut/ts/stylest.html.

Learning Style Survey
www.psuonline.pdx.edu/learnstyle/

Learning Styles
www.chaminade.org/INSPIRE/learnstl.htm

Teaching Style Survey
www.longleaf.net/teachingstyle.html

Learning Styles Online
www.learning-styles-online.com/

The Writing Process
http://web.mit.edu/writing/Writing_Process/writingprocess.html

Presentation Tips
http://www.aresearchguide.com/3tips.html

				
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posted:2/11/2012
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