The design of this learning experience is an individual project for the ITEC 800 course at SFSU and represents the culmination of my study of Constructivism and Understanding by Design. It aligns with the California Common Core Standards (California Department of Education, May 2000, History-Social Sciences Content Standards for California Public Schools, Kindergarten Through Grade Twelve, pg. 51), specifically covering 9-12.4 and 11.9.1.
ANALYSIS
In initiating the project, my primary step was to articulate the desired outcomes. This involved an analysis of the 9-12.4 and 11.9.1 California Common Core Standards for Social Studies, identifying key concepts, core tasks, and essential understandings such as explanation, interpretation, application, and self-knowledge. I also addressed potential misunderstandings. Subsequently, I crafted overarching and topical essential questions to provoke profound contemplation of unit concepts and skills. Finally, I formulated clear, observable, and measurable learning objectives, evaluating the analysis against the rubric devised by Grant Wiggins and Jay McTighe (2005, pg. 28) and seeking valuable feedback from colleagues and educators.
DESIGN
Following the development of instructional goals and terminal objectives, I created a comprehensive assessment plan encompassing check-for-understanding quizzes and a final performance task. The three quizzes serve as ongoing checkpoints for students to gauge their understanding, allowing the instructor to evaluate the design before the final performance. The culminating assessment, designed as an authentic challenge, follows a perform-feedback-revise-perform cycle. Students iterate through drafts, seek input from group members and the instructor, revise, and ultimately produce the final product. The prompt adheres to the GRASPS model (goal, role, audience, situation, product, and standards). Criteria for evaluating understanding and skills are established across five levels: proficient, skillful, adequate, limited, and poor. Evaluation of the assessment plan was conducted based on the criteria outlined in "Understanding by Design" by Grant Wiggins and Jay McTighe (2005, pg. 187), supplemented by feedback from colleagues and educators.
DEVELOPMENT
To design the learning experiences for the students, I followed the WHERETO framework. The students
-
get informed about the unit goal and the tasks they have to complete.
-
develop interest and maintain their attention throughout the unit.
-
utilize resources and the designed learning materials to complete the tasks independently and in collaboration with their peers, and answer the unit's topical and overarching essential questions.
-
reflect on their learning.
-
apply the acquired knowledge independently.
-
evaluate and revise their work.
​​
Evaluation of the instructional strategies is conducted based on the criteria in the book Understanding by Design, by Grant Wiggins and Jay McTighe (2005, pg. 187) and feedback from colleagues and educators.
Prior to embarking on the creation of the instructor manual and student learning materials, I collaborated with colleagues and teachers, presenting preliminary low-fidelity prototypes to collectively determine the optimal information layout and media format. Rigorous testing of the quizzes was undertaken to ensure a shared understanding of the questions among users. In order to enhance accessibility for all users, the instructor manual was meticulously structured using "articles" in Adobe InDesign, prioritizing a coherent content reading order. Mindful of cognitive load, I deliberately excluded elements lacking educational value, opting for a clean design featuring black text on a white background.