2.1 Candidates will be able to apply instructional design models (e.g., Understanding by Design or DDD-E) to improve lesson design.
In ET 620, our group developed a lesson plan using the DDD-E model to structure our lesson. We looked at our existing curriculum in middle school math and applied the DDD-E structure. In the Decide phase, we identified our curriculum objectives and decided on a project that fit those objectives. As part of this phase, we assessed the students’ prerequisite skills not only in the content but also in the technology. Also, in this Design phase we determined assessment techniques we would use. In the Design phase we stated that we would conduct formative assessment to gain information as to how the students were progressing. When planning the Development phase, we would look at things such as making sure the technology and equipment was working as well as managing time and monitoring student progress. In the Evaluation phase, we planned for both formative and summative assessment with both high tech (embedded questions in the technology) and low tech (dry erase boards). In addition to the DDD-E plan I included the website that the students would process through in conjunction with this lesson. Using the DDD-E model to design this lesson, it improved the overall lesson design in a couple of ways. First, it forced us to look closely at the goals and more importantly, the assessment piece. Having these two elements done at the beginning made the lesson coherent and allowed us to design the lesson with a focus throughout. Secondly, within this model, some of the things we needed to consider prior to teaching the lesson were timing, technology, and progress monitoring. These are things during the planning phase that sometimes get left out. By following the DDD-E planning model it improved the consistency and focus of the lesson.
In ET 620, our group developed a lesson plan using the DDD-E model to structure our lesson. We looked at our existing curriculum in middle school math and applied the DDD-E structure. In the Decide phase, we identified our curriculum objectives and decided on a project that fit those objectives. As part of this phase, we assessed the students’ prerequisite skills not only in the content but also in the technology. Also, in this Design phase we determined assessment techniques we would use. In the Design phase we stated that we would conduct formative assessment to gain information as to how the students were progressing. When planning the Development phase, we would look at things such as making sure the technology and equipment was working as well as managing time and monitoring student progress. In the Evaluation phase, we planned for both formative and summative assessment with both high tech (embedded questions in the technology) and low tech (dry erase boards). In addition to the DDD-E plan I included the website that the students would process through in conjunction with this lesson. Using the DDD-E model to design this lesson, it improved the overall lesson design in a couple of ways. First, it forced us to look closely at the goals and more importantly, the assessment piece. Having these two elements done at the beginning made the lesson coherent and allowed us to design the lesson with a focus throughout. Secondly, within this model, some of the things we needed to consider prior to teaching the lesson were timing, technology, and progress monitoring. These are things during the planning phase that sometimes get left out. By following the DDD-E planning model it improved the consistency and focus of the lesson.