EDUC 498Z Designing Learning with Technology University of Maryland Educational Technology Outreach Director: Davina Pruitt-Mentle 2001 Maryland Technology Academy Frederick County Public Schools Satellite Academy

2001 Satellite AcademyDavina Pruitt-Mentle2 Objectives MSDE: Backward Design Process –School Data Analysis –State Standards/Goals/Outcomes/Indicators FCPS: Web Enhanced Activity –WebQuest –fcpsteach.net - Frederick Learning Village UMCP/ETO: Technology Outreach –Technology integration –Technology applications –WebCT –Other course offerings

2001 Satellite AcademyDavina Pruitt-Mentle3 Introduction to Designing Learning with Technology UMCP EDUC 498Z Course offering 3 modules = 3 graduate credits FCPS Satellite Academy will cover 2 modules

2001 Satellite AcademyDavina Pruitt-Mentle4 Class Format/Procedures Face to face (F2F) Web enhanced (WebCT & Frederick Village) Guest speaker - Rodney Petersen: Cyberethics Asynchronous -threaded discussions Synchronous guest speaker Mini group activities

2001 Satellite AcademyDavina Pruitt-Mentle5 Content Data Analysis Standards/Goals/Outcomes/Indicators Backward Design Process Reflective Teaching Rubric Development Web-enhanced activity (WebQuest) Educational Technology –where we are headed –theories and learning models –“technology integration”

2001 Satellite AcademyDavina Pruitt-Mentle6 Using WebCT Start Browser Go to If you have never done so before, click on Student Resources on left, and then University of Maryland Security Certificate on right. Follow directions to install Univ. of MD Security Certificate for the browser you use. Click on Maryland Course Listing on the left –Click on EDUC Education –Click on EDUC 498Z (Summer 2001) –Enter Username (first initial-last name, i.e. calvarado) and password (mta) –Click on Create MyWebCT Login –Enter information and go. Next Time –Go to –Click on myWebCT on left –Enter Username and password NOTE: You can change your password on the myWebCT page.

2001 Satellite AcademyDavina Pruitt-Mentle7 EDUC 498Z: Designing Learning with Technology

2001 Satellite AcademyDavina Pruitt-Mentle8 Online Pre-Assessment Click on Pre-Assessment Icon on Homepage

2001 Satellite AcademyDavina Pruitt-Mentle9 Backward Design Model To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen R. Covey, The Seven Habits of Highly Effective People

2001 Satellite AcademyDavina Pruitt-Mentle10 Understanding by Design Makes use of Backward Design Model Written by Grant Wiggins & Jay McTighe Design of ASSESSMENTS to reveal the extent of students UNDERSTANDING Design of curriculum to ENGAGE students and DEEPEN their understanding

2001 Satellite AcademyDavina Pruitt-Mentle11 Issues Illustrated by: Understanding by Design Explores common curriculum, assessments, and instruction practices that may interfere with student understanding Examines a backward design process and considers its value in helping to avoid common inadequacies in curriculum and assessment planning Presents a theory of 6 facets of understanding Proposes approaches to engage students in inquiry, promote “uncoverage,” and make use of understanding the big ideas Examines a continuum of assessment practices focusing on the degree of student understanding Considers the degree of student misunderstandings

2001 Satellite AcademyDavina Pruitt-Mentle12 Similar Educational Initiatives Problem-Based Learning (Stepien & Gallagher, 1997) Project -Based Learning -Engineering Design (Leifer, Stanford, 1998) Socratic seminar, 4-MAT (McCarthy, 1981) Dimensions of Learning (Marzano & Pickering, 1997) The Skillful Teacher (Saphier & Gower, 1997) Wiske model (Wiske, 1997) Teaching and Learning Project Zero model (Harvard Graduate School, Blythe & Associates, 1998) Designing and Assessing Courses and Curricula (Diamond, 1997) Course Design (Felder & Brent, 1999)

2001 Satellite AcademyDavina Pruitt-Mentle13 Backward Design Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction

2001 Satellite AcademyDavina Pruitt-Mentle14 Why MSDE Interest in Understanding by Design –The Office of Educational Research and Improvement (OERI) Grant

2001 Satellite AcademyDavina Pruitt-Mentle15 History A Nation At Risk published in 1983 –US K-12 education not working well –US students poorly on NAEP- National Assessment of Educational Progress School Reform Effort –Education Summit –President Clinton’s Goals 2000 legislation Call for higher performance standards

2001 Satellite AcademyDavina Pruitt-Mentle16 History (continued) Students and their families, teachers, and the entire school community must understand, embrace, work toward, and be held accountable for attaining legitimate and high standards of accomplishment. –New types of assessment to measure what students know –Decision making at the local level/data driven

2001 Satellite AcademyDavina Pruitt-Mentle17 Background to Maryland School Reform implementation of MSPP - Maryland School Performance Program –Rigorous performance standards –High academic expectations Maryland Learning Outcomes –Rigorous content standards –Grades 3,5,8,11 –Reading, writing, language usage, math, science, & social studies Needed to determine student achievement/school performance –~1990 MSPAP, Maryland School Performance Assessment Program –Grades 3, 5, & 8 –Also indicators- dropout, attendance & Functional Test scores ****Note the backward design model

2001 Satellite AcademyDavina Pruitt-Mentle18 MSPP Data Starting Point to identify major need areas of school improvement Responsibility for school improvement = (SIT) School Improvement Team Site-based principles to develop an annual school wide plan to improve MSPP

2001 Satellite AcademyDavina Pruitt-Mentle19 Snags Data disseminated in paper format Data underutilized Statistical format with little comparison and planning How do we compare with other schools? What is the target goal?

2001 Satellite AcademyDavina Pruitt-Mentle20 Site Project Objective 1: –1997, development of a computer-based decision support system to: –analyze and interpret statewide school reform data –link the data analyses to research-based planning and instructional strategies Objective 2: –1999, evaluation of the effects of this system in 3 pilot schools on SIT member decision making classroom practice student performance on statewide performance based assessment

2001 Satellite AcademyDavina Pruitt-Mentle21 System Overview See Handout System (mdk12.org) Overview Scenario

2001 Satellite AcademyDavina Pruitt-Mentle22 Education as a Business Educational Community realized they are not meeting their goals Successful businesses are involving entire workforce Education moves to business model –New “processes” to succeed –Everyone must understand the processes –Teachers must understand goals, tests, assessments, and statistics to design for the classroom You are the leaders of your school because of your knowledge of this model.

Standards Evaluation Assessments Indicators Outcomes Goals Criteria referenced Norm Referenced  Embedded  Task  Formative  Test  Integrated  Portfolio  Performance  On Demand  Summative Your Classroom Other Indicators  Drop out rate  Attendance  Functional Tests  State/National  MSPAP -Math/Reading -Grades 3, 5, 8  Citizenship  SAT  1989 MSPP MD School Performance Program  1990 MD Learning Outcomes (3,5,8,11) -Reading -Writing -Language Usage -Math -Science -Social Studies Benchmarks Performance Content

2001 Satellite AcademyDavina Pruitt-Mentle24 Deciphering the Jargon Exploring School Achievement Scavenger Hunt