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School District:Cheyenne-Eagle Butte
Unit of Study Title:TTL Academy
Grade Level:Staff Development
Time Frame:20 days
Key Words:Technology
Unit Designer:Peg Henson
Unit Designer
Date Added:6/11/2002 2:32:25 PM
Date Last Revised:6/11/2002 4:07:34 PM
Topic Area:Social Science
Peer Reviewer:Unkown Yet
Peer Reviewer

Brief Summary of Unit: This is an example of the UBD format as it is applied to the TTL academy. Hopefully it addresses the larger overall understanding we are trying to connect the academy to inregard to the effect that your teaching methods and use of technology in addressing education will have on our society as a whole in the future. Students may make up 20 % of our current population but they are 100 % of our future Society. The education we as teachers provide for them today will hopefully drive and influence their decision of tomorrow.
Students will Understand: Participants will understand that Societies are framed by the education of their individuals. Thus, it is important that the quality of education keep progressive with our current changing world. Technology is a driving force in that changing world.

Link to Standards #1

Social Science
Students will understand the interrelationships of people, places, and the environment.

Indicator:None Listed
Benchmark(s):None Listed
Other Content Standards:

1. Educational Technology Operations and Concepts.

Teachers demonstrate information and technology literacy.

1a. develop introductory information and technology literacy knowledge and skills.

1b. extend information and educational technology skills and knowledge to increase learning and productivity.

2. Plan and Design Learning Environments and Experiences.

Teachers plan and design effective learning environments and experiences supported by technology.

2a. design developmentally appropriate learning opportunities matching effective instructional strategies and technology use with the diverse needs of learners.

2b. know about and apply current research on teaching and learning with technology when planning learning environments and experiences.

2c.identify, organize, and manage, technology resources based on student needs and specific tasks.

2d. locate and critically evaluate technology tools and information resources for accuracy and suitability for purpose.

3. Teaching, Learning and the Curriculum.

Teachers implement plans, methods and strategies for using technology to maximize student learning.

3a. implement technology-rich experiences and environments that address subject matter content and student technology standards while developing learning communities.

3b. use technology to support the implementation of effective teaching and learning strategies for addressing the diverse needs of learners.

3c. use knowledge about student motivation and behavior to encourage purposeful, on-task student engagement in learning positive social interaction and self-directed learning using technology.

3d. use technology to develop higher order and complex thinking skills including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity.

4. Assessment and Evaluation.

Teachers understand how to assess student learning and apply technology to facilitate a variety of assessment and evaluation strategies.

4a. use technology to assess student learning of subject matter using a variety of current research-based assessment techniques.

4b. use technology resources to collect and analyze data to inform instructional planning and lesson modification.

4c. evaluate the appropriate and effective use of technology resources by students as tools for learning.

4d. use technology tools to capture, represent, understand, and communicate assessment data.

5. Personal Productivity and Professional Practice.

Teachers develop knowledge, skills, and attitudes preparing them to apply technology for enhancing their own professional growth and productivity.

5a. engage in ongoing professional development and growth using appropriate technology resources.

5b. continually evaluate and reflect on professional practice regarding the use of technology in support of student learning.

5c. exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, informed decision-making, and productivity.

5d. use technology to foster relationships with peers, parents, and the larger community to support professional growth and nurture student learning.

6. Social, Ethical and Human Issues.

Teachers understand the social, ethical, and human issues surrounding the use of technology in K-12 schools and apply those principles in practice.

6a. model and teach legal and ethical practice related to technology use.

6b. address social and cultural diversity when identifying and using technology resources.

6c. address health and safety issues related to the use of technology.

6d. address economic diversity and equitable access to technology.

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: How can teachers incorporate technology into the curriculum?
What skills do teachers need to effectively incorportate technology into the curriculum?
What resources do teachers need access and awareness of to accomplish this goal effectively?
What networks are essential to a teachers continued use of technology in the future?
What ethical and moral questions need to be addressed when using technology in the curriculum?
Key Knowledge and Skills Students will Acquire: Participants will acquire usage skills in the following applications:Word, Excel, Powerpoint, email, webdesign, Internet, Online classrooms.

Participants will also gain skills in Instructional design methods.
Assessment Plan: Participants will create a personal portfolio of learning that will be a "living document" for them to continue using after the academy.

Participants will create a Unit of Study for their content area utilizing the UBD format and process.

Participants will successfully complete an online course of study (ASCD).

Types of assessments will include checklists, self assessment, peer assessment, Performance assessment and product assessment.
Learning Activities: Participants will participate in listservs and communicate throughout the academy via email activities.
Participants using word will create a unit cover for the UBD.
Participants will learn a variety of technical skills by creating projects in excel, powerpoint, and inspiration.
Participants will use digital cameras, scanners.
Participants will design a professional webpage that supports their teaching and UBD.
Participants will Participate in discussions via WEBCT.
Participants will complete a professional development course provided by ASCD.
Notes:This was created to help participants have greater understand of the UBD process as it relates to the TTL academy. The site listed below is a connection to some of the documentation surrounding TTL.

Specific documentation and resources information can be obtained through individual webct forums.
Internet Resource Link: Http://

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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