Design Topic _ Closing the Gap Using Technology to Improve Mathematics Achievement

Subject(s) _Mathematics Grade(s) 9-12_ Designer(s) Andrea Myeres________________________

STAGE 1 DESIRED RESULTS
Unit Title: Incorporating Technology into Teacher-Focused Instruction

Established Goals: Instruct teachers in ways to effectively integrate technology into the high school mathematics
classroom in order to improve mathematics achievement.

Understandings: Students will understand
how to effectively incorporate technology into direct
instruction in various ways.

Essential Questions:
How can technology be incorporated into direct
instruction in the high school math classroom?

What are the various graphing technologies available to
teachers?

What are the various Web 2.0 tools that can be used to
present information?
Students will know:
how to implement various Web 2.0 resources into
classroom instruction.


Students will be able to:
design and implement technology rich lessons and reflect
upon their effectiveness.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks:
Design and implement a direct instruction lesson that incorporates technology and upon implementation, reflect
on its effectiveness.

Key Criteria:
The lesson must incorporate appropriate technology and must be implemented in at least one of the participants
classes. The reflection must be thoughtful address the specified questions.

STAGE 3 LEARNING PLAN
Summary of Learning Activities:

Participants will review four sample lessons that demonstrate integration of technology into direct instruction.
Upon completion of this, participants will create a lesson that integrates technology and is designed for whole-
class direct instruction. They will then use this lesson in at least one of their classes and write a one page
reflection discussing the following: students' reaction to the use of technology in the lesson, things about
this lesson that worked well, and anything about this lesson that could be improved upon.
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic _ Closing the Gap Using Technology to Improve Mathematics Achievement
Subject(s) _Mathematics Grade(s) 9-12_ Designer(s) Andrea Myeres________________________


STAGE 1 DESIRED RESULTS
Unit Title: Incorporating Technology into Student-Focused Instruction

Established Goals: Instruct teachers in ways to effectively integrate technology into the high school mathematics
classroom in order to improve mathematics achievement.

Understandings: Students will understand
how to effectively design student-focused lessons that
incorporate technology.

Essential Questions:

How can technology be used to encourage student
exploration of mathematical concepts?

How can QR codes be used effectively in the
classroom?

What are the various graphing technologies available to
teachers?

What are the various Web 2.0 tools that can be used to
present information?
Students will know:
how to implement various Web 2.0 resources into
classroom instruction.


Students will be able to:
design and implement technology rich lessons and reflect
upon their effectiveness.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks:

Design two student focused lessons and implement one of them in the classroom. Collect student response data
via a Web 2.0 tool and use this data to reflect upon the effectiveness of the lesson.

Key Criteria:
The student-focused lessons must incorporate appropriate technology and at least one must be used in a
classroom setting. Student response data must be collected and reflected upon thoughtfully.

STAGE 3 LEARNING PLAN
Summary of Learning Activities:

Participants will review four sample lessons that demonstrate integration of technology into student-focused
instruction. Upon completion of this, participants will create two student-focused lessons (in their content
area) that integrate technology; they will then use one of these lessons in their classroom. After
implementation of the lesson they will use an online polling tool to survey students about their
responses to the lesson and use the student responses and their own observations to reflect upon the
effectiveness of the lesson.
2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic _ Closing the Gap Using Technology to Improve Mathematics Achievement
Subject(s) _Mathematics Grade(s) 9-12_ Designer(s) Andrea Myeres________________________



STAGE 1 DESIRED RESULTS
Unit Title: Incorporating Technology into Student Assessment

Established Goals: Instruct teachers in ways to effectively integrate technology into the high school mathematics
classroom in order to improve mathematics achievement.

Understandings: Students will understand
how to effectively use technology to assess student
learning.

Essential Questions:

How can technology be used to evaluate mathematical
understanding?

What are the various Web 2.0 tools that can be used to
assess student understanding?

What are tools that will allow for immediate feedback of
student work?
Students will know:
how to implement various Web 2.0 resources into
classroom instruction.


Students will be able to:
design and implement technology rich lessons and reflect
upon their effectiveness.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks:

Design two student assessments that incorporate Web 2.0 technology.
Use an online response platform (such as Socrative) in the classroom and reflect upon the pros and cons of
using such tools for assessment.

Key Criteria:
The student assessments must incorporate appropriate Web 2.0 technology. Instructions for the students must be
clear and appropriate.
Use of the online response platform must be demonstrated and the reflect must be based upon this use. Both
advantages and disadvantages of using such platforms for assessment must be discussed in the reflection.

STAGE 3 LEARNING PLAN
Summary of Learning Activities:

Participants will review three sample assessments that demonstrate using technology for assessment. Upon
completion of this, participants will use an online student response platform, such as Socrative, to assess student
learning and reflect upon the advantages and disadvantages of such assessment. In addition, participants will
create two original assessments that use Web 2.0 technology.
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)