Closing the Gap Project- 1:1 iPad Initiative and Raising Literacy Achievement

UBD Stage 3

ITEC 8636

By: Joseph D. Johnson

 UBD Lesson Plan Template – Stage 3 Learning Plan
Back Design Template

Task: Educators will understand the proper utilization and uses of the iPad while effectively integrating this
technology into the literacy/reading curriculum with peers, and utilize this technology to create effective
learning plans and activities to help close the learning gap identified in literacy and reading.

Instructional Process:

WHERE are we going? WHY? WHAT is expected?

Teachers will learn the basics of iPad use/operation. They will also be introduced to specific literacy
apps and online platforms to help increase understanding and allow creation of tasks on the iPad and
utilization of apps for themselves and their students to increase understanding.

The reason for this direction is due to data utilizing MAP and GMAS testing, deficiencies and
achievement gaps have been identified in reading and literacy for K, 2nd, and 3rd grades.

The final goal of these exercises is for teachers to become proficient with basic iPad use, as well as be
able to locate and utilize apps that tie in with specific literacy and reading standards to be able to
augment their teaching and reinforce what is being taught in the curriculum.

How will we HOOK and HOLD learner interest?

Teachers will be hooked due to the interactive and hands-on nature of the overall learning module.

How will we EQUIP learners for expected performances?

 iPads will be provided during the professional development (acquired from the GOSA 1:1 iPad
grant).
 Teachers will also be provided with the URL for the online module.
 The module contains various training resources (PowerPoints, tasks, and videos)

How will we help learners RETHINK and REVISE?

Teachers will be able to create their own activities tailored to a specific ELA/Reading standard that they
are working on with their students, picking apps they believe will further success for their students. After
their module or learning task is created, it will be reviewed by another teacher and feedback given on any
areas that may need to be revised. This will allow for review and possible other ideas that can be added
to assure the success in understanding.
How will learners self-EVALUATE and reflect on their learning? How will we TAILOR learning to varied
needs, interests, styles?

Teachers will Self-Evaluate by answering and doing various tasks along the way in the module. This will
check for understanding and receive feedback. Also, the final module will also rely on feedback from a
fellow teacher that has gone through the module or task created. Also, once they give the task or module
to the student, further assessment and reflection on how it went needs to be undertaken.

Differentiation for this task/module depends on the teacher’s class and what apps s/he believes would
help and interest the students. Utilizing apps allow for more differentiation, and the teacher completing
this needs to take this into account when creating his or her task.

How will we ORGANIZE and sequence the learning?

Teachers will follow the online module, completing different tasks that check for understanding. They will
then review these specific apps and platforms and choose one current ELA standard being worked on
with their students to create a specific activity that will be used by the students to help extend, remediate,
and reinforce student understanding in the area of reading or literacy, utilizing an app or platform of their
choice.

Resources/Materials: (List items)

 iPad
 Projector/Computer (to mirror iPad so teacher’s can follow along)
 Pencil and paper for teacher’s notes
 URL for online Module

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Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe