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Connecting Cultures and Discovering Diversity Utilizing the Internet: A Paired

Classroom with China

Destery Hildenbrand

Scott Boylen

Korrie Price

Robyn Bredvick

INSTTECH 6024: Instructional Design

December, 2014

Dr. Ping Gao

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Table of Content Project Overview

Introduction

Describing School Contexts

Identifying Problem/Issue

Propose Solution by Articulating Rationale(s)

Learner Analysis

Analyze Challenges and Resources for Project Development

Design Overall Structure

Identify Desired Results: Stage 1

Introduce Importance for Identifying Desired Results

Established Goals

Determine Transfer Goal(s)

Determine Big Ideas

Craft Essential Questions

Crafting Successful Meaning-Making Goals

Craft Knowledge and Skill Goals

Summarize Relationships among Four Goals Types

Determine Acceptable Evidence: Stage 2

Introduce Importance of Alignment of Stage 1 and Stage 2

Design Performance Tasks for Transfer Goals

Design Assessment for Making-meaning Tasks and Criteria

Brainstorming Tasks Using the Six Facets

Design Assessment for Knowledge and Skill Acquisition

Plan Learning Experiences and Instruction: Stage 3

Introducing Alignment of Three Stages

Alignment of Three Stages

Specify WHERETO Elements

Design Learning Experiences by Selecting Teaching Approaches

Integrating Technology

Summarize the Key Learning Events and Instruction

Refine Design: Stage 4, 5, and 6

Introduce Refining Design

Unit Design and Feedback Loop

Self-Assessment: UbD Feedback Matrix (Figure p.2 on Page 120)

Peer Review: UbD Design Standards 2.0 (Figure p.3 on Page 121)

Expert Review

Observation by the Designer during Implementation

Observation by Outsiders

Final Self-assessment Form (Figure p.5, P. 127)

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Summarize Alignment Checking

Individual Components

Destery Hildenbrand

Robyn Bredvick

Korrie Price

Scott Boylen

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Team Components

Project Overview

Introduction

The purpose of this project is to create a cross-disciplinary unit about the cultural differences between the United States and China for the 8th grade students at MFL-Marmac Community School District, collaborating with an 8th grade classroom in China through the Internet.

Describing School Contexts

The MFL MarMac Community School District serves approximately 800 students in grades K-12. Attendance centers are located in Monona (PreK-3 Elementary and 9-12 High School) and McGregor (4-5 Intermediate and 6-8 Middle School). The district is in rural Northeast Iowa.

The Middle School with a total of about 180 students between grades 6 - 8. Mostly Caucasian, with 60 to 75% Low Socioeconomic Status students is located in McGregor.

We are not a very diverse student body, at least as far as skin-tone and culture is concerned. Many of our students go on to two or four-year higher education institutions. There are many who do not as well.

We have access to technology through laptop carts and two desktop labs, though the desktops are now virtually outdated to the point of being obsolete. Teachers must sign up for the use of any of the computers. There are currently two carts of 25 MacBook Airs. One caret for the second floor and one for the first floor. There are an additional 15 Older MacBook’s in another cart for the first floor and one with 12 older MacBook’s for the second floor. This is not a 1:1 classroom, and in the near future there are no new initiatives moving toward that end.

Our school’s mission statement is as follows: The mission of the MFL MarMac Community School District is to meet the needs of all students and guide them to their fullest potential as productive and responsible citizens.

We have a pretty strong sports culture at our school with parent support. That is not as strong were academics are concerned.

Identifying Problem/Issue It is our goal to introduce students to the similarities and differences between cultures through 21st

century skills. The Iowa department of education provides a framework of 21st century skills as a guide for preparing students for application outside of school.

Due to the geographic location and homogeneous demographics of the school, there are limited opportunities for students to experience diverse cultures.

Within this unit students will be able to:

● Appreciate diverse view points and perspectives

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● Use 21st century platforms to collaborate ● Explain the difference between government regulations and how that relates to access to technology ● Connect efficiently through technology to enhance their world view ● Use 21st century communication tools to connect both formal and informal communication ● Decode the validity of the information received through different communication methods ● Explore the importance of democracy and the Internet ● Identify the influence and impact of the Internet by culture ● Identify key historical events and their impact on government

Propose Solution by Articulating Rationale(s)

The biggest piece of this class is to allow students to interact first hand with another culture. By utilizing

21st century tools to facilitate learning and communication we want students to recognize where cultures are the same, how they are different, and to be able to embrace those similarities and differences. The lessons that we are developing in this cross-curricular unit are putting students in a better position to do just that.

Through the use of technology we will directly connect students from our classroom to a partnered classroom in China. The will collaborate in several interactive lessons and they will work independently in several different subject areas to further their understanding of each other’s cultures.

Learner Analysis Students for this unit will be 13-14 years old in the 7th and 8th grades. Presumably there is a wide range

of learning styles, however more will be known after the analysis. The students completed a Google Form which asked questions about their knowledge on the topic. The learner analysis results are located here.

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Terms Data Sources &

Collection Summary of the characteristics

Entry Behaviors Previous skills completion of 6th or 7th grade

Using school sources for learning and research.

Prior knowledge Forms, Survey, interviews

All students are starting are familiar with the 21st century technology offered at the school. Students are excited to learn about a new culture, but 50% have never met another student whose English is not their first language.

Attitudes toward the content

Forms, observation, Interviews

Students have limited exposure working with other cultures but are excited to work with their peers from another country.

General Learning Preference

Observation

90% of the Students learning preference include using technology, working with videos, and other tasks to encourage learn by doing.

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Others, such as motivation, and learning ability

Observation, Survey

Students all rated themselves highly on technological skills, which will be a motivational tool for the students.

Overall impression

Observation, Analysis, Survey,

Students live in a geographically isolated homogeneous community, with limited exposure to other cultures. However, they are highly motivated to learn and interact with a partner classroom.

Analyze Challenges and Resources for Project Development

Technology may not always be available to students due to a lack of 1:1 environment. In order to meet our student’s needs for this unit we will need to be aware of those limitations, and to ensure that adequate time is given to locations and time that technology is available for student use.

Some teachers are hesitant to use technology due to comfort level or a lack of vision to incorporate into their lessons. By creating a detailed plan for this cross-discipline unit we can introduce the 21st century skill concepts, and technology, in an easy to implement lesson plan for each of the sections. By taking time before the semester a teacher workshop could be used to bring everyone up to speed on using the technology. The websites and social media sites available for Chinese students and students in the United States may be different due to government policy. There will need to be flexibility when deciding which platforms to choose, especially with the students in the US. The students may realize the resources they both can use may be limited. The students will gain the knowledge that we need to have a global understanding that we need to be flexible to meet the needs of those we are communicating with.

Students do not have a lot of knowledge or connections with other cultures to know how it may differ from ours. There may be misunderstandings that need to be addressed with the students before getting into the unit. These will be addressed by looking at primary and secondary sources as well as the interactions and information gained from the paired classroom.

Students also may assume that rights and expectations of public behavior are uniform throughout the world. There may be misunderstandings because students assume that all societies aspire to have the same rights and responsibilities as citizens in other countries and cultures. This will be addressed by examining rights citizens in each country have, and contrasting it with citizen’s rights in the partner country.

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Design Overall Structure

The theme for this project is Connecting Culture. The topic for this unit is the cultural exchange through a partnered classroom, and for this specific unit we will be paring with China. We will be covering cultural diverse, differences, and acceptance for the big ideas we want the students to walk away with. This unit focuses on the partnered classroom with China. The unit’s topics are primarily 21st century skills including technology, world studies, economics, and writing.

Length of Unit - 3 Weeks Big Ideas - World Diversity, Culture, Acceptance, Perspective

Technology - 2 or 3 days working with the digital tools

Economics - 2 weeks

World History - 3 to 4 days

Writing - Approximately 15 days

Identify Desired Results: Stage 1

Introduce Importance for Identifying Desired Results

The starting point for this unit is the introduction to the partner classroom and to begin to compare and contrast our culture with that of another. The first big idea we are introducing here is cultural understanding, and the diversity of multiple cultures. The desired results for this unit are for students to understand that the topics of study are similar but culture can influence the learning process. How we are similar and how we are different.

Established Goals Technology Literacy 21.6–8.TL.3 Engage in learning activities with learners from other countries and/or cultures using telecommunication tools to create, produce, and share information, models, and other projects with a global or cultural focus. This is an Iowa core standard.

The rationale behind using this goal, students should be able to use telecommunication tools to collaborate with others in a variety of different settings and situations.

Social Studies-Economics SS.6-8.E.5 Understand the impact of advancing technologies on the global economy. This is an Iowa Core Standard. The rationale behind this wants the students to understand the impact of advancing technologies on the economy and how it impacts their lives as students.

They will continue to do this by learning about each other’s culture throughout the unit by collaboration between the two classrooms and research done throughout the three weeks.

World Studies S.S. 6-8.H.2 Understand how and why people create, maintain or change systems of power, authority and governance. Understand how political events shape the method of governance. To master understanding of this Iowa Core Standard, students will explore the differences between the governments of China and the United

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States.

The rationale behind this is students will need to interact with people of diverse backgrounds and cultures. By exploring a contrasting government, not only will students know more about other cultures, but have a better appreciation of their own.

Writing W.8.2. DOK 3,4 To engage students in informational and explanatory writing to examine topics and convey ideas, concepts, and information through the selection, organization and analysis of relevant content. This will be done through the use of blogging.

Rationale: Students need to have the ability to communicate through text with others clearly and understandably. This is an important skill for anyone going into the work world today.

Technology Literacy 21.6–8.TL.2 Essential Concept and/or Skill: Collaborate with peers, experts, and others using interactive technology.

The rationale behind using this goal wants the students to be able to collaborate with other individuals from a different location by using technology. This is going to be a lifelong skill they will need for success.

Determine Transfer Goal(s)

Long-Term Transfer Goals Why (and When) These are Transfer Goals

Overall Transfer Goal Apply the understanding of diversity to communicating and collaborating effectively in the global village with the use of technology.

To apply the understanding of diversity to communicating and collaborating effectively in the global village with the use of technology.

Technology Literacy “Students will be able to fluently and independently…” Perform effectively using the best online tool/s for collaboration over the Internet in varying circumstances depending on the desired outcome and collaborating entities

Students will need to be able to call upon the knowledge of the tools they learned and apply them to any collaborative situation that they will face. From a collaborative wiki, or presentation, blog, the list can go on and on. There are so many ways to collaborate over the Internet that a “one size fits all” approach doesn’t work. - when will it be applied

Writing Students will create clear, fluent and independent communication with others about a variety of topics and issues using various online and other platforms. At least some of this communication will be in written form.

Students have to be able to communicate with others to become active and positive members of the society in a local community sense, to a global sense. The opportunities and demands of clear, fluent and independent communication are going to be and already are part of many jobs/careers. This will continue. The Internet and other factors have made communication a vital part of many, many areas of life today and that looks to continue. We need to prepare students for this.

World History

In order to participate in civic life, students must have a basic understanding of both their own

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Students will be able to fluently and independently apply historical events and their effects on governments to their daily lives and interactions. This will help them to become better global citizens.

government and world governments. By understanding the impact of historical events on the formation and functioning of government, students will be able to fit modern day government into a larger framework.

Economics Students will be able to independently, wisely and critically evaluate the effect of technology on the global economics to propose a solution for the real life problem.

This represents a Transfer Goal because it points to a desired result for the end of the unit. It sets the task of understanding the impact of advancing technologies and how it affects us and different cultures.

Determine Big Ideas

World Diversity, Culture, Acceptance, Perspective

Craft Essential Questions

Intent Overarching Questions

How does the concept of diversity change our perceptions?

Where do I fit in how diverse our world is? How does diversity affect me? How does diversity affect my country?

Why do cultures differ?

For what reasons is China’s culture different from ours? Are rights of the individual different/rights of society different in China and the United States? Why? Do cultures mirror each other in important ways? How/why? How does your knowledge of another culture influence your perception of that culture?

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Crafting Successful Meaning-Making Goals

Students show that they understand when

Facet(s)

Technology Literacy: Students will understand that… Technology tools can make collaboration with anyone possible through the Internet

Students are keeping considering essential questions that... Where do I fit in how diverse our world is? How does diversity affect me? How does diversity affect my country?

Application

World History: Students will understand that… Government is influenced by historical events and interactions among people. Through their own events and interactions, governments become diverse. Students are keeping considering essential questions that... Where do I fit in how diverse our world is? How does diversity affect me? How does diversity affect my country?

Perspective Empathy

Writing: Students will understand that writing is an important and useful tool for communicating about ideas, concepts and information even over great distances.

Students are keeping considering essential questions that... Where do I fit in how diverse our world is? How does diversity affect me? How does diversity affect my country?

Application Perspective

Social Studies-Economics: Students understand that cultures are affected differently by the advancing of technologies because of government choices.

Students are keeping considering essential questions that... Where do I fit in how diverse our world is? How does diversity affect me? How does diversity affect my country?

Perspective Self-Knowledge Empathy

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Craft Knowledge and Skill Goals

Students will know....

● Use the collaboration tools on the Internet to collaborate ● Know what collaboration tools work best in what situation ● Know about the differences in technology use between USA and China ● How the Internet helps and hinders collaboration ● What differences are present between their classroom and the partner classroom ● How to clearly communicate ideas and concepts through the written word. ● How the governments of the United States and China evolved differently. ● Technology can aid in learning about another country. ● The difference and similarities between the United States and Chinese culture. ● How the government affects the economy. ● Governments from different countries have an effect on the United States government and economy. ● There is an impact on the economy during the advancement of technologies.

Students will be skillful at....

● Using collaboration tools on the Internet Apply the most effective collaboration tools in a given situation

● Using online tools ● Creating coherent and understandable sentences and thoughts in written communications. ● Sharing thoughts and ideas by through the use of online communication platforms. ● Adept at identifying diverse governmental structures. ● Using technology to connect with students from another culture. ● Communicating with individuals for collaboration and learning purposes. ● Analyzing information to build a deeper understanding.

Summarize Relationships among Four Goals Types

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Determine Acceptable Evidence: Stage 2

Introduce Importance of Alignment of Stage 1 and Stage 2 In stage two we will begin to outline how students will be assessed in their understanding and transfer of

the subjects covered in this unit. Assessments throughout each of the subjects covered and a final project assessment for the overall unit will be used to do this. Students will be assessed on their ability to demonstrate the overall theme of this unit: Diversity.

Stage 1 Stage 2

If the desired end result is for learners to... Then you need evidence of the learner’s ability to...

Transfer “Students will be able to fluently and independently…”

Overall Transfer Goal Apply the understanding of diversity to communicating and collaborating effectively in the global village with the use of technology.

The students will create a commercial that demonstrates the concept of diversity in our lives. The final projects will be judged by a panel from the Diversity Project and select commercials will be aired at the festival in 2015.

Technology Literacy Apply the best online tool/s for collaboration over the Internet in varying circumstances depending on the desired outcome and collaborating entities.

Analyze different tools, where they are predominantly used, and where it is not available for use. Compare the pros and cons of using each tool in relation to effective collaboration in different situations.

World History Students will be able to fluently and independently identify how historical events affect government.

Have a basic understanding/fluency of historical data and current events. Be able to draw inferences about cause and effect.

Economics Students will be able to critically evaluate the effect of technology on the global economy.

Produce a video that reflects why certain technologies, specifically Facebook, should be used by understanding the effect of technology on the economy.

Writing Students will be able to clearly, fluently and independently communicate with others about a variety of topics and issues using various online and other platforms. At least some of

Produce blog posts that showcase the qualities of good communication and use of technology in creating connections and communicating with others on a global platform.

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this communication will be in written forms.

Making Meaning of

Technology Literacy Technology tools can make collaboration with anyone possible through the Internet.

Establish communication with their partner classrooms for sharing culture ideas and the management and maintenance therein. Explain what it takes to communication and collaborate with other countries on the Internet. What problems are seen? What benefits are received?

World History Students will understand that… Government is influenced by historical events and interactions among people. Through their own events and interactions, governments become diverse.

Students will be fluent in basic historical background of both countries. Students will be able to identify differences between the governments.

Writing Students will understand that writing is an important and useful tool for communicating about ideas, concepts and information even over great distances.

Create effective blog entries and posts to communicate with the students in other places and countries in order to also create meaningful and innovative commercial scripts to promote the values of diversity in collaboration on a global level.

Economics Cultures are affected differently by the advancing of technologies because of government choices.

Effectively write an editorial article using the perspective of the Chinese Government.

Be skilled at

● Using collaboration tools on the Internet Apply the most effective collaboration tools in a given situation

● Using online tools ● Creating coherent and understandable

sentences and thoughts in written communications.

● Sharing thoughts and ideas by through the use of online communication platforms.

● Adept at identifying diverse governmental structures.

● Using technology to connect with students from another culture.

● Communicating with individuals for collaboration and learning purposes.

● Students will reflect in an essay the things they learned about diversity and its impact on the global community through participating in this contest.

● Use information gathered from analysis of informational text to effectively outline the Facebook presentation.

● Students will summarize and share their opinions on current events and historical issues with their peers in paired classroom utilizing a blog.

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● Analyzing information to build a deeper understanding.

Knowledge

● Use the collaboration tools on the Internet to collaborate

● Know what collaboration tools work best in what situation

● Know about the differences in technology use between USA and China

● How the Internet helps and hinders collaboration

● What differences are present between their classroom and the partner classroom

● How to clearly communicate ideas and concepts through the written word.

● How the governments of the United States and China evolved differently.

● Technology can aid in learning about another country.

● The difference and similarities between the United States and Chinese culture.

● How the government affects the economy.

● Governments from different countries have an effect on the United States government and economy.

● There is an impact on the economy during the advancement of technologies.

● Students will us self-assessment in the form of an online journal to identify what they knew at the beginning of the class vs. what they know at the end.

● Create and label a concept map reflecting ways technology has helped them collaborate with students in China. Identify similarities and differences between the United States and Chinese cultures using a Venn-diagram.

● Students will produce a weekly current events newspaper with the paired classroom.

Design Performance Tasks for Transfer Goals

The students will create a commercial that demonstrates the concept of diversity in our lives. The final projects will be judged by a panel from the Diversity Project and select commercials will be aired at the festival in 2015

Goal: The Diversity Festival is in need of a way to promote diversity on a local and global scale through a competition for the best public service commercial promoting diversity. Individuals participating will collaboratively create an online commercial for entry into this competition.

Role: Individuals will collaborative and produce a commercial that demonstrates the importance and effects of diversity on our lives in a more globalized world.

Audience: The festival has formed a committee which will choose the best three commercials to will run

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for an entire year local service channels.

Situation: The festival will have a competition which allows individuals to produce videos focusing on the importance of diversity on our lives in a more globalized world. People are encouraged to produce a commercial which shows the importance of diversity in our lives.

Performance/Product: A collaboratively created commercial on the importance of diversity.

Standards: Criteria below in the rubric #1.

Technology: Students show the appropriate use of technology for the message delivered.

Social Studies: Students will be able to clearly, fluently and independently communicate with others about a variety of topics and issues using various online and other platforms. At least some of this communication will be in written forms.

Writing: Students will be able to clearly, fluently and independently communicate with others about a variety of topics and issues using various online and other platforms. At least some of this communication will be in written forms.

Economics: Students will be able to critically evaluate the effect of technology on the global economy.

Criteria Excellent - All elements evident.

Good - Most elements evident.

Fair - Some of the elements evident.

Needs Work - Few elements evident.

Not Complete - Not enough elements evident.

5 4 3 2 1

Communication Students have communicated their message using correct language and following the basic grammar rules.

Students communicated most of their message using mostly correct language and following most basic grammar rules.

Students did a fair job of communicating their message using on average correct language and following basic grammar rules.

Students communicated some of their message using some correct language and following some basic grammar rules.

Students failed to communicate their message using limited correct language and following few basic grammar rules.

Technology Students make good use of the technology involved in planning, creating, editing, and finalizing the commercial.

Students make average use of technology involved in planning, creating, editing, and finalizing the commercial.

Students make use of technology Involved in planning, creating, editing, and finalizing the commercial.

Students don’t show much forethought into the technology involved in planning, creating, editing, and finalizing the commercial.

Students show a lack of effort in choosing the technology involved in planning, creating, editing, and finalizing the commercial.

Collaboration Students collaborated and

Students worked with their partner

Students worked with their partner,

Students worked with their partner,

Students did not collaborate or work

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Rubric #1

Design Assessment for Making-meaning Tasks and Criteria Figure 6

Brainstorming Tasks Using the Six Facets

Essential questions Six Facets of Understanding

Ideas for Possible Assessment Tasks

Evaluative Criteria

Where do I fit in how diverse our world is?

Perspective Self-Knowledge

Online Journal Knowledge Share Contribution

self-evaluation critical-thinking

How does diversity affect me?

Self-Knowledge Empathy

Video

Rubric

How does diversity affect my country?

Application Empathy

Blog entry on how cultural differences have affected the creation of our Constitution and its Amendments.

Rubric with criteria sought for in regard to equal rights, voting rights, and tolerance of differences.

Why are there differences in terms of how countries are governed?

Perspective Interpret

Online discussion

Rubric assessing both factual knowledge and analysis.

worked with their partnered classroom on the project to produce the final project.

with some problems, but were able to resolve themselves.

but many problems arose but needed teacher support to resolve problems.

but a lot of teacher support was needed.

with their partner.

Reflection Students consistently kept a journal and crafted entries which displayed insightful self-reflection.

Students consistently kept a journal and crafted entries which displayed some self-reflection.

Students occasionally kept a journal and crafted entries which displayed insightful self-reflection.

Students occasionally kept a journal and crafted entries which displayed some self-reflection

Students rarely kept a journal and crafted entries watch showed little self-reflection.

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Design Assessment for Knowledge and Skill Acquisition

Students will reflect in an essay the things they learned about diversity and its impact on the global community through participating in this contest.

Student will use self-assessment in the form of an online journal to identify what they knew at the beginning of the class vs. what they know at the end.

Acquiring the skills within this unit and an understanding of the topics provided the students must know the knowledge and the facts and what skills to pair it with to ensure the students are able to transfer their knowledge to authentic learning.

Align with stage one

In stage two the goal is to create assessments to determine the understanding of the stage one goals; transfer, meaning making, knowledge, and skill.

Plan Learning Experiences and Instruction: Stage 3

Introducing Alignment of Three Stages

It is important to be sure the stages are aligned so the various tasks of the unit are put together into a whole that includes appropriate learning activities by stage three in agreement with the previous stages of the unit.

Figure 7

Alignment of Three Stages

Stage 1 Stage 2 Stage 3

If the desired end result is for learners to...

Then you need evidence of the learner’s ability to...

Then the learning events need to...

Transfer “Students will be able to fluently and independently…”

Overall Apply the understanding of diversity to communicating and collaborating effectively in the global village with the use of technology.

The students will create a commercial that demonstrates the concept of diversity in our lives. The final projects will be judged by a panel from the Diversity Project and select commercials will be aired at the festival in 2015.

Inquiry-based learning in which students ask the questions, conduct the research, work collaboratively with their peers in the classroom and the peers in China. They propose a possible solution to encourage

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diversity within their lives.

Technology Literacy Identify and use the best online tool/s for collaboration over the Internet in varying circumstances depending on the desired outcome and collaborating entities

Analyze different tools, where they are predominantly used, and where it is not available for use. Compare the pros and cons of using each tool in relation to effective collaboration in different situations.

After direct instruction about the tools, students will involve in hands-on learning activities in which students will work collaboratively, team work, group project Concept mapping. Students will develop communication and collaboration strategies using technology tools by creating their online knowledge share and journal.

World History Students will be able to fluently, wisely and independently identify how historical and current events affect government.

Have a basic understanding/fluency of current events. Be able to draw inferences about cause and effect.

Teachers will provide direct instruction about key historical events in both countries. After that, students will be tasked with utilizing technological tools (such as social media and the Internet) to keep themselves informed on current issues, particularly government issues.

Economics Students will be able to independently, wisely and critically evaluate the effect of technology on the global economics to propose a solution for the real life problem.

Produce a video that reflects why certain technologies, specifically Facebook, should be used by understanding the effect of technology on the economy.

Inquiry-based learning is going to be adopted as the overarching instructional approach in which students initiate the questions they will then invest and do the research. The will propose the solution to answer their questions.

Writing Students will be able to clearly, fluently and independently communicate with others about a variety of topics and issues using various online and other platforms. At least some of this communication will be in written forms.

Communicating and collaborating through a blog and the creation of a script for their commercial.

Hands-on learning with the use of technology with students collaborating and communicating beyond the classroom walls. Direct instruction on how to create meaningful and powerful communication. Inquiry-based learning into how to best create a commercial

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Making Meaning of

Overall Meaning Making Goal Students will be able to analyze fluently and independently the diversity videos of their peers.

Peer review of videos to critic them to see if they are gaining empathy and understanding of tolerance of diversity in their video productions.

Collaboration, hands-on, peer critique reflection, concept mapping, team work, group project student-centered

Technology Literacy Technology tools can make collaboration with anyone possible through the Internet.

Establish communication with their partner classrooms for sharing culture ideas and the management and maintenance therein. Explain what it takes to communication and collaborate with other countries on the Internet. What problems are seen? What benefits are received?

Students will need to defend their technology choices through presentation and demonstration of effectiveness. Students will outline their reasons behind the choices they made and reflect on how well they worked, and what may have worked better.

World History Students will understand that… Government is influenced by historical events and interactions among people. Through their own events and interactions, governments become diverse.

Students will be fluent in basic historical background of both countries. Students will be able to identify differences between the governments.

Students will blogging their viewpoints on current and historical issues with their peers, both in their own classroom and in the partner classroom. Reflection, peer critique,

Writing Students will understand that writing is an important and useful tool for communicating about ideas, concepts and information even over great distances.

Students will effectively: Post their blogs online and make comments on others’ blogs. Peer-editing of the collaborative scripts through shared documents. Peer assessment of how persuasive their arguments are. Self-assessment of which components of their commercials were the strongest and which were weakest. Students will reflect on the

Students will communicate and collaborate using the written word about how their cultures differ so as to better understand one another in their blogs.

Students will collaboratively write scripts for the commercials they will create so they have control of what is said and of the overall message.

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value of their writing as far as what they have learned about “good” communication. Teacher feedback in the form of a rubric to assess the overall construction of the argument and how well it is put together according to the rules of proper language usage.

Economics Cultures are affected differently by the advancing of technologies because of government choices.

Effectively write an editorial article using the perspective of the Chinese Government.

Student will engage in a web-quest learning activity. Students will work collaboratively to research the policies. The students will use this to prepare the script for their video.

Be skilled at

● Using collaboration tools on the Internet Apply the most effective collaboration tools in a given situation

● Using online tools ● Creating coherent and

understandable sentences and thoughts in written communications.

● Sharing thoughts and ideas by through the use of online communication platforms.

● Adept at identifying diverse governmental structures.

● Using technology to connect with students from another culture.

● Communicating with individuals for collaboration and learning purposes.

● Analyzing information to build a deeper

● Students will reflect in an essay the things they learned about diversity and its impact on the global community through participating in this contest.

● Use information gathered from analysis of informational text to effectively outline the Facebook presentation.

● Students will reflect on current events utilizing a blog.

● Direct instruction ● Advanced organizer ● Exercises and

progressive assignments will get students using the technology and building their skills.

● I will model analyzing the informational text how to pull out the main topics and then create an outline. The students will then collaborate with a partner to communicate effectively and produce an outline. This will be a gradual release model.

● Students will engage in refining their products after receiving instant feedback from the instructor and peers.

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understanding.

Knowledge

● Use the collaboration tools on the Internet to collaborate

● Know what collaboration tools work best in what situation

● Know about the differences in technology use between USA and China

● How the Internet helps and hinders collaboration

● What differences are present between their classroom and the partner classroom

● How to clearly communicate ideas and concepts through the written word.

● How the governments of the United States and China evolved differently.

● Technology can aid in learning about another country.

● The difference and similarities between the United States and Chinese culture.

● How the government affects the economy.

● Governments from different countries have an effect on the United States government and economy.

● There is an impact on the economy during the advancement of technologies.

● Students will us self-assessment in the form of an online journal to identify what they knew at the beginning of the class vs. what they know at the end.

● Create and label a concept map reflecting ways technology has helped them collaborate with students in China. Identify similarities and differences between the United States and Chinese cultures using a Venn-diagram.

● Students will learn from the resources provided by the instructor, through the contributions of the peers to the shared knowledge base, collaborative assignments, and trial and error.

● Students will watch a video to learn about the Chinese Government's policies.

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Specify WHERETO Elements

Where are we going? We want students to understand diversity in the world that they live.

Why? Student’s today struggle to find their identity in a more diverse world even though they are more connected.

What is expected? Empathy is important in a more globalized world in order for collaboration, cooperation and communication. Students are expected to demonstrate empathy toward others and more acceptance and recognition of diversity in the world.

Hook and hold: How will we hook and hold student interest? Introduce the students to peers through Skype in a classroom in another part of the world (China). The final project in this course is going to be the creation of a commercial about diversity that will be submitted to the diversity festival committee for judging. The winning submission will be used for advertisement of the festival on T.V. To keep the students attention during the unit we will be expanding their use of technology tools to communicate and collaborate with a partnered class in China.

Experience and equip: How will we equip students for expected performances?

Students will gain the experience needed through collaborative projects with their partnered classroom and guided by the teacher to gain the skills and knowledge necessary to complete the unit.

Rethink, review, and reflect: How will we help students rethink and revise? Students will collaboratively blog with the partnered classroom in each of the different disciplines. Students will be expected to think about diversity outside of their normal day to day lives.

(Self) evaluate: How will student self-evaluate and reflect on their learning? Students will create a journal to reflect on their perceptions of diversity, and see how these perceptions evolve thorough out the unit. Tailor learning to variety needs, interests, and styles: How will we tailor learning to varied needs, interests, and styles? Students will have many activities for different learn needs/styles. Creating videos, online blogging, Google hangout sessions, and other activities will accommodate the interests of students.

Organize and sequence the learning: How will we organize and sequence the learning? Using a scaffold approach, we will introduce students to the differences of cultures and then have them work through a variety of activities to promote the understanding of the fact that diversity is normal and positive in the world as a whole.

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Design Learning Experiences by Selecting Teaching Approaches Figure 8

Types of Teaching

3-4 purposefully selected effective teaching approaches

across subjects

What the students need to do (highlight one most engaging learning experience for each

subject)

When/why(the transfer or facets of understanding)

Inquiry -based learning

Students will share through images, text, audio, and other means, what they eat on an average week day. They will do this in a way that includes some of the important nutritional information about the foods as well. (Calories)

Students will need to understand that though people are all different, it is more important to try to focus on the similarities in order to move toward greater collaboration and cooperation. Empathy and Perspective

Hands- On Learning Students will be creating a shared knowledge base utilizing the technology they learn.

Students will be confronted with a variety of communication options that they will have to decide the best technology to use for the communication. Apply

Direct Instruction Students will be instructed on how to create video using the Wevideo platform and digital recording devices.

Student will create a video demonstrating the knowledge gained from instruction. Interpret, Apply,

Integrating Technology Figure 8

Technology integration Kinds of technologies Used by whom, if any When/why

Social media, such as Facebook, twitter, Diigo

Students and teachers both In building a connection between the classrooms and students to build on the collaboration of the overall project.

Google Site Students and teachers both Teachers will use this to plan and track the parts of the project. Presentation Software for Facebook Meeting

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Blogging Kidblog: blogging platform.

Students Students will be encouraged to blog about various topics, and utilize the blog to interact with each other and the peer classroom. The students’ reflection journals will also be housed in the blog.

Video Creation WeVideo Creaza

Students Creating Video to Support Facebook Presentation Creating Video for the celebration activity, which is a commercial about diversity.

Image Editing PicMonkey Google

Students Students will use iPhoto to edit photos and videos they will be contributing to their videos.

Summarize the Key Learning Events and Instruction

During this unit the main focus is inquiry-based learning where the students are able to choose the direction of their learning through a series of questions and their exploration to finding the answers. Other instructional approaches and components are adopted to make students learning more meaningful. This stage is aligned with the other two stages to ensure the transfer and meaning-making goals are met.

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Refine Design: Stage 4, 5, and 6

Introduce Refining Design

For stages 4, 5, and 6 we first have to review the completed unit against the UbD design standards the designer, colleague, and expert review. Then implement the unit/s to the students and take stock from direct observation, formative assessments, and student feedback. Last we would use Google Forms for a post-test (to compare to our pretest) to determine the understanding of the students in the realm of cultural differences and diversity.

Unit Design Cycle (Figure P.1, p. 119) The need for the students to better understand the diversity of cultures around the world and within the United States.

Unit Design and Feedback Loop

Self-Assessment: UbD Feedback Matrix (Figure p.2 on Page 120) This self-assessment will be used to ensure the designer has met the criteria established in stages 1, 2

and 3.

Stage Feedback Source Drafting Implementation Results

4 Self-Assessment X

4 Peer/Expert Review X

4 Expert Review X

5 Designer’s

Observation X X

5 Formative

Assessments X

5 Outside Observers X

6 Analysis of Results X

6 Students X X

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Peer Review: UbD Design Standards 2.0 (Figure p.3 on Page 121)

UbD Design Standards 2.0

This will be used for self-assessment, peer assessment and expert review.

3 = Meets the standard 2 = Partially meets the standard 1 = Does not yet meet the standard

Unit Plan Stage 1

3 2 1 Feedback and Guidance

1. Specifies the desired long-term transfer goals that involve genuine accomplishment.

2. Identifies important, transferable ideas worth exploring and understanding.

3. Identifies understandings stated as full-sentence generaliza- tions: Students will understand that . . .

4. Is framed by a few open-ended, thought-provoking, and focusing essential questions.

5. Identifies relevant standards, mission, or program goals, to be addressed in all three stages.

6. Identifies knowledge and skill needed to achieve understand- ing and address the established goals.

7. Aligns all the elements so that Stage 1 is focused and coherent.

Stage 2

8. Specifies valid assessment evidence of all desired results: Stage 2 aligns with Stage 1.

9. Includes authentic performance tasks based on one or more facets of understanding.

10. Provides sufficient opportunities for students to reveal their achievement.

11. Includes evaluative criteria to align each task to desired results and to provide suitable feedback on performance.

Stage 3

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12. Includes learning events and instruction needed to help learners. a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations.

b.

c.

13. Effectively incorporates the WHERETO elements so that the unit is likely to be engaging and effective for all learners.

Overall

14. Is coherent, with all three stages in alignment.

15. Is likely to work; is feasible and appropriate for this situation.

Expert Review We will have our colleagues, administration, and an expert in the field review our unit and consider any

changes or adjustments they suggest. All feedback will be used to refine the UbD design.

Observation by the Designer during Implementation We will adjust and make any changes that seem necessary based on checks for understanding and

formative assessments given to students while working on our unit. A decided upon set of criteria to observe would be outlined in this cross-disciplinary unit for all of the instructors to use.

Observation by Outsiders The observation would be accomplished by experts, visitors, other designers, and other instructors. Figure P.4 (Page 126) Rate the following indicators on the scale of 1= not at all; 2 = infrequently; 3= somewhat; or 4 = greatly. To what extent are:

1. Instruction and assessment focused on big ideas and essential questions based on established standards or outcomes?

2. Essential questions revisited throughout a unit? 3. Pre-assessments used to check students’ prior knowledge and potential misconceptions regarding new topics of study? 4. Opening hooks used to engage students in exploring the big ideas and essential questions?

5. Students’ understanding of the big ideas and core processes assessed through authentic tasks involving one or more of the six facets? 6. Evaluations of student products/performances based upon known criteria/rubrics, performance standards, and models (exemplars)?

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7. Appropriate instructional strategies used to help learners transfer their learning, make meaning of the big ideas, and acquire knowledge and skills? 8. Students given regular opportunities to rethink, revise, and reflect on their work based on feedback from ongoing (formative) assessments? 9. The students expected to self-assess or reflect on their work and learning and set goals for 30 day improvement? 10. Other:

Feedback from Results

Reviewing Student work in PLC Teams: We would ask PLC teams to consider the following questions in order to evaluate and assist in the refinement of the unit. (Page 127-128) Evaluate:

● What understanding and transfer goals are being assessed? ● What knowledge and skills are being assessed? ● What kinds of thinking are required (e.g., interpretation, problem solving, and evaluation)? ● Are these the results I (we) expected? Why or why not?

Given established criteria/rubric(s): ● In what areas did the student(s) perform best? ● What weaknesses are evident? ● What misconceptions are revealed?

Interpret ● What does this work reveal about student understanding and performance? ● What patterns are evident? ● Are these results consistent with other achievement data? ● What questions does this work raise? ● Are there any surprises? Any anomalies? ● Is there evidence of improvement or decline? If so, what caused the changes? ● Are there different possible explanations for these results?

Feedback from Students: We would provide our students with a structured response form. The following questions would be asked in an effort to elicit feedback from our students. (Page 128)

1. Which parts of the unit best support your learning? Why? 2. Which parts of the unit didn’t help you learn? Why? 3. Which parts of the unit were most interesting to you? 4. Which parts of the unit were least interesting to you? 5. What was needlessly frustrating? How might it be improved? 6. What do you now really understand as a result of this unit? 7. To what extent was the purpose and value of the work clear to you? 31 8. What was surprising? Unexpected? 9. What changes would you recommend for the next time this unit is taught?

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Final Self-assessment Form (Figure p.5, P. 127) Figure P.5

UbD Stage 6: Final Unit Assessment Form Unit Connecting Cultures and Discovering Diversity Overall unit effectiveness: ineffective | somewhat effective | effective Percent for whom effective: a few | a minority | a majority | all Overall unit engagement: a few | a minority | a majority | all UNIT STRENGTHS: Check and briefly note any relevant observation: … Students were most successful at … Students were most engaged when … The Stage 1 elements best achieved were … Evidence showed unusually strong results at … Even my less able students UNIT WEAKNESSES: Check and briefly note any relevant observation: … The unit was not as effective as it might have been, as shown by … Students were least successful at … Students were least engaged when … Stage 1 elements targeted that were not achieved were … Evidence showed disappointing results at … My less able students had trouble with

Summarize Alignment Checking In the refine stage we have ensured alignment with the first three stages of the UbD framework. Any

adjustments that are identified within the review process (Stages 4, 5, and 6) will be integrated into the unit using the UbD standards.

Individual Components Destery Hildenbrand Robyn Bredvick Korrie Price Scott Boylen