Woohoo! You did it!
Today marks the end of Course 1! By now you should have:
- completed all 5 posts for each week of the course
- completed your 6th post, which includes your UbD final project planner (note: you do not need to directly share your planner with me, just embed it into your blog post, and drop it into this folder)
- completed all 5 comments for each week of the course
- documented all posts and comments on your grading spreadsheet
Over this week, I’ll be reading through all of your fantastic work and adding comments to your posts and grading spreadsheet. Once your work is complete, I’ll send you an e-mail with your final grade for Course 1.
UbD Ideas, Suggestions & Resources
As I’m reading through your unit planners already, a few things have come up that may be helpful for everyone:
As you select and list the standards met at the beginning of your planner, make sure to only include the standards you will actually be assessing. It’s tempting to include all of the standards you’ll address or discuss, but this makes it much harder to design your unit and rubric. So, you should only list the standards that you will actually use to assess student learning. I struggle with this myself, because so often my units will cover many of the ISTE standards, but it really helps me focus, when I select only one or two standards. Here is an overview of the UbD planner by Grant Wiggins, and the first chapter of the UbD book, as well as a brief overview of the purpose of backwards design.
The GRASPS task is written for the students. It’s intended to be given to the students, as the assignment sheet, with an accompanying rubric. Although this is a unit planner for you as the teacher, this is the piece that is actually given to students and can be written in student-friendly language, addressing the student as “you”. It’s totally fine if you don’t give the assignment in exactly this format to your students, but it’s very helpful to actually write in student-friendly language, and to get the practice of putting assignments into context for students. The purpose of the GRAPS task is to design that context so that students know how and why this assessment task fits into the bigger picture of the unit and the “real world”. Here are a few examples from Grant Wiggins, and a very helpful GRASPS planner from the UbD Workbook.
The six facets of understanding are designed to be mini-lessons or assessments that build up to your final GRASPS task. You will want to write those statements as smaller (often formative) assessments, including actual documentation of learning. Here is chapter 4 from the UbD book, and a list of performance verbs organized by the six facets (and here’s another one!).
You do not have to complete this unit with your students before posting the planner on your blog. But of course, we would love to see the finished products whenever they are complete!
Time for a break!
Now that you’ve completed Course 1, please enjoy a well-deserved rest until the beginning of Course 2 (which starts on Nov 4th). You will be receiving an invoice for payment from COETAIL soon, and just like in Course 1, once you’ve paid, you’ll get access to Course 2 materials.
If you have any questions or concerns about starting Course 2, please don’t hesitate to ask!
SUNY Credit Reminder
For those that are taking COETAIL for SUNY credit, just a quick reminder that you will need to be accepted into SUNY by the end of Course 2 in oder to continue earning credit. If you have started the paperwork process, please make sure to do so ASAP.