Mark Rodriguez
EDLD 5313_D04_AP1
UbD Template 2.0
ESTABLISHED GOALS
(1) Creativity and innovation. The student
uses creative thinking and innovative
processes to construct knowledge and
develop digital products.
(2) Communication and collaboration. The UNDERSTANDINGS
student collaborates and communicates
both locally and globally using digital
tools and resources to reinforce and
promote learning.
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
Identify the importance of digital portfolios and integrate this tool in their learning
process to reflect and direct their learning through the connections, creations, and
applications within authentic situations.
Meaning
ESSENTIAL QUESTIONS
Students will understand that What is collaboration? What does it
Communication and collaboration look like? How can we
create opportunities to deepen their communicate effectively?
understanding. How do we use digital tools to
With the integration of technology drive our learning? Is technology
students create opportunities to always the most effective tool in
make progress toward specific our learning experiences?
learning objectives. Are the opportunities created in the
The uses of digital tools produce learning process innovative and
opportunities that are genuine, new, genuine to my understanding?
and innovative. What connections can be made
Digital portfolios allow individuals based on our experiences? Are we
to reflect and direct their learning improving through the process of
through the connection, creation, self-reflection?
and experimentation of their
experiences.
Acquisition
Students will know Students will be skilled at
a. draft, edit, and publish products in a. create original products using a
different media individually and variety of resources;
b. analyze trends and forecast
collaboratively;
possibilities, developing steps for
Mark Rodriguez
EDLD 5313_D04_AP1

b. select and use appropriate the creation of an innovative

collaboration tools; process or product;
c. use virtual environments to explore c. collaborate effectively through
systems and issues personal learning communities and
social environments;
d. evaluate the product for relevance
to the assignment or task.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
1. Digital Diagram PERFORMANCE TASK(S):
2. Blog Forum Students will define effective uses of digital portfolios and generate effective
3. Digital Portfolio (Weebly) ways to communicate within the learning community through the use of various
media.

Students will connect and share learning experiences within authentic situations
in a blog post on an open discussion board within the classroom.

1. Open Discussion: Class and Small
group
2. Reflective Writing
3. Model, Engage, Feedback
Students will create digital portfolios on Weebly and integrate their use to
produce opportunities that are creative, new, and genuine.
OTHER EVIDENCE:
Discussion: Proper and improper use of digital portfolios. Share new, informative
resources. Explain why communication is important in the learning community.
Writing: Create a reflective piece that expresses the experiences in the classroom.

Model: Model blogging in the both the social and academic context. Also, model
the production of learning opportunities created through various forms of digital
media.
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
1. Introduce various digital tools and focus in on digital portfolios and discussion boards.
2. Examine the use of digital portfolios as a learning tool.
Mark Rodriguez
EDLD 5313_D04_AP1

3. Research electronic portfolios and discuss the proper and improper use of these digital platforms.
4. Discuss the WHY and HOW of the digital portfolios within our learning environment to the students.
5. Through small group collaboration, we will use a variety of digital tolls to gain an understanding of the importance of
communication.
6. Together, we will generate effective ways to communicate in the classroom.
7. Students will reflect on their learning experience in the classroom and share new, informative resources.
8. Collaboratively, the students will create a digital diagram highlighting similarities and differences between home and school
environments.
9. The teacher will model the use, conduct, and application of this learning tool.
10. Collectively integrate the digital portfolios in the classroom so that students can connect, create, experiment, and reflect on
their work.
11. I will observe, measure, and document student improvement and create opportunities for each student to be successful in their
learning experience.

In both the Understanding by Design (UbD) template and Finks Three Column Model, the approach of the backward design is

effectively integrated in the creation of course development and unit planning. In my experience, I believe that the use of both designs

will allow teachers to produce experiences that are conducive to the learning of each child. In Finks model, the broad design allows us

to take our BHAG and construct a blueprint that incorporates all teacher/student interactions, activities, and assessments within a

general consensus that leads to our overall objective. As for the UbD approach, we are able to zoom in on a specific unit and aim for

explicit understanding. This process of planning allows teachers to expand on the details and differentiate were it is needed as to make

it likely for learners to meet the BIG ideas of our design. I believe that using both approaches will be beneficial to the success of our

learning environments. Finks Three Column model will give us a nice overview of our objective and through the implementation of

UbD we can thoroughly plan how we will create student-centered opportunities for collaboration, reflection, and assessment.
Mark Rodriguez
EDLD 5313_D04_AP1

How have both design processes contributed to the development of learning environments and how will it help with my innovation

plan? In short, I believe that both processes guide instruction through a student-centered approach which allows me to create a more

disciplined and focused design for learning. With the end goal in mind, the processes we implement will permit active learning in

environments that encourages students to explore and take academic risks. The integration of both approaches will impact my

innovation plan in a positive way because it allows us to produce learning environments for the students of today. The progressive

approach allows me to move far beyond teacher-centered practices and effectively implement student-centered approaches for

engagement, collaboration, application, and reflection. All of which are key factors in the effective use of digital portfolios and moves

students from a passive to an active role in the learning process.

Mark Rodriguez
EDLD 5313_D04_AP1

References

Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from

https://luonline.blackboard.com/bbcswebdav/pid-2169641-dt-content-rid-

16690304_1/courses/EDLD_5313_D04_2016_60_AP1/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink

%20Summary.pdf.

McTighe, J. (2011). UbD unit template. Retrieved from http://jaymctighe.com/resources/downloads/.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum

Development (ASCD).