UbD

UbD Template

Content goals/expectations for this unit** (Identifying desired results) This professional development course is designed for teaching teachers how to use the new document cameras for more than the basic purpose of showing information of the overhead screen. Teachers will integrate the use of document cameras into their lessons. Teachers will examine their own technology skills/abilities and proceed to integrate this new technology into their classroom.
 * Stage 1
 * Facts:** The document camera is a technological tool that not only replaces the overhead projector but also adds more options in your teaching arsenal.


 * Desired Result:** Teachers are confident with the use of the document camera and what it is capable of doing. Teachers can and do integrate document cameras into every unit.


 * Concepts:**

• Document camera connection (Getting started with the camera) • Document camera control functions • Video capture • Image capture • Playback of captured images and video • Printing live document camera image • Networking/sharing live video • Networking/accessing networked document camera • Advanced settings • Annotation • Select and paste • Eraser tool • Using all of these functions in the classroom, i.e. displaying text, pictures, three-dimensional objects, and experiments.

Many new functions can enhance learning in the classroom:
 * Generalizations:** Document camera is just a glorified overhead projector.

Teachers will be more comfortable with technology in the classroom. They will view the document camera as a tool to enhance learning rather than an obstacle.
 * Skill goals for this unit (if any):**

(The ideas below should spark conversation, be open ended, create other questions.)
 * Enduring Understandings**

Technology should enhance what the teacher is doing rather than taking away from the lesson. Technology can increase student understanding.

To what extent does technology enhance or inhibit education? How can document cameras be integrated into every lesson? Why is the document camera better than the overhead projector? How can the document camera help my teaching? What other uses does a document camera have?
 * Essential Questions**


 * Students will know…**

How to use the basic functions of the document camera:

• Document camera connection (Getting started with the camera) • Document camera control functions
 * Students will be able to…**

Design lessons using the document camera to show students a variety of images on the overhead screen.

Students will be able capture video and images.

Playback of captured images and video

Printing live document camera image

Networking/sharing live video

Assessment** There should be multiple types of assessments and multiple ways of assessing different big concepts. This will also help differentiate your daily plans through different assessments. Some assessments should target multiple goals. Assess the Six Facets of Understanding whenever possible: Explain, Interpret, Apply, Perspective, Empathize, Self-Reflection Follow-up observations will be conducted to assess teachers' application of the use of document cameras in the lesson.
 * Stage 2

(This final product should be written before the lessons are developed.) • They will be able to name and label the parts of the document camera using the correct technological terms. (Explain) • They will be able to interpret the camera uses and function for the grade and subject they teach. (Interpret) • The teachers will be able to take this new knowledge about the document camera and will be able to construct a lesson around the technology. (Apply) • They will be able to see how this document camera can be used in their own classroom setting. (Perspective) • The teachers should be able to understand how their students feel when they are frustrated by this new technology. When the teacher’s struggle learning new ideas and concepts they can see if teaching the concept in a different way will make it more accessible for their students. (Empathize) • Ideally teachers will realize that technology can be helpful rather than a hindrance in the classroom. For those teachers that already embrace technology they will see the additional options that the document camera can do. (Self-Reflection)
 * Formal summative performance tas**k (powerpoint, documentary, mural, skit, science project, “letter to the editor” etc., combining multiple big ideas to demonstrate enduring understanding.)

• Teachers will produce a lesson using the document camera for their appropriate grade level and subject.
 * Formal Summative:**


 * Formal on-going graded assessments** (selected response, short answer, essay, portfolio, etc.)

This is a professional development course that may be a single session or multiple sessions. At the end of the PD teachers will: • Complete “L” of KWL chart at end of PD. Teachers will then present the lesson. • Exit surveys/slips for the teachers with two questions about the document camera.


 * Informal on-going formative assessments** (ungraded quizzes, tickets out, journal, observation, discussion, self-assessment etc.)

During the PD seminar teachers will be observed during hands-on activities. They will also be able to ask questions about any functions or operations of the document camera.

During the PD there will be a quick check of student understanding by having them answer questions about document camera functions. They will also show their knowledge by demonstrating various tasks using the document camera.

Lesson Planning**
 * Stage 3

Day to Day lessons:

1. The teachers will complete a KWL chart as a group. They will first list what they know and what they want to know about document cameras. At the end of the in-service, they will list what they have learned about document cameras. 2. A lecture, power point discussion, and demonstraton on both setting up and using document cameras will be presented to the teachers. 3. There will be a demonstration and discussion of the uses of document cameras. Teacher's will be able to practice using the document cameras as overhead projecotrs. 4. Teachers will then be shown how to use the other available tools available for the document cameras. Teachers will have the opportunity to experiment with the document cameras and try out the different uses. 5. Note-taking directly on the document will be demonstrated and performed by the teachers. 6. There will be a dscussion of dividing, and a brainstorming session on how teachers can specific uses over subject area, i.e. Language Arts, Math, World Language, Science, Social Studies/History, and a brainstorming session on how teachers can incorporate the use of the document camera into the different subjects. 7. Teachers will be asked to briefly share a lesson that they have taught and how the document camera could be used to increase the lesson’s effectiveness. 8. Depending on the learning environment, teachers will connect document cameras. 9. Teachers will be split into groups where they will use document cameras to prepare a brief lesson and present it to the other groups at the workshop. 10. Teachers will turn on the camera and display a sheet of printed material for the class to see. (knowledge/comprehension) 11. Teachers will demonstrate how they are able to produce the visual on the screen and how to use that information in the classroom. (Application) 12. Teachers will ask questions and inquire about how they would be able to construct a lesson of their choice. Where are certain functions and how to apply them to specific situations. (Analysis) 13. Teachers can use their lessons and design them using the document camera or they will be responsible for solving a problem where they would have to use the information and knowledge about the document camera. (Synthesis)

The W.H.E.R.E.T.O. framework: • Where are your students headed? Where have they been? How will you make sure the students know where they are going? • How will you hook students at the beginning of the unit? • What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? • How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? • How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? • How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? • How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students


 * W (Where & Why)** Where this PD is going is to help make teachers more comfortable with new technology especially the document camera. Why, because the document camera can make teaching more accessible for the students and make teachers more effective.


 * H (Hook)** The hook is the lure of the document camera. Since the students are teachers that chose to take this PD for the document camera they should already have a vested interest in the subject. By starting the PD with an example of a saved video capture of a lesson already taught or an example of a networked camera and how information is shared across the platform, the students would be hooked.


 * E (Equip)** The teachers will have opportunities to experience the document camera through:

Learning Experiences: Activities – What are we going to do? 1. KWL 2. Uses of document cameras 3. Document camera as overhead. 4. Document camera tools 5. Note-taking. 6. Divide specific uses over subject area, i.e. Language Arts, Math, World Language, Science, Social Studies/History. 7. Teachers will be asked to briefly share a lesson that they have taught and how the document camera could be used to increase the lesson’s effectiveness. 8. The facilitator will demonstrate how to connect the document camera. 9. Depending on the learning environment, teachers will connect document cameras. 10. The facilitator will demonstrate multiple functions of document cameras, from simple to complex. 11. Teachers will be split into groups where they will use document cameras to prepare a brief lesson and present it to the other groups at the workshop. 12. Teachers will turn on the camera and display a sheet of printed material for the class to see. (knowledge/comprehension) 13. Teachers will demonstrate how they are able to produce the visual on the screen and how to use that information in the classroom. (Application) 14. Teachers will ask questions and inquire about how they would be able to construct a lesson of their choice. Where are certain functions and how to apply them to specific situations. (Analysis) 15. Teachers can use their lessons and design them using the document camera or they will be responsible for solving a problem where they would have to use the information and knowledge about the document camera. (Synthesis)


 * R (Rethink)** Throughout the PD the teachers will have opportunities to look at their own teaching and revise aspects in their classroom to reflect this new technology. They will have opportunities to ask questions pertaining to what they are interested in learning. After the initial introduction about the document camera and function the teachers will have opportunities to try and test these functions.


 * E (evaluate)** Since everyone in the PD is a teaching professional they should be able to decide what features will best help them teach in their classroom. If they are struggling with the document camera they will be able to ask questions and review what has been taught already.


 * T (Tailored)** After the initial skill an concept introduction the teachers will have opportunities to work on lessons for their own grades and subjects that they teach. They will be able to practice and perfect areas that they have interest in.


 * O (Organized)** During the PD the teachers will learn the basics of the document camera and then have the opportunity to have hands on practice. Once the teachers have some experience with the document camera they will then be able to ask better questions suited to their desired needs. It will also be easier for them to absorb many of the functions by seeing how they actually work rather than just hearing about them. The teachers will use visual, auditory and tactile learning to master the document camera.