Kimberly McWilliams

February 27, 2016

EDCI 718: Learning Technologies

UbD Rationale
The world looks drastically different today than it did even a decade
ago. The job mark and technology has changed which has affected our
education system. It is no longer enough to simply know information.
Students leaving our classrooms and entering the work force need to
interpret ideas, put facts into larger context, inquire into essential
questions, and apply learning in authentic situations. As teachers when we
teach students to interpret, synthesize, and analyze information we are
teaching them to look for meaning and understanding (McTighe & Seif). For
me as an educator this is essential to teach my students. With the adoption
of Next Generation Science Standards and Common Core it is now essential
to offer students real world application and meaning. McTighe and Seif wrote
that learning with understanding is more likely to promote transfer and
application than simply memorizing information in a text or lecture. I could
not agree more heartedly. When students see connections to other content
material, make bigger connections to cross curriculum, and can apply it the
student will ultimately reach a higher level of understanding and be more
engaged.

Therefore, when creating my lesson I wanted it to be student centered,

reach higher level of thinking, and to incorporate different learning styles to
address the diverse range of students needs. The end product for this lesson
is for students to create a movie about nuclear reactions using the video
recorders on their phones. The students are responsible for their end product
and for working collaboratively in a group. During the lesson all 6 levels of
Blooms Taxonomy for this lesson. Students begin with simply identifying
what is nuclear chemistry (knowledge), build their knowledge into solving for
the different applications of nuclear chemistry (application), move to
comparing and contrasting similarities and differences between fission and
fusion (analysis), and move to summarizing and critiquing the practicality of
using this type of chemistry (evaluation). This also coincides with Dales
Cone. The students will remember the information learned by doing rather
than simply reading and memorizing. Before students begin to write their
script they must answer several higher level thinking questions to make sure
content is fully mastered before relying information to peers. The students
will complete a script for their movie using a graphic organizer on Google
Docs which aids in the higher domains Blooms Taxonomy. The graphic
organizer will help students organize information, help focus on the main
idea, and help give a concrete representation of some more abstract
concepts (Kohler). As teachers we must build a strong foundation in
knowledge, comprehension, and application skills so that students can
incorporate those skills for the higher levels of learning.

Gardners Theory of Multiple Intelligences is also infused in the lesson.

The assignment (creating a movie) lends itself well for many different
learning styles. Students learn in a variety of ways. Gardner said Seven
kinds of intelligence would allow seven ways to teach, rather than one. And
powerful constraints that exist in the mind can be mobilized to introduce a
particular concept in a way that children are most likely to learn it and least
likely to distort it (Smith). It addresses the interpersonal skill by having
students work in a group, logical-mathematical, linguistic (for my ESL
students), visual/spatial, and naturalist by examining how bonding plays a
pivotal role in our world. Learning styles arent one size fits all so as teachers
it is our responsibility to allow opportunities for diverse instruction and
creative learning.
C. Rogers theory of experimental learning is also incorporated into my
teachings. It was his belief, as is mine, that feelings and emotions play an
integral part in the learning process (Cooper). His theory also focuses on the
needs and desires of students. When students have a positive attitude and
make a personal connection to the material retention will greater and the
knowledge gained will be more in depth. Allowing the students to create a
movie allows them to take ownership of their learning and make it moldable
to their needs.
Technology is also an integral part of my teaching. For this lesson the
technology helped enrich the lesson by allowing students to work

collaboratively, be innovative, creative, and student centered. Google Docs

was key in having the students collaborate. It is important today to teach
students to work as group and have a collective voice and point of view. They
used Google Docs to detail their scripts for the movies by allowing them to
organize and evaluate pertinent information. The video feature on their
cellphones allowed the students to be creative by relaying the information in
any form they wanted. They could use raps, visuals, or any other media
taking into account which type of media to present to their audience. During
the production of making these videos, students had to find legitimate valid
sources. It is my job to help students search and find valid resources. When
technology is partnered correctly with content it can enhance the learning
process (Eduptopian Staff).