Using Technology to Support Learning
Module IV:
Using Technology to Support Learning
Module IV of this professional development program is designed to be taught in a face-to-face or online environment. It is intended to fit within two 7.5 hour days.
Outcomes & Suggested Timeframe for Instruction
# / Outcome / Suggested Timeframe1 / Participants will understand how Data Driven Decision Making (DDDM) drives instructional practices to improve student learning in technology. / 3.0 hours
2 / Participants will locate sources of formative (grade books) and summative (MD Report Card) data available to them and identify ways they can be used to improve student learning. / 4.0 hours
3 / Participants will develop a variety of re-teaching strategies to facilitate student learning. / 4.0 hours
4 / Participants will develop multiple strategies for re-teaching/re-learning incorporating instructional technology for student self-selection. / 2.0 hours
5 / Participants will reflect upon improvement of student learning. / 1.0 hours
6 / Participants will plan for communicating student outcomes with expanded learning community. / 1.0 hours
Materials Needed:
Throughout this module, you will need the documents listed below. Some of them will be available as links within the module.
Data-Driven Decision-Making (DDDM) Article Links
DDDM Synopsis
Voluntary State Curriculum (VSC) or local curriculum
Formative v. Summative Questions
Participant Gradebook
Formative & Summative Data Definitions
DDDM Chart
TL8 Lesson Seed Examples or Participant’s Lesson Seed Examples from Module II.
A Handbook on Universal Design for Learning and Accessible Technology: Proactive and Accommodative Instructional Strategies for Today’s Teachers, by Denise C. DeCoste, Ed.D.
Universal Design for Learning (UDL) FAQs
Maryland Technology Literacy Student Standards (MTLSS)
MD Report Card Website
MD Report Card School and Student Assessment Data Chart
Strategy Reflection Form
Module IV Plan for Communication
LEA Lesson Plan Template or Generic Lesson Plan Template
LEA Evaluation Form
Outcome 1: Participants will understand how Data Driven Decision Making (DDDM) drives instructional practices to improve student learning in technology.
Suggested timeframe: 3.0 hours.
Activities / Materials/Links§ Participants read the Data-Driven Decision-Making (DDDM) synopsis and articles provided in DDDM Article Links.
§ Participants write at least a one page paper about their feelings in using DDDM to drive student learning of the Maryland Technology Literacy Student Standards (MTLSS).
§ Participants submit DDDM paper to facilitator as per directions. / § Data-Driven Decision-Making (DDDM) Article Links
§ DDDM Synopsis
Outcome 2: Participants will locate sources of formative (grade books) and summative (MD Report Card) data available to them and identify ways they can be used to improve student learning.
Suggested timeframe: 4.0 hours.
Activities / Materials/Links§ Participants read Formative & Summative Data Definitions provided.
§ Participants complete the Formative vs. Summative Questions provided based on their knowledge of formative and summative data.
§ Participants submit Formative vs. Summative Questions to facilitator as per directions.
§ Participants will review their school’s data from the MD Report Card website. Complete and submit the assessment of knowledge of MD Report Card School and Student Assessment Data Chart.
§ Facilitator or participants will select a MD Report Card data point that needs improvement and correlate your grade book data and VSC indicators relevant to that data.
§ Participants will use the DDDM Chart, to brainstorm and list a strategy for each indicator to improve student learning.
§ Participants submit DDDM Chart to your facilitator as per directions.
§ Participants share strategies with the group. / § Voluntary State Curriculum (VSC) or local curriculum
§ Formative v. Summative Questions
§ Participant Gradebook
§ Formative & Summative Data Definitions
§ DDDM Chart
§ MD Report Card Website
§ MD Report Card School and Student Assessment Data Chart
Outcome 3: Participants will develop a variety of re-teaching strategies to facilitate student learning.
Suggested timeframe: 4.0 hours.
Activities / Materials/Links§ Participants will use the data point chosen in the last outcome, to create 3 “lesson seeds” to improve that score using the MTLSS. Within each “seed,” participants justify their use of technology and account for UDL and Assistive Technology.
§ Participants choose one of the “lesson seeds” created and expand it into a full lesson plan (using a template required by the LEA, or the one provided here).
§ Participants submit “lesson seeds” to facilitator as per directions. / § TL8 Lesson Seed Examples
§ A Handbook on Universal Design for Learning and Accessible Technology: Proactive and Accommodative Instructional Strategies for Today’s Teachers, by Denise C. DeCoste, Ed.D.
§ Universal Design for Learning (UDL) FAQs
§ Maryland Technology Literacy Student Standards (MTLSS)
§ LEA Lesson Plan Template
§ Generic Lesson Plan Template
Outcome 4: Participants will develop multiple strategies for re-teaching/re-learning incorporating instructional technology for student self-selection.
Suggested timeframe: 2.0 hours.
Activities / Materials/Links§ Participants will revise each seed created in Outcome #3 to incorporate a variety of reteaching strategies. Strategies for each new “seed” should include instructional technologies, UDL principles and MTLSS.
§ Participants submit revised “lesson seeds” to facilitator as per directions. / § MTLSS
§ TL8 Lesson Seed Examples
§ A Handbook on Universal Design for Learning and Accessible Technology: Proactive and Accommodative Instructional Strategies for Today’s Teachers, by Denise C. DeCoste, Ed.D.
§ Universal Design for Learning (UDL) FAQs
Outcome 5: Participants will reflect upon improvement of student learning.
Suggested timeframe: 1.0 hours.
Activities / Materials/Links§ Participants will complete the Strategy Reflection Form following the implementation of the re-teaching strategies.
§ Participants submit Strategy Reflection Form to facilitator as per directions.
§ Participants share which strategies worked best with the group. / § Strategy Reflection Form
Outcome 6: Participants will plan for communicating student outcomes with expanded learning community.
Suggested timeframe: 1.0 hours.
Activities / Materials/Links§ Participants will complete Module IV Plan for Communication worksheet which will help them develop methods to disseminate information to different stakeholders.
§ Participants submit completed Module IV Plan for Communication worksheet to facilitator as per directions.
§ Participants complete and submit LEA evaluation form as provided by facilitator. / § Module IV Plan for Communication
· LEA Evaluation Form
1
Module IV