Course Project

1. Course Project Unit Planning Using Wikispace Project Progress: Stage I, Stage II, Stage III

2. Objectives of the Project Participants should be able to demonstrate: • Ability to use one type of technology tools (wikis) for planning for teaching • Ability to work collaboratively via a learning platform • Ability to utilize research results, active learning strategies, principles of backward design and technology resources, to plan a teaching unit

3. Agenda Housekeeping: • Upcoming Plan and Deadlines • Online class-Asynchronous • Stage III

4. Project Rubric Discussion

5. What is a Rubric? • A descriptive scheme to guide the analysis of the products or processes of students’ efforts (Brookhart, 1999)

6. Stage I Identify Desired Results To what extent does the unit design focus on the big ideas of targeted content? • Unit focus and relationship to life • Objectives/aims • Knowledge and Skills

7. Stage II To what extent do the assessments provide fair, valid , reliable and sufficient measure of the desired results? • Opportunities for assessing students through authentic performance tasks • Availability of assessment tools • Opportunities for self-assessment

8. Stage III To What extent is the unit plan effective and Engaging? • Inclusion of WHERETO aspects • Technology Integration

9. The Overall Look of the unit and Using Wiki as a collaborative tool • Organization and appearance • Using Wiki as a Collaborative tool

10. Stage III Plan Learning Experiences and Instruction

11. Questions to ask • What Knowledge (facts, concepts, principles) and what skills(Processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? • What activities will equip students with the needed knowledge and skills?

12. What will need to be taught and how it should be taught in light of the performance goals/ • What materials and resources are best suited to accomplish these goals?

13. How will the Design: Know where the unit is going? (students) Know where the students are coming from? (teachers) Students interest and attention Help students experience the key ideas and Explore issues? • Where • Hook • Equip

14. How will the Design: Understandings and work Work and its implications To students needs, interests, abilities Maximize initial and sustained engagement • Rethink Revise • Evaluate • Tailored • Organized

15. Hooking Students’ Interests: • Immersing students in puzzles, challenging them to solve a real-world problem, and engaging them in a role-play to explore relevant issues from different perspectives • Presenting far-out theories, paradoxes, and incongruities stimulates wonder and inquiry

16. The most engaging and effective courses were organized around controversies or opposing arguments. • A mystery is always a good starter for thinking, especially when the answers raise essential questions

17. An element of mystery is central to awakening and developing students’ powers of inquiry and the understanding that their job is to inquire into what is learned.

18. Equip • Explore • Experience • Enable • equip

19. EQUIP • How Will students be engaged in exploring the big ideas and essential questions? What learning activities, guided instruction, and coaching will equip students for their final performances?What homework and out of class experiences are needed to enable students to develop and deepen their understanding

20. ? • What kinds of knowledge, skill, and habits of mind are prerequisites for successful final performance? Transfer

21. In your teams, revisit your performance tasks and discuss what activities/scafolding can you provide your students so that they are able to transfer what they are learning to performance. • Clue: (graphic organizers)

22. Reflect, rethink, revise • How will students be guided to rethink their understanding of important ideas? How might students products/performances be improved through revision based on self-assessment and feedback? How will students be encouraged to reflect on their learning and performance?

23. Evaluate work and progress • How will students be guided in self-assessment, self evaluation, and adjustment? How will learners engage in a final self and evaluation to identify remaining questions, set future goals, and point toward new learning? How will they be helped to find out what still needs further inquiry?

24. Tailor and personalize • How will we differentiate instruction to accommodate differences in learning styles, prior knowledge, and interests of students (while remaining true to the desired results)? How will we tailor the plan to maximize engagement?

25. Organize for optimal effectiveness • What sequence of learning experiences will best develop and deepen student understanding while minimizing likely misconceptions? How will we organize and sequence the teaching and leanring to maximize engagement and effectiveness?

26. Unit Topic Established Goals: Domain 3 • Standard 1: Learners construct meaning from written context 1b: Respond to open-ended comprehension questions on a variety of reading texts Standard 3: Learners use ICT to achieve the learning outcomes in reading 3c: Identify two electronic resources and use them to answer a question or solve a problem Standard 5: Learners practice higher level thinking skills while reading 5c Read critically to interpret and evaluate the content of long reading textsSkills:

27. 25th of January “Revolution” Remember English as a Foreign Language has no Content

28. What essential questions will be considered? • What is a revolution? • Why do revolutions happen? • What are the characteristics of features of a revolution? • What do revolutions in Egypt have in common? • How are Egyptian revolutions different from revolutions in other countries? • What is the impact of the 25th of January revolution on the Egyptian economy?

29. What understandings are desired?(big ideas) • Revolutions happen because of a combination of reasons (political, economical, social) • All revolutions have features in common • There is no single cause for any action (Multiple reasons are always behind any given action) • Revolutions need a great deal of effort from the people in order to succeed

30. What key knowledge will students acquire as a result of this unit? • Students will know: • Key terms: riots, demonstrations, party, square, martyrs, ……. (Vocabulary) • Different cultures and background of the Egyptians in Tahrir square • Dates and places of two Egyptian revolutions in modern history • Reasons and consequences of the French revolution • Key figures in the Egyptian and French revolutions

31. What skills will students acquire as a result of this unit? Student will : • analyze reasons of two Egyptian revolutions • compare two revolutions : Egyptian and French in terms of reasons and consequences • read and interpret texts on one Egyptian revolution and one European revolution • Search the internet for information on one Egyptian revolution and the French revolution • Prepare a presentation of their findings

32. Features of Performance Tasks • Involve real/or simulated setting similar to what an adult would face • Require students to address an identified audience (real/simulated) • Based on a specific purpose that relates to the audience • All greater opportunity to personalize the task • The task, evaluation criteria and standards are known in advance and guide students’ work

33. Performance Task • You are a journalist in a daily news paper. You are asked to write an article for your newspaper confirming that what happened on the 25th of January is indeed a revolution and not just a massive demonstration.