# data[].attributes.body
Unit by Design is an approach that was not known to me prior reading. This is a long term approach that is much more thoughtful. The approach to me is like building a house. Students learn in a way that allows them to take advantage of prior work as they move ahead.

This module was an eye opener for me as the way we are being asked and encouraged to teach in my district is the opposite.   I am told that I need to teach the lesson and move on, whether my students fully understand the concepts being taught or not. My project over the next 2 months is to prepare my students for a standardized test and administer it. UBD specifically emphasizes on deepening students' understanding. It also reflects on continuous improvement. The idea is we would have lesson plans developed over years of teaching that lesson. I have seen the flavor of the month lesson technique many times in the last year. I question why CESA 7 would require a course that is the opposite of how we work.

# data[].attributes.body
The UBD template relates to our lesson plan model we use for our weekly lesson plans to some extent. We establish a goal for students so they understand what the outcome of the lesson is desired.  Our lesson plans follow our Common Core standards which states our learning target and the lesson long terms established goal for the students.

The Unit by Design (UBD) template relates to our Common Core State Standards (CCSS) template that Green Bay Area Public Schools us in that as educator we plan opportunity and provide questions that promote higher level thinking for our students. The UBD main goal states that students who learn new concepts need to be able to transfer and use that knowledge and apply it in another setting. They demonstrate evidence of acquired knowledge through a series of pre- and post assessments which is what we do in the classroom to ensure students's learning. Students acquire knowledge of content through a variety of learning strategies, scaffolding, and hands on activities that facilitates learning. Within the different range of academic levels of my students I use differentiation in the planning and performing of the lesson. Some students require a much more rigorous set of activities as some need some lower level, or easier tasks.

# data[].attributes.body
Module C highlighted  some important points to reflect on when planning and creating lessons. I am the type of designer who prefers a step by step process to design.  As a third grade teacher I focus mainly on literacy, math, and English. The process is important although the outcome of the lesson is what is really important.  I am still digesting the idea of UbD and the amount of effort required to create lesson plans as opposed to sitting down on Sunday night to plan the week.

# data[].attributes.body
Module D was very interesting as it relates to how I do my weekly lesson planning. It emphasizes on the three stages as part of the template when creating a unit using UBD.  I found these stages very helpful.
Stage 1 refers to the goals or the desired outcome of the lesson for your students. Stage 2 talks about the evidences and/or assessments i would use to assess my students understanding of the content. Stage 3 which I found to be one the most important, covers the means, hands on activities, domains, and learning strategies I will use to deliver the lesson. This module helps me realize that when planning a lesson I need to focus on more than just the idea of my students getting the concept for the moment. I have to keep in mind in what settings or environment I want my students to be able to use and apply those acquired skills. Teaching a content with the idea that it can be used in the future in relevant settings, would promote engagement from my students.

# data[].attributes.body
Module E focuses on the difference between the four learning types and the implications they create in teaching, and more specifically assessment.  The text highlights the importance for students to develop the skills and know how to transfer new and acquired knowledge.  Students should be able to transfer content into any settings using meaningful inferences that connect previous knowledge to current situations.   As a teacher , reading this article made me realize the importance of making sure that all my students are able to fully understand the concept and not just say they do.  My assessments need to validate that my students understand what I just taught them not just memorized and can parrot back. I need to set them up with situations that require them to think deeper and apply the learning.  They need to reach in to what he has learned and apply knowledge for me validate their understanding of  that concept.

# data[].attributes.headline
Determining Evidence of Understanding and Developing Assessment Tasks

# data[].attributes.subject
Determining Evidence of Understanding and Developing Assessment Tasks

# data[].attributes.body
This article was very enlightening for me.  I learned some important components that as an educator I need to be aware of and include in my instruction.  I also need to ensure these ideas are incorporated into their learning, application and assessment of a new content.  This module focused on the six facets of understanding.  Each of these facets is equally important and  unique as they all focus on learning a concept, finding ways for the students to retain and demonstrate full knowledge of the concept, and for the teacher, using the appropriate ways to assess that knowledge.  When a student has come to the point where they fully comprehend a subject, they should be able to go back and gather evidence that indicates they are able to relate to that specific topic.  They need to provide solid and bold representations or prior experiences not just superficial examples.  Even as educators we sometimes come across students who appear to have a good grasp of a specific subject, but as a teacher who has a good knowledge of all of my students, I am able to determine  if I am being fooled or not. This module was very helpful to me as it made me realize the importance of helping my students learn new ideas and/concepts, providing them the right tools and support to acquire that learning thus allowing them with opportunities to demonstrate that knowledge.

# data[].attributes.body
Module F refers back to the Backward Design model as it focuses on the developing a lesson with the outcome in mind. For example; I am teaching my students about character studies; reading this article made me realize my students are learning how to study characters; the way they act, talk and react in a story. They are also being taught to write opinions about those characters and go back and look for evidence that supports their opinion. I believe this is a skill my students definitely have acquired and are/will be able to apply in any setting, not just character study. This module also focuses on six essential questions which are critical to promote student's higher level thinking. Learning about these six questions made me realize the importance of knowing the difference between essential questions and knowledge questions. As a good teacher my job is to incorporate essential questions in my teaching. These are the questions that will allow my students to "think outside the box" and dig deeper. This module was very helpful to me . I did not realize that when a teacher focuses on "teaching around concepts she is relying on the use of and developing those essential questions. I found this very interesting.

# data[].attributes.body
This module discussed acquisition, meaning, and learning. It emphasized the importance of acquiring  a new concept, to the point where the students  become automatically familiar with it and apply it.  When students are able to infer and connect new concepts or theories to known ideas and concepts, they are demonstrating they  fully understand.  When students are able to think of ways to transfer new knowledge and they think of ways to apply  that new learning, they are showing good grasp of that strategy.  Transfer of knowledge is fully demonstrated  when students are able to  successfully perform without the scaffold or supervision of the teacher.   In my classroom I am able to teach my students phonics lessons that highlight different spelling patterns. Each week we do a different lesson. The first week I taught the concept and the process. I also modeled the strategy along with the process. After a few weeks all my students are able to follow the routine on their own, without my help. Further the words that they are learning become incorporated into their writing and daily conversation without prompting.