Ubd Stage1-2-3-Only

Understanding by Design (UbD) Template, Version 2.
0 Last updated October 18, 2013 Stage #0: COURSE APPROVAL
[Karen Bertke]
Stage #0: COURSE APPROVAL
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Understanding by Design (UbD) Template, Version 2.0 Stage #0: COURSE APPROVAL
STAGE #0: COURSE APPROVAL COURSE UNIT AND INFORMATION 1. COURSE AND UNIT INFORMATION: What is the name of your course and unit. Explain when you will have the opportunity to teach this unit. Put answer here: Developing a gap analysis for CME activities. On November 21, 2013 I will be holding a CME coordinator meeting. I spend the majority of my time helping planning committees and coordinators develop meaningful gap analysis or rewriting gap analysis prior to applying for CME credit.
2. BIG IDEA: What is the "Big Idea" behind the unit that you are teaching? Your "Big Idea" is an important concept in your discipline, but you should phrase it in a format that would be meaningful to participants. Think of a student asking the question, "Why do we have to study this?". Your "Big Idea" should be able to answer this and it should be put in terms of a good reason that the student would understand the "value" of studying this topic. An example would be, don't say something like "You have to understand the literature". They would think "Why? So what? What is this about? Why does it matter?". Give a reason why it would be important to them. "Big Ideas" should not be written in "teacherly language" that emphasizes the concepts or definitions that would be applicable to mostly that particular unit. Try to write the "Big Idea" in terms that students would understand and write it in terms that could apply across time and disciplines. The "Big Idea" is the single (or maybe two) ideas that tie the entire unit together. Some of the characteristics should be: "Not easy to answer. Cant just look up the answer in 5 minutes. You must create the answer by analyzing and evaluating your research and deciding for yourself. Spark your curiosity. Come from your own passions and interests. Raise other important questions. Answering sub-questions will help lead to answers. Require higher level thinking skills (analyze, evaluate, synthesize). Often ask how? or why rather than who? or when?" IMPORTANT: This answer should be in your own words. Put this in words that a 6th grader would understand (regardless of your teaching level). Dont use discipline jargon that would be difficult to understand. Certified continuing medical education courses must meet certain expectations during planning and implementation including following a planning process. Providers are required to provide evidence of the planning process including an analysis of professional practice gap(s) and the underlying need (lack of knowledge, competence or performance). 3. TECHNOLOGIES: Your unit does not have to be an online unit, but it does need to have a strong technology component to ensure students meet their learning objective. The technology that needs to be included is not something that your students will be passively viewing (learning management system, videos, or PowerPoint presentations). It needs to be a technology that your students will be using to create a product. What technology will students be using to create a product? Give an overview of students ability to have access to this technology and any anticipated issues you may run into. As you progress through the development of your unit, it is perfectly fine for you to add or Page 2
Understanding by Design (UbD) Template, Version 2.0 Stage #1: IDENTIFY DESIRED RESULTS
change technologies, but at this point tell me what technologies you plan to incorporate and why they will make a significant impact. You are also required to incorporate technology into your assessment plan to systematically collect and analyze student achievement data, interpret the results, and communicate the findings to improve instructional practice and maximize your students' learning. What technology or technologies do you plan to use and how can the technology be used to analyze the data to help make improvements? Put answer here: My unit will not be online at this time. It will be a live face-to-face meeting. I used a survey in Qualtrics to identify the needs of the coordinators and what they would like to learn. After the meeting, I will use another Qualtrics survey to assess the competence of each coordinator. In the next six months I will be able to assess the performance of the coordinators by viewing the gap analysis and reducing the time I spend re-writing gap analysis or counseling coordinators/planning committee members. During the meeting I will be using TurningPoint audience response plug in with PowerPoint to practice how to create a meaningful gap analysis.
4. PROFESSIONAL ORGANIZATIONS (CONTENT & TECHNOLOGY): What is the appropriate professional organization that you will be using to get your content competencies and standards from for this unit? Justify to my why this is the appropriate professional organization. (Example: If you are designing a unit for a public K-12 school then you should be using Ohio Department of Education. Example: If you are designing a unit for higher education you need to be using the professional organization that is responsible for your accreditation.). What is the appropriate professional organization that you will be using to get your technology competencies and standards from for this unit? Justify to my why this is the appropriate professional organization [NETS-C 2A]. (Example: If you are designing a unit for a public K-12 school then you should be using the ISTE NETS-S standards. You would also need to include any local/state student technology standards so for Ohio public schools this should be ODE. Example: If you are designing a unit for higher education you need to be using the professional organization that is responsible for your accreditation.). Put answer here: I am unsure what standards I should use because this is more of a professional development course. As a non-teaching professional I do not know enough about standards to really understand. The continuing medical education program is accredited by the Accreditation Council for Continuing Medical Education; however, I do not believe the standards we employ in planning and implementation of an activity is the same standard this question is asking for. We must meet essential areas and criteria. Below, I have defined Essential Area 2: Educational Planning. E 2.1 Use a planning process(es) that links identified educational needs with a desired result in its provision of all CME activities. E 2.2 Use needs assessment data to plan CME activities. E 2.3 Communicate the purpose or objectives of the activity so the learner is informed before participating in the activity. C 2 The provider incorporates into CME activities the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps of their own learners. C 3 The provider generates activities/educational interventions that are designed to change competence, performance, or patient outcomes as described in its mission statement. C 4 The provider generates activities/educational interventions around content that matches the learners Page 3
current or potential scope of professional activities. C 5 The provider chooses educational formats for activities/interventions that are appropriate for the setting, objectives and desired results of the activity. C 6 The provider develops activities/educational interventions in the context of desirable physician attributes (e.g., IOM competencies, ACGME Competencies).
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Stage #1: IDENTIFY DESIRED RESULTS
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STAGE #1: COURSE INSTRODUCTION Course and Unit Information COURSE Subject/Discipline Class name and number: Class time frame: Grade Level: Key words: Continuing Education CME Coordinator Bootcamp Cycle of quarterly meetings Professional development CME, Needs Assessment, Gap Analysis, Professional Development, activity planning District/University/ Organization School/Department/ Corporation Type of school or organization Textbook for class: Links to online resource material: Wright State University Boonshoft School of Medicine Faculty and Clinical Affairs Continuing Medical Education Public School X Corporation N/A http://accme.org/education-and-support/video/faq/what-documentation-doesaccme-expect-educational-needs-and http://accme.org/education-and-support/video/faq/how-do-i-adapt-traditionalneeds-assessment-approaches-accme Private School Training Company Charter School Other: ___________
UNIT Unit title: Unit time frame: Where does unit fit into class? Unit delivery? Developing a gap analysis for CME activities 1.25 hrs Meeting is 2 hrs long. This unit will last 1.25 hrs, The other 45 minutes will cover various other topics. X F2F Blended Online Other: ___________________
COURSE DESIGN Why are you developing this course? Course project Plan to teach course Part of team developing course
X Other: _This is part of quarterly professional development meetings that serve
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the needs of community CME coordinators needs Time frame to teach: Level of Expertise: (Select all that apply) X Subject Matter Expert (SME) Future Instructor X Course Designer 1.25 hours
Unit Summary UNIT OVERVIEW Give an overview of the unit in your own words. On November 21, 2013 I will be holding a CME coordinator meeting. In early fall I asked the community coordinators to identify CME issues and concepts that they do not feel comfortable with. They rated the following topics in order of preference: ACCME requirement changes (88.33%), how to plan an event from beginning to end (66.67%), how to write a gap analysis (66.67%), how to write learner objectives (50%), ACCME Standards for Commercial Support (50%), accreditation with commendation requirements (33.33%), and Affordable Care Act: Sunshine Law (33.33%). Due to time constraints, I chose to address ACCME Requirement changes and how to write a gap analysis in the next coordinator meeting. Although all topics are important, overwhelming coordinators with information does not help with future transfer. I spend a lot of my time helping planning committees and coordinators develop meaningful gap analysis or rewriting gap analysis prior to applying for CME credit. Having coordinators that understand the concept of gap analysis and how to draw that information out of planning committees would help reduce the time I take making sure their application meets ACCME requirements. BIG IDEA OF UNIT In your own words tell us the big idea of your unit or why it is important to teach the unit. Certified continuing medical education courses must meet certain expectations during planning and implementation including following a planning process. Providers are required to provide evidence of the planning process including an analysis of professional practice gap(s) and the underlying need (lack of knowledge, competence or performance). Planning committees are required to incorporate an educational design process when designing continuing medical education activities. This course will is intended to teach coordinators to guide planning committees in designing a gap analysis.
Professional Organization(s)
List all professional organizations that would have competencies, standards, or requirements for this course.
Professional
Organization: ACCME Accreditation Council for Continuing Medical Education
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Organization #1
Put URL here: http://accme.org/ Put URL to competencies here: http://accme.org/requirements/accreditation-requirements-cme-providers/accreditationcriteria (Essential Area 2) Organization: Alliance For Continuing Education For Healthcare Professionals Put URL here: http://www.acehp.org
Professional Organization #2
Put URL to competencies here: http://www.acehp.org/iMIS15/aCME/PDFs/Competencies_Analysis_Report_REV_090 909.pdf
Technology Professional Organization(s)

Most likely you will use ISET NET-S http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Organization: ISET NET-S Put URL here: http://www.iste.org/ Professional Organization #1 Put URL to competencies here:
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
STANDARDS AND/OR COMPETENCIES

Standards are like the building code. Architects and builders must attend to them but they are not the purpose of the design. Code STANDARDS AND/OR COMPETENCIES [C]: What content standards and program- or- mission =-related goal(s) will this unit address?
E2.1
Use a planning process(es) that links identified educational needs with a desired result in its provision of all CME activities.
E2.2 T3 T4
Use needs assessment data to plan CME activities. Students apply digital tools to gather, evaluate, and use information Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
C2.2
Identify physician learning needs using data, especially clinical practice data.
TRANSFER
The ability to transfer is arguably the long-term aim of all education. You truly understand and excel when you can take what you have learned in one way or context and use it in another on you own (Wiggins & McTighe, 2011, p. 14).
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Understanding by Design (UbD) Template, Version 2.0 Stage #1: IDENTIFY DESIRED RESULTS Code TRANSFER [T]: What kinds of long-term independent accomplishments are desired? Students will be able to independently use their learning to. . . Competency Codes
T #1
Guide planning committees with developing an appropriate gap analysis based on needs assessment documentation
E2.1, E2.2, T3, T4 T4
T #2
Develop an action plan to implement CME activities based on the needs of the audience, the goal, and available resources
T #3
Analyze the results of a needs survey or analyze data collected relevant to a needs question and provide a critique of both broad and specific implications Practice a philosophy that says needs first, instructional design second, and event planning third
C2.2. E2.2
T#4 T #5
C2.2, E2.1
MEANING
An understanding is an idea that results from reflecting on and analyzing ones learning: an important generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was either fragmented or puzzling. An understanding is not a fact (though it may sound like one) but a theory in the broadest sense; it is the result of inference- the developing and testing of ideas by learners, with teacher assistance, as needed- culminating in an idea that seems useful and illustrative to the learner (Wiggins & McTighe, 2011, p. 14). Code ESSENTIAL QUESTION [Q]: Competency What thought-provoking questions will foster inquiry, meaning-making, and transfer? Codes Students will keep considering. . .
Q #1
Why is education on a specific topic needed to be given to a specific audience?
E2.1, E2.2, C2.2
Q #2
Why does the intended audience not already practice optimal practice? Are there learning or implementation barriers?
E2.1, E2.2, T4 E2.1, T3 E2.1
Q #3 Q #4
What is the best educational format to reach intended audience? How does following a planning process improve closing professional practice gaps?
Q #5
Code UNDERSTANDINGS [U]: What specifically do you want students to understand? What inferences should they make? Students will understand that: Competency Codes
U #1
a gap analysis is much more than a literature review. A gap analysis requires meaningful understanding of the professional needs of the audience
E2.1, E2.2
U #2
meeting the educational needs of an intended audience improves professional practice
E2.1, C2.2
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U #3 U #4
Each continuing education activity has a different gap analysis/need assessment The intended audience has a professional practice gap between current practice patterns and optimal practice patterns that educational activities can close
E2.1 E2.1. C2.2
U #5
Educational activities should be based on improving professional performance not filling the calendar
E2.2, C2.2
ACQUISITION
In the short term, our aim is that students acquire knowledge and skill. Here, you state the key declarative knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or discrete skills) you want your students to learn by the units end (Wiggins & McTighe, 2011, p. 21). Code Competency KNOWLEDGE [K]: What facts and basic concepts should students know and be able to recall? Students will know. . . Codes
K #1
What type of follow up questions the planning committee should consider when developing a continuing education activity
E2.1, T4
K #2 K #3
Sources of data about physician performance What data is available within the organization, clinic and community and knowledge of how to obtain this data The difference between traditional needs assessment data and the gap analysis The ACCME requirements for the planning process SKILL [S]: What discrete skills and processes should students be able to use? Students will be skilled at. . . Asking follow up questions to draw out the gap analysis from planning committees
C2.2, E2.2 C2.2, E2.2, T3, T4 E2.1, E2.2 E2.1, E2.2

Competency Codes
K #4 K #5 Code
Know = S
S #1
E2.1, T4
S #2
Searching for appropriate needs assessment documentation using available sources
E2.2, T3
S #3
Reading a spreadsheet, chart, or other analysis tool to determine the educational gap or learning need that can be identified through data Prepare a questionnaire to do a needs analysis or collect clinical practice data relevant to a needs question Identifying the educational needs of an intended audience
C2.2, E2.2. T3 C2.2
S #4
S #5
E2.1
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SELF CHECK: STAGE #1: IDENTIFY DESIRED RESULTS Take a moment and do a self-check of Stage #1
AE E S NR NE AE- Above Expectation; E- Expectation, S- Sufficient, NR- Needs Revision, NE- Not Evident
e e
1. COURSE AND UNIT INFORMATION: Is the appropriate course and unit information included? Suggestions for improvement: 2. UNIT SUMMARY: Is there a unit summary included with an overview of the unit in the designers own words and the big ideas of the unit listed in the designers own words? Suggestions for improvement: 3. PROFESSIONAL ORGANIZATIONS: Are the appropriate professional organizations identified? Are the URL listed for each of the professional organizations? Suggestions for improvement:
I cannot think of other organizations that might have an impact on my topic as it related specifically to continuing medical education and its accrediting body, the Accreditation Council for Continuing Medical Education
4. STANDARDS AND/OR COMPETENCIES: Are the appropriate standards and/or competencies (e.g. content standards, benchmarks, and curriculum objectives) identified? Suggestions for improvement:
The ACCME has what they term essential areas and elements that credit providers must adhere to. I assume these are the competencies you are looking for; however the term competency is used in a different way in my world. Competencies are desirable physician characteristics developed by the Accreditation Council for Graduate Medical Education (medical residency) and the Institute of Medicine (medical school). All continuing medical education activities must incorporate at least a few of these competencies.
5. TRANSFER: Do the listed transfer goals specify desired long-term, genuine accomplishments? Suggestions for improvement:
I basically want the coordinators to understand the difficult concept of gap analysis. Many times planning committees make this more complicated than it really needs to be. Coordinators need to understand what is acceptable to the ACCME and why gap analysis sometimes needs to be re-written. 6. MEANING/ UNDERSTANDINGS: Are the targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer? Do the understandings start with the stem, "the students will understand that . . ."? Are the targeted understandings enduring, based on transferable big ideas at the heart of the discipline, and in need of uncovering? The understandings are not obvious or true by definition (i.e., factual knowledge). They need to be uncovered (rather than merely stated) in order for students to come to understand them. Suggestions for improvement:
I struggled with this area and rewrote my understandings. This is a step I am unfamiliar with in the ADDIE instructional design model.
7. MEANING/ ESSENTIAL QUESTIONS: Are the essential questions provocative, arguable, and likely to generate inquiry around central ideas? The essential questions do not have pat answers that simply point to the facts. Do they match one of the following "essential" characteristics: (1) important questions that recur throughout all over lives, (2) core idea and inquiries within a discipline, (3) information needed for learning core content or (4) questions that will most
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engage a specific and diverse set of learners? Suggestions for improvement:
My essential questions that I used are questions I usually ask planning committees when they fail to submit an adequate gap analysis before applying for credit. These questions are very blunt; however, get the planning committee to start discussing the reason for education.
8. ACQUISITION/ KNOWLEDGE: Are the knowledge facts and basic concepts listed valid and unit relevant? Are the factual information, vocabulary and basic concepts that students need to know by the units end listed? Suggestions for improvement:
Because gap analysis is different for every topic/audience, application of knowledge may or may not be difference.
e 9. ACQUISITION/ SKILLS: Are the skills and processes listed valid and unit relevant? Are the basic know-how or discrete skills that students need to know by the units end listed? Suggestions for improvement:
COMMENTS: Additional comments or suggestions for improvement: Strengths I am aware and practice ADDIE instructional design based on the Alliance For Continuing Education For Healthcare Professionals recommendation. I feel I have a strong connection to the overlapping components of ADDIE and UbD. Weaknesses I struggle with the understanding of the modules in the book. I feel that it is written to an established teacher and sometimes glosses over some issues I have questions about. I feel that it assumes their audience is filled with teachers that understand basic concepts UbD uses. We may cover those questions in future modules so Im trying to be patient and google the rest. I also had to download a dictionary to my phone because the text uses some words that are not used in day to day conversation like winnow and picayune. The good news is that Im expanding my vocabulary.
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PEER REVIEW: STAGE #1: IDENTIFY DESIRED RESULTS Take a moment and do a self-check of Stage #1
AE E S NR NE AE- Above Expectation; E- Expectation, S- Sufficient, NR- Needs Revision, NE- Not Evident
1. COURSE AND UNIT INFORMATION: Is the appropriate course and unit information included? Suggestions for improvement: 2. UNIT SUMMARY: Is there a unit summary included with an overview of the unit in the designers own words and the big ideas of the unit listed in the designers own words? Suggestions for improvement: 3. PROFESSIONAL ORGANIZATIONS: Are the appropriate professional organizations identified? Are the URL listed for each of the professional organizations? Suggestions for improvement: 4. STANDARDS AND/OR COMPETENCIES: Are the appropriate standards and/or competencies (e.g. content standards, benchmarks, and curriculum objectives) identified? Suggestions for improvement: 5. TRANSFER: Do the listed transfer goals specify desired long-term, genuine accomplishments? Suggestions for improvement: 6. MEANING/ UNDERSTANDINGS: Are the targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer? Do the understandings start with the stem, "the students will understand that . . ."? Are the targeted understandings enduring, based on transferable big ideas at the heart of the discipline, and in need of uncovering? The understandings are not obvious or true by definition (i.e., factual knowledge). They need to be uncovered (rather than merely stated) in order for students to come to understand them. Suggestions for improvement: 7. MEANING/ ESSENTIAL QUESTIONS: Are the essential questions provocative, arguable, and likely to generate inquiry around central ideas? The essential questions do not have pat answers that simply point to the facts. Do they match one of the following "essential" characteristics: (1) important questions that recur throughout all over lives, (2) core idea and inquiries within a discipline, (3) information needed for learning core content or (4) questions that will most engage a specific and diverse set of learners? Suggestions for improvement: 8. ACQUISITION/ KNOWLEDGE: Are the knowledge facts and basic concepts listed valid and unit relevant? Are the factual information, vocabulary and basic concepts that students need to know by the units end listed? Suggestions for improvement: 9. ACQUISITION/ SKILLS: Are the skills and processes listed valid and unit relevant? Are the basic know-how or discrete skills that students need to know by the units end listed? Suggestions for improvement: 10. SELF REFLECTION: Is there a short self-reflection on this stage of the UbD template? Is there an honest appraisal of the strengths, challenges, and thoughts on how the UbD design can impact effective course design? Suggestions for improvement: 11. COMMENTS: Additional comments or suggestions for improvement:
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Understanding by Design (UbD) Template, Version 2.0 STAGE #2: DETIRMINE ACCEPTABLE EVIDENCE
Stage #2: DETERMINE ACCEPTABLE EVIDENCE
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STAGE #2- DETERMINE ACCEPTABLE EVIDENCE Students should refer to Module G & J in the textbook for information in this section. PERFORMANCE TASKS Assessments where students flexibly and intelligently us what they know, in a new complex situation where higher-order thinking in the use of content is required.
Performance Task(s): How will students demonstrate their understanding (meaning-making and transfer) through complex performance? Students will show that they really understand by evidence of: Evaluative Criteria: What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the format of the assessment, what qualities are most important? Desired Results Code All Transfer Goals And All Meaning Goals
Choose appropriate educational format based on the needs of the audience, goal, and resources available Perform by collecting, analyzing, educational needs assessment and gap analysis and evaluating relevant data. Identify sources of needs assessment data Commit to developing CME based on needs data and adult learning principles.
During role-play the learner will be able to recognize the differences in educational formats and be able to critically choose the most appropriate format based on the needs and resources. Qualities: comparing and contrasting the different educational formats During role-play the learner will be able to critically assess sample gap analysis/needs assessment data and make recommendation on how to improve it. Qualities: recognizing areas of improvement of sample gap analysis During role-play the learner will be able to identify other sources of information and develop a plan to collect data Qualities: identifying sources of needs assessment other than literature review During role-play the learner will be able to identify and use resources like needs data, available subject matter experts, and a budget to develop an appropriate CME activity Qualities: recognize the adult learning principles in the planning process and follow an appropriate planning process
T2, Q3
T1, T3, Q1, Q2, U1, U2
T3, U3
T4, Q4, U2, U4, U5
OTHER EVIDENCE Here you place assessments of knowledge, skill, standards, and other goals that re not otherwise assessed by the performance tasks.
Other Evidence: Evaluative Criteria: Desired Results Code
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Understanding by Design (UbD) Template, Version 2.0 STAGE #2: DETIRMINE ACCEPTABLE EVIDENCE Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results? What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the format of the assessment, what qualities are most important? All Meaning Goals And All Skill and Transfer Goals And All Knowledge and Skill Goals.
Analyze the results of a needs survey or analyze data collected relevant to a needs question and provide a critique of both broad and specific implications Clear understanding of what data is available within the organization, clinic and community and knowledge of how to obtain this data
During role-play the learner will be able to critically assess sample gap analysis/needs assessment data and make recommendation on how to improve it. Qualities: identify improvements During class discussion, the learner will be able to identify other uncommon sources of information to use in future gap analysis. Qualities: identification of novel sources of data and stakeholders The learner will be able to guide planning committees through improved understanding of planning process Qualities: better understanding of the underlying principles of CME The learner will be able to guide planning committees to evaluate the needs of learners before developing content Qualities: better understanding of the planning process and how to maximize the resources. Future applications will reflect a more aligned instructional design The learner will be able to better guide planning committees in how to access data for needs assessment/gap analysis. Qualities: Knowing sources of meaningful data and the ability to access that data
K3, S3
K2, S2, S4
Commit to developing CME based on needs data and adult learning principles. Practice a philosophy that says needs first, instructional design second, and event planning third
K3, S1, S4, S5
S1, K4, S4
Ability to successfully communicate the need for datadriven CME and obtain the necessary support from administrators, data collectors, and physicians to successfully develop needs-based CME
K1, S4
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Grading Rubric Pick one of your critical assessments and develop the rubric that you will be using to evaluate it. In your rubric you should list the criterion that you will be using to evaluate the assessment, the levels that you will use, and a description for each level/criterion. CRITERION EXEMPLARY SUFFICIENT NEEDS REVISION NO EVIDENCE 1. Identify sources of needs Develops strong Seeks out the local Recognizes the local Does not use needs assessment data relationships with local stakeholders that may stakeholders that may assessment data stakeholders that may contain needs assessment contain needs assessment contain needs assessment data. data but unable to develop data like the quality a connection improvement department 2. Clear understanding of Uses novel techniques to Uses standard sources of Uses minimal information Uses no information what data is available obtain sources of information available within available with little available or does not connect within the organization, information within the the organization to connect connection to the intended to the intended outcome clinic and community organization to connect the need with the intended outcome. and knowledge of how the need with the outcome. to obtain this data intended outcome 3. Perform by collecting, Collects multiple sources Collects a few sources of Collects a little data to Does not collect any data to analyzing, educational of data with a strong data with an adequate connect with the gap support gap analysis needs assessment and connection to the gap connection to the gap analysis gap analysis and analysis. analysis. evaluating relevant data. 4. Analyze the results of a Strongly connects the Adequately connects the Poorly connects the needs Does not connect the needs needs survey or analyze needs information to the needs information to the gap information to the gap information to the gap data collected relevant to gap analysis of the analysis of the learners and analysis of the learners analysis of the learners. a needs question and learners and can clearly can link the two. provide a critique of link the two. both broad and specific implications 5. Commit to developing Strongly connects the Somewhat connects the Barely connect the Does not connect the CME based on needs ACCME criteria and ACCME criteria and CME ACCME criteria to the ACCME criteria to the CME data and adult learning CME planning document planning document to adult CME planning document planning document or adult principles. to adult learning learning principles or adult learning principles learning principles principles
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SELF CHECK: STAGE #2: DETIRMINE ACCEPTABLE EVIDENCE Take a moment and do a self-check of Stage #2
AE E S NR NE AE- Above Expectation E- Expectation S- Sufficient NR- Needs Revision NE- Not Evident
1. UPDATES: Has the UbD template been updated to reflect the feedback from instructor and colleagues? Are the changes marked with an electronic yellow highlighter so that reviewers can quickly see that updates have been implemented? Suggestions for improvement: I reworked almost every aspect of my UbD stage 1 to more closely align. While working on Stage 2, I further revised Stage 1 and took out redundant goals. 2. ALIGNMENT: Are the performance tasks are aligned with one or more desired results in Stage #1 and will yield the appropriate evidence? Suggestions for improvement: I tried to align not only UbD Stage 1 goals, but I also tried to align Stage 2 to Stage 1. I found this frustrating to keep going back and realigning and realigning. 3. PERFORMANCE TASKS DESIRED LEARNING CODES: Are the desired learning goals listed for all transfer goals and meaning making goals? Are they listed with the appropriate code categorizations such as T #1, U #4 and Q #3? Suggestions for improvement: Although some goals were listed multiple times, all transfer, understandings, questions, knowledge and skills were covered in the performance tasks. 4. PERFORMANCE TASKS EVALUATIVE CRITERIA: Is appropriate evaluative criteria listed that will be used to judge students products and performance. Suggestions for improvement: 5. PERFORMANCE TASKS: Are the performance tasks assessments where students complete a product or performance where they flexibly and intelligently show us what they know, in a new complex situation where higher-order thinking in the use of content is required? Is it likely that the tasks are not likely to be performed well without a clear grasp of the understandings the task is meant to asses? Suggestions for improvement: 6. OTHER EVIDENCE DESIRED LEARNING CODES: Are the desired learning goals for transfer goals, meaning making goals, and knowledge and skill goals listed? Are they listed with the appropriate code categorizations such as T #1, U #4, Q #3, K#2 and S #4? Suggestions for improvement: 7. OTHER EVIDENCE EVALUATIVE CRITERIA: Is appropriate evaluative criteria listed that will be used to judge students products and performance. 8. OTHER EVIDENCE: Is there other evidence such as quizzes or tests that will be used to demonstrate achievement of desired results? Suggestions for improvement: This is a professional development module and does not include tests beyond turning point PPT knowledge 9. RUBRIC: Does the rubric for one of the critical assignments identify the key evaluative criteria concretely and also define the range for each criteria so that
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students can see where they succeed (or not) in each criterion. Suggestions for improvement: Rubrics are very hard to write, especially when you are inventing the wheel. I could not find rubrics in Rubistar that help. 10. SELF-REFLECTION: Take a minute and do a short self-reflection on this stage of your UbD Template design. Include an honest appraisal of the strengths, weaknesses and challenges you faced while designing this stage. Your reflection should also include your thoughts and feelings on how the use of the UbD design will have an impact on effective course design and the ability to design courses that help students develop deeper levels of understanding and have higher rates of transfer. I found this week very hard, however, I made deeper connections between my transfer, understandings, questions, skills, and knowledge. It definitely is pushing me out of my comfort zone.
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PEER FEEDBACK: STAGE #2: DETIRMINE ACCEPTABLE EVIDENCE The evaluator should use this format to give peer feedback to the designer of this unit.
1. UPDATES: Has the UbD template been updated to reflect the feedback from instructor and colleagues? Are the changes marked with an electronic yellow highlighter so that reviewers can quickly see that updates have been implemented? Suggestions for improvement: 2. ALIGNMENT: Are the performance tasks are aligned with one or more desired results in Stage #1 and will yield the appropriate evidence? Suggestions for improvement: 3. PERFORMANCE TASKS DESIRED LEARNING CODES: Are the desired learning goals listed for all transfer goals and meaning making goals? Are they listed with the appropriate code categorizations such as T #1, U #4 and Q #3? Suggestions for improvement: 4. PERFORMANCE TASKS EVALUATIVE CRITERIA: Is appropriate evaluative criteria listed that will be used to judge students products and performance. Suggestions for improvement: 5. PERFORMANCE TASKS: Are the performance tasks assessments where students complete a product or performance where they flexibly and intelligently show us what they know, in a new complex situation where higher-order thinking in the use of content is required? Is it likely that the tasks are not likely to be performed well without a clear grasp of the understandings the task is meant to asses? Suggestions for improvement: 6. OTHER EVIDENCE DESIRED LEARNING CODES: Are the desired learning goals for transfer goals, meaning making goals, and knowledge and skill goals listed? Are they listed with the appropriate code categorizations such as T #1, U #4, Q #3, K#2 and S #4? Suggestions for improvement: 7. OTHER EVIDENCE EVALUATIVE CRITERIA: Is appropriate evaluative criteria listed that will be used to judge students products and performance? Suggestions for improvement: 8. OTHER EVIDENCE: Is there other evidence such as quizzes or tests that will be used to demonstrate achievement of desired results? Suggestions for improvement: 9. RUBRIC: Does the rubric for one of the critical assignments identify the key evaluative criteria concretely and also define the range for each criteria so that students can see where they succeed (or not) in each criterion. Suggestions for improvement: 10. SELF-REFLECTION: Is there a short self-reflection on this stage of the UbD template? Is there an honest appraisal of the strengths, challenges, and thoughts on how the UbD design can impact effective course design? Suggestions for improvement: 11. COMMENTS: Additional comments or suggestions for improvement:
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Understanding by Design (UbD) Template, Version 2.0 STAGE #3: PLAN LEARNING EXPERIENCES
Stage #3:
PLAN LEARNING EXPERIENCES
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STAGE #3A- PLAN LEARNING EXPERIENCES Students should refer to Module K and N in the textbook for information in this section. WHERETO LEARNING PLAN What teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Group each key teaching and learning activity with its appropriate WHERETO location. GOALS: SMART Learning Objective (Specific, Measurable, Attainable, Results-Focused and Time Focused) 1. At the end of the training the learners will be able to identify sources of needs assessment data. 2. At the end of the training the learners will be able to improve the strategy of developing a gap analysis based on targeted learners needs. 3. At the end of the training the learners will be able to guide planning committee member in developing an appropriate gap analysis based on their learners needs EXPECTATIONS: 1. Learner will be able to compare/contrast the ideal planning process as presented by the ACCME videos and real-life planning W= help the students 2. Learner will be able to diagnose potential issues and make know WHERE the suggestions for improvement in sample gap analysis unit is going and information WHAT is expected? 3. Learner will be able to transfer knowledge in next CME Help the teacher know planning committee meeting to improve gap analysis and needs WHERE the students of targeted learners are coming from (prior RELEVANCE: knowledge, interests). 1. Coordinators in clinical departments that are responsible for CME paperwork are ill prepared to understand that basic concepts of gap analysis 2. Applying simple gap analysis steps when planning any meeting or conference improve the outcomes. 3. Understanding the meaning behind the CME application helps improve the information provided on the application and wil reduce review time DIAGNOSIS: 1. Coordinators have taken an anonymous survey and has indicated they desire more understanding of the gap analysis section of the CME process/application 2. Many conversations I have with coordinators revolve around the gap analysis portion of the CME application 3.
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HOOK & HOLD: How will you hook and hold student interest? 1. Use of videos developed by the ACCME to break up monotony 2. Use of TurningPoint to create a fun game developed around the content while collecting data H= HOOK all students 3. Use of sample poor gap analysis and HOLD their interest. TECHNOLOGY: How will technology be using in the unit? I will be using Powerpoint with TurningPoint plug in with videos developed by the ACCME.
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E= EQUIP students, EXPERIENCE & EXPLORE: How will students uncover the meaning help them of the unit? EXPERIENCE the key 1. After viewing each ACCME video the learners will have a conversation on how the expected behavior translates into real ideas, and EXPLORE the issues. world planning 2. Learners will discuss the potential pitfalls and shortcomings of sample gap analysis and come up with a plan of improvement 3. After training, learners go back to work and will implement simple changes in planning to help guide the planners in the more direct way RETHINK: How will students rethink the unit? 1. Learners will reconsider their part in the planning process 2. Learners will reexamine the past planning documents and future planning documents with this new perspective on gap analysis Learners will reconsider the targeted learner, their needs and their scope. R= provide opportunities to RETHINK and REVISE their understandings and work? REVISE: How will students have opportunities to revise and refine their work in the unit? 1. Learners will revise sample gap analysis with new perspective on planning process/gap analysis 2. Learners will align goals and objectives with gap analysis 3. Learners will self-assess their role in guiding the planning REFLECT: How will students have opportunities to reflect on their work throughout the unit? 1. Leaners will discuss their experiences with planning and how to implement new strategies into practice 2. Learners will go back to the office and implement changes in their planning process 1. Learners will be able to explain the planning process and guide their planning committees to better understand their learners needs 2. Learners will be able to shift perspective while analyzing needs assessment data to create a better gap analysis.
E= Allow students to EVALUATE their work and its implications.
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T= be TAILORED (personalized) to the different needs, interests, and abilities of learners. Carol Ann Tomlinson (2007) felt that teachers can differentiate instruction in four ways (1) through differentiated content, (2) through individualized process, (3) differentiated product and (4) through personalized learning environment. How will you use differentiation in your lesson plan to provide students with different avenues so that students can learn effectively regardless of differences in ability? Provide an example or two of how you will incorporate differentiation into your lesson plan. O= be ORGANIZED to maximize initial and sustained engagement as well as effective learning.
CONTENT: 1. In class discussion 2. Videos (in & out of classroom) 3. Web pages & Email PROCESS: 1. Learners will learn through visual, verbal, and hands-on project PRODUCT: 1. This cannot be easily differentiated. CME events must use CME application/planning document 2. Planners are given an option to complete a grid gap analysis or a paragraph gap analysis 3. LEARNING ENVIRONMENT: 1. In class 2. In planning committee 3. In office via web pages/email
RESEARCH BASED: How will your lesson be organized to ensure it is designed using learner-centered strategies that promote creativity, higher-order thinking and metal habits of mind? 1. Evaluation of sample gap analysis & create strategies for improvement 2. Leaners are encouraged to re-watch videos and visit appropriate websites when practicing strategies to improve gap analysis 3.
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STUDENT ASSESSEMENT AND DATA ANALYSIS: What are ways that technology can support effective student assessment and data analysis? Is there a way that the instructor can use technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning? 1. TurningPoint to collect data on reinforcement questions 2. Qualtrics pre-survey/ post survey
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SELF-CHECK: STAGE #3: PLAN LEARNING EXPERIENCES Take a moment and do a self-check of Stage #3
1. UPDATES: Has the UbD template been updated to reflect the feedback from
AE instructor and colleagues? Are the changes marked with an electronic yellow highlighter so that reviewers can quickly see that updates have been implemented? Suggestions for improvement:
It was very hard to change Stage 2 because most of the feedback I received was positive 2. ALIGNMENT: Does the unit have good alignment between Stage #1: Desired results, Stage #2: Assessment evidence, and Stage #3: Learning Experiences? Suggestions for improvement: Im stealing the word aligned to discuss needs assessment data, gap analysis, goals, and objectives 3. [W]HERE, [W]HY, [W]HAT: Will the students know where theyre going (the learning goals), why the material is important (reason for learning the content) and what is required of them (unit goal, performance requirements and evaluative criteria)? Suggestions for improvement: 4. [H]OOK & [H]OLD: Will the students be hooked- engaged in digging into the big ideas (e.g., through inquiry, research, problem solving, and experimentation) with special emphasis on the opening lessons and activities? Was technology used to engage the students? Suggestions for
improvement:
I had a hard time coming up with a good beginning hook for a training. Ice Breakers are nice however I have a time issue and I couldnt find an ice breaker that matched my Big Idea 5. [E]XPERIENCE & [E]XPLORE: Will the students have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performance? Suggestions for improvement: 6. [R]ETHINK, [R]EHEARSE, & [R]EVISE: Will the students have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely feedback? Suggestions for improvement: 7. [E]VALUATE: Is there ongoing assessment and evaluation of individual and group progress that provides students with feedback and guidance?
Suggestions for improvement: E
8. [T]AILORED: Is the learning plan tailored and flexible to address the interests and learning styles of all students? Suggestions for improvement: What is Tailoring process beyond delivering the information multiple ways? 9. [O]RGANIZED: Does the learning plan include ways that the unit will include learner-centered strategies? Does the learning plan include ways that the technology can support student assessment and data analysis?
Suggestions for improvement: 10. SELF-REFLECTION: Take a minute and do a short self-reflection on this stage of your UbD Template design. Include an honest appraisal of the strengths, weaknesses and challenges you faced while designing this stage. Your reflection
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should also include your thoughts and feelings on how the use of the UbD design will have an impact on effective course design and the ability to design courses that help students develop deeper levels of understanding and have higher rates of transfer.
Although difficult to adapt the UbD template to a simple training, I found myself realigning the message I was sending through my presentation and use of ACCME created video. On November 21, 2013 I held the training. I have 21 coordinators from around the city with various levels of education and experience. By building on the idea of the gap analysis to what kind of data is considered when planning an education activity to what the end product may look like, it allowed for deeper understanding of the ACCME requirements for a gap analysis and aligning the content and scope to the targeted audience. As we went through step by step of the theory behind gap analysis and all the information it contains, coordinators had an Aha! moment during the training. I must admit that although I tested all my technology before the training, my TurningPoint was not working correctly. The cards were not linking up to the RF receiver despite being on the same frequency. It showed my coordinators that sometimes technology fails and you have to have a plan B. Because it failed, it opened the floor to more discussion and debate which I felt was more helpful. Although time consuming, I see how these steps of aligning the goals, content, competencies, etc. make a better unit and have better outcomes. It made me question all the pieces of content I wanted to include and allowed me to remove unnecessary content. I am supremely happy this class is almost done. I felt like a fish out of water with many of the teacherly content of the book and project. I ended up downloading a dictionary app to my phone because the book used a few words I was unfamiliar with.
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PEER FEEDBACK: STAGE #3: PLAN LEARNING EXPERIENCES The evaluator should use this format to give peer feedback to the designer of this unit.
AE E S NR NE AE- Above Expectations E- Expectations S- Sufficient NR- Needs Revision NE- Not Evident
1. UPDATES: Has the UbD template been updated to reflect the feedback from
instructor and colleagues? Are the changes marked with an electronic yellow highlighter so that reviewers can quickly see that updates have been implemented? Suggestions for improvement:
2. ALIGNMENT: Does the unit have good alignment between Stage #1: Desired results, Stage #2: Assessment evidence, and Stage #3: Learning Experiences? Suggestions for improvement: 3. [W]HERE, [W]HY, [W]HAT: Will the students know where theyre going (the learning goals), why the material is important (reason for learning the content) and what is required of them (unit goal, performance requirements and evaluative criteria)? Suggestions for improvement: 4. [H]OOK & [H]OLD: Will the students be hooked- engaged in digging into the big ideas (e.g., through inquiry, research, problem solving, and experimentation) with special emphasis on the opening lessons and activities? Was technology used to engage the students? Suggestions for
improvement:
5. [E]XPERIENCE & [E]XPLORE: Will the students have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performance? Suggestions for improvement: 6. [R]ETHINK, [R]EHEARSE, & [R]EVISE: Will the students have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely feedback? Suggestions for improvement: 7. [E]VALUATE: Is there ongoing assessment and evaluation of individual and group progress that provides students with feedback and guidance?
Suggestions for improvement:
8. [T]AILORED: Is the learning plan tailored and flexible to address the interests and learning styles of all students? Suggestions for improvement: 9. [O]RGANIZED: Does the learning plan include ways that the unit will include learner-centered strategies? Does the learning plan include ways that the technology can support student assessment and data analysis?
Suggestions for improvement: 10. SELF-REFLECTION: Is there a short self-reflection on this stage of the UbD template? Is there an honest appraisal of the strengths, challenges, and thoughts on how the UbD design can impact effective course design? Suggestions for improvement: 11. COMMENTS: Additional comments or suggestions for improvement:
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Understanding by Design (UbD) Template, Version 2.0 RESOURCES
UbD RESOURCES Many schools and universities are now using the UbD process. To develop this template, I have incorporated bits and pieces from several resources. Here are some of those resources: 1. Understanding by Design Professional Development Workbook. by- Jay McTighe and Grant Wiggins Association for Supervision and Curriculum Development Copyright 2004 2. Understanding by Design by Jay McTighe and Grant Wiggins Association for Supervision and Curriculum Development Copyright 2005 3. The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins and Jay McTighe Association for Supervision and Curriculum Development Copyright 2011 4. The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins and Jay McTighe Association for Supervision and Curriculum Development Copyright 2011 5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units by Grant Wiggins and Jay McTighe Association for Supervision and Curriculum Development Copyright 2011 OTHER RESOURCES Here are some of those resources: 1. Tomlinson, C. A. (2007). Ministry of Education. Differentiated instruction teachers guide: Getting to the core of teaching and learning. Toronto: Queens Printer for Ontario.
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Understanding by Design (UbD) Template, Version 2.

0 Last updated October 18, 2013 Stage #0: COURSE APPROVAL

Stage #0: COURSE APPROVAL

Stage #1: IDENTIFY DESIRED RESULTS

X Other: _This is part of quarterly professional development meetings that serve

Organization: ACCME Accreditation Council for Continuing Medical Education

Put URL to competencies here: http://www.acehp.org/iMIS15/aCME/PDFs/Competencies_Analysis_Report_REV_090 909.pdf

Technology Professional Organization(s)

STANDARDS AND/OR COMPETENCIES

E2.1, E2.2, T3, T4 T4

Why is education on a specific topic needed to be given to a specific audience?

E2.1, E2.2, C2.2

E2.1, E2.2, T4 E2.1, T3 E2.1

meeting the educational needs of an intended audience improves professional practice

E2.1 E2.1. C2.2

C2.2, E2.2 C2.2, E2.2, T3, T4 E2.1, E2.2 E2.1, E2.2

Searching for appropriate needs assessment documentation using available sources

C2.2, E2.2. T3 C2.2

engage a specific and diverse set of learners? Suggestions for improvement:

Stage #2: DETERMINE ACCEPTABLE EVIDENCE

T1, T3, Q1, Q2, U1, U2

T4, Q4, U2, U4, U5

K3, S1, S4, S5

E= Allow students to EVALUATE their work and its implications.

Understanding by Design (UbD) Template, Version 2.0 RESOURCES

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