UNIT DESIGN

LTDE 5302 | Foundations of Learning, Technology, and Design

Instructional Designer: Jennifer Moreno Calix Unit Title: Exploring Our Professional Identity Intended Audience:
Teacher Candidates- Secondary
Subject Area: Secondary Pedagogy Topic: Pedagogical Philosophy Timeframe: 2 Weeks

REQUIREMENTS

STAGE 1: DESIRED RESULTS (100 points)

 Goals
 The student is expected to articulate their educational philosophy.
 The student is expected to identify core values and ideologies that directly impact their educational philosophy.
Understandings
Students will understand:
 the historical and social impact and influence in the direction of education
 personal and professional experiences influencing the ideas, beliefs, and values that form part of an educational
philosophy
 reflection is an important piece of effective pedagogy and essential in promoting professional growth
Essential Questions
 What is your educational philosophy?
 What core ideas from different models of education and learning theories have influenced your educational philosophy
 In what ways have your personal experiences shaped your educational philosophy?
Knowledge (Students will know…) and Skills (Students will be able to…) to be Acquired

Students will know: Students will be able to:

Texas Administrative Code- B(2)-

Pedagogy and Professional
 Develop a classroom management philosophy outline SMORE list that includes classroo
Responsibilities Standards
expectations, rules, and consequences that foster an inclusive and conductive learning
B(2) effectively environment. Students will also add a reflection piece connecting these to their own
communication of goals, overall educational philosophy.
expectations, and
 Analyze the different models and educational theories that have influenced the directio
objectives to help all
of education by comparing and contrasting them and their impact in the classroom.
students reach high levels
of achievement;  Participate and contribute in discussion boards/journal entries; role of educational
philosophy in classroom management, models and educational theories, role of historic
G(1) reflect on their own
and social influences in the fostering of high achieving classrooms.
strengths and professional
learning needs, using this G(1)-
information to develop
 Create a video articulating their educational philosophy.
action plans for
improvement;  Reflect and write a rationale behind their educational philosophy including the influenc
and impact of pedagogic theories and personal experiences.

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 1 of 6

STAGE 2: ASSESSMENT EVIDENCE (100 POINTS)
TASK: Students will create a video in which they articulate their educational philosophy and how this aligns with their
classroom dynamic, expectations, and style of teaching.
GOAL:
 You will create a video presenting and articulating you educational philosophy and how this will impact some of
the aspects of your pedagogic style as well as classroom dynamic.
 The goal behind this task is for you to reflect on your pedagogic identity and learn more about what shapes your
perspective as it relates to effective teaching. Having a better understanding of this, will help you gain a clearer
vision of what your classroom will look like in the future.
 The challenge in this task is the reflection piece as this will require time, synthesis of the learned material, and
self-awareness. This also requires a commitment that includes coming up with 5 focus points within your
educational philosophy that are not only what is best for the educator (in this case, you), but what will also be
compatible and effective in meeting the needs of your students.
 Another challenge/obstacle in this task is accurately articulating a position that authentically represents and
reflects you as a professional and what you believe in in terms of educational philosophy. Also understanding
that reflection is an on-going process will require you to engage in periods of reflection that may require you to
modify or adjust some of your focus points.
PARAMETERS: SPECIFICATIONS, AUDIENCE, PURPOSE
 This task is to be completed individually. Nonetheless, throughout the unit we will have active class discussions
and activities that will give you the opportunity to be exposed to different points of view and individuals with
different experiences that will help you further reflect on your own ideas.
 The video will be 3-5 minutes long and is expected to be completed in a professional format. In your educational
philosophy you must include
 -at least 5 main focus points of your philosophy and their connection with:
-classroom dynamic
-your teaching style
 The intended audience for your video will be the educational community, particularly hiring and recruiting
school district, parents, and students. This is an opportunity for you to introduce yourself as a professional and
articulate your goals and vision for the future of education. As Simon Sinek explained in his “Start With Why”
TED talk, “People don’t buy what you do, they buy why you are doing it” (TEDx Talk, 2009). This is your chance
to explain and, in a way, convince the educational community that your vision adds to the education field. This is
your opportunity to tell school leaders, parents, and students why they should be confident that the students in
your class will not only learn, but will also feel safe and welcomed to grow and develop throughout the school
year in your class.

PERFORMANCE RUBRIC: Rubistar Rubric

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 2 of 6

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 3 of 6
OTHER EVIDENCE
Formative Assessment: class discussions, reflection journals, mini-checkpoints
Summative assessment:
Students will create a video explaining their educational philosophy.
Students will write a reflection and rationale piece explaining the influence and impact of their experiences in their
educational philosophy.
STAGE 3: LEARNING EXPERIENCES and PLANNED PACING (100 POINTS)
Week 1
Date Monday (1 hour and 50
minutes)
9/20/21
Activity Assigned reading: Students will
read about the different
educational movements and
theories in the history of
education including
progressivism, constructivism,
cognitivism, etc.
______________________________________
(Activity 1- 30 minutes) The
class will have a discussion on
their definition of quality
education. This activity is meant
for students to identify the
elements they feel are the most
important and conductive to a
productive learning environment.
(Activity 2- 60 minutes)-
Students will work in groups and
will focus on a particular learning
theory or movement. They will
work together to become experts
in their assigned topic. They will
create a presentation to present
to their peers the following class
meeting. In their presentation
they must research to address
the following:
-What are the major
characteristics of this learning
theory/movement?
-What is the role of the student in
this theory/movement?
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)
Wednesday (1 hour and
50 minutes)
9/21/21
Assigned reading:
Research on assigned
topic for the group
presentation.
_____________________________
(Activity 1- 10 minutes)
Students will polish the
last details of their group
presentation.
(Activity 2- 60 minutes)
Each group will present
their group presentation.
Students will then have
the opportunity to ask
the group (content
experts) questions. In
between each group
presentation, the
professor will prompt
critical thinking
questions and the class
will discuss. This is meant
for the students to think
beyond the surface level
and analyze what they
like and what they do not
like about each model.
(Activity 3- 20 minutes)
Journal Entry #2: The
Friday (1 hour and 50
minutes)
9/23/21
Assigned reading: Students wil
read about classroom
management.
______________________________
(Activity 1- 15 minutes)
(Discussion Board Replies)-
Students will reply and provide
feedback to 2 peers on their
previous discussion board. Each
reply must be 150-200 words
and must be of substantial
content. In addition, in each reply
students are to pose a question
that provokes critical thinking.
(Activity 2- 15 minutes)
Students will engage in small
group discussion on their reading
about classroom management. In
this discussion students can
point out the most important
points, things that they liked/or
did not like about the reading.
(Activity 3-25 minutes) The
class will have a whole class
discussion on what they believe
effective classroom management
looks like. Students can draw
back on their reading, learnings,
and experiences to share their
perspective on classroom
Page 4 of 6
 -What is the role of the student in
this theory/movement?
-How does this
theory/movement impact the
role of classroom management?
-In what ways does this
theory/movement still impact
education today?
(Activity 3- 20 minutes) Journal
#1: Individually students will
reflect on their thoughts about
their assigned theory/movement.
They will answer the following
questions:
-What did you like about this
theory/movement?
-What did you not like about this
theory/movement?
-How do you envision a
classroom implementing these
principles to look like? What has
your experience from the student
perspective been like with these
principles?
-How could you implement these
principles in your classroom?
Week 2
Date Monday (1 hour and 50 minutes)
9/27/21
Activity Assigned readings: The students will
read about the affective domain
component in learning.
Assignment Due: Discussion Board
#2 replies. Students will analyze
classroom management SMORE and
provide feedback to at least 2
colleagues on the effectiveness of their
plan and at least 1 way in which they
can improve it.
____________________________
(Activity 1- 5 minutes) The class will
watch the video TED talk poem High
School Training Ground.
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)
professor will give
students a list of essential
principles from each
learning
theory/movement.
Individually students will
now rank the
theories/movement
principles in the order
from most liked to least
liked. They will have to
rationalize their reasons
for the placement of each
principle in their
personal rank.
(Activity 4: 20 minutes)
Discussion Board #1:
initial thread. Students
will articulate 5 core
beliefs they believe are
essential in future and
direction of education.
Wednesday (1 hour and
50 minutes)
9/29/21
Assigned readings:
Students will read about
the concept of
educational philosophies.
___________________________
(Activity 1-30 minutes)
The class will engage in
whole class discussion on
educational philosophies,
their importance and
relevance.
management.
(Activity 4- 15 minutes) Journal
entry #3- Students will reflect
individually and answer the
following questions:
-What is your definition of
classroom management?
-In terms of structure and noise,
how do you envision your ideal
classroom (low, medium, high)?
-What about classroom
management excites you? Scares
you?
(Activity 5- 30 minutes)
Classroom Management SMORE-
Students will create a SMORE
outlining their classroom
management plan. In this plan
students will detail their rules,
expectations, procedures, and
consequences.
(Activity 6- 15 minutes)
Discussion Board #2: Students
will post their SMORE in the
discussion board.
Friday (1 hour and 50
minutes)
Assigned readings: Their
personal journals 1, 2, 3, and 4,
and discussion boards 1, 2, and
3.
Assignment Due: Discussion
Board #3 replies. Students will
provide feedback to at least 2
colleagues on their educational
philosophy key points. Within
their discussion reply, they
must ask at least 1 question
that promotes critical thinking.
___________________________
(Activity 1- 15 minutes)
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(Activity 2- 35 minutes) The class
will engage in whole class discussion
on the emotional aspect of learning
and how our experiences contribute to
our perspective as both students and
educators. In this discussion students
will discuss the importance of building
relationships and understanding our
own biases.
(Activity 3- 20 minutes) Journal
Entry #4: Students will reflect back on
journal entries 1, 2, and 3 and will
discuss how their personal
experiences have shaped those beliefs.
In addition, they will describe at least
one way they can make their students
have a positive learning experience.
(Activity 4- 25 minutes) Students
will work in groups to develop a set of
3 different relationship building or
SEL strategies to implement in their
classroom. Each activity must foster a
positive learning experienve for
students.
(Activity 5- 25 minutes) Students
will present 1 of their SEL
/relationship building strategies and
will explain their implementation
relevance in the classroom.
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)
(Activity 2- 15 minutes)
Students will review
some example
educational philosophies
and will write down the
important points in each.
Then they will discuss in
small groups what they
liked or did not like about
each educational
philosophy.
(Activity 3- 25 minutes)
Discussion Board #3:
Initial: Thread- Students
will articulate 5 key
points in their own
educational philosophy.
(Activity 4- 40 minutes)
Students will write an
800-1000 word rationale
explaining the key points
in their educational
philosophy and the
rationale behind them;
whether it comes from a
historical, scientific, or
experiential account.
Consequently students
may begin drafting their
script for their
educational philosophy
video.
Students will reflect on the
feedback received and will
make the necessary
adjustments to their
educational philosophy
rationale and/or script. In
their journal entry #5 they will
write the questions received
from discussion boards 1 and 3
and will answer them utilizing
what they have read, learned,
and experienced.
(Activity 2- 60 minutes)
Students will work in small
groups to record their
educational philosophy. The
educational philosophy video
is an individual assignment;
however the collaborative
approach will help students
with the details in producing,
editing, and creating the final
product. Each video must be 3-
5 minutes in length and must
include the 5 key points,
classroom dynamic, and
teaching style. Students will
then post this in their class
portfolio and LMS video
collage Discussion Board.
(Rubric link attached: Rubistar
Rubric)
(Activity 3- 35 minutes)- The
class will watch the final
product videos in a “Show and
Tell” activity.
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