UbD Template 2.
ESTABLISHED GOALS
Learners will achieve a full understanding
and comprehension of the Blended
learning’s different models to incorporate
in the classroom which will:
 Establish a reformed and
innovative learning classroom
environment representing the
students’ goals, creativity,
comprehension skills and their
educational process throughout
the semester.
 Reflect and document the
students’ learning experience as
they progress throughout the
semester.
 Increase the students’ academic
efforts, passion, and goal-
planning skill through utilizing
their student-made lesson plans
showing their productivity, and
expertise skills.
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
My Big Hairy Audacious Goal (BHAG): Learners will create blended learning-based
lesson plans for 1 semester using the provided resources and given feedback from
peers/teachers so they can be in charge of their own learning creating student-
centered/ student-made lesson plan
Meaning
UNDERSTANDING ESSENTIAL QUESTIONS: 
Students will understand…  These questions foster the learners’
understanding and inquiry through
Specific information they will gain framing the course and demonstrating
after introducing and implementing the learners’ attained knowledge about
the Blended learning approach the course when answering these
models: questions:
1- What is blended learning, and its’ 1- What is Blended learning? 
different models of:
 Station rotation 2- What is the purpose of blended
 Flipped learning learning?
 Enriched virtual
3- How would Blended learning be
 Flex model
implemented in the classroom?
2- How blended learning approach 4- How will it benefit me as a student
help enhance and bloom their or a teacher?
work/product educationally or
 professionally in the future.
5- What is Station rotation?
3- Their unique skills and discover
6- What is Flipped learning
their distinct abilities and skills and
share their progressive work with 7- What is Enriched virtual
their peers/ teachers.
8- What is Flex model

4- How to demonstrate proficiency in 9- How do you create, find and

all 4 types of blended learning. establish a Blended learning model
online materials/content?
5- How to work collaboratively and
10- Interactive learning that’s student-
communicate effectively with their
center vs. traditional learning that is
peers/teachers. teacher-center?

Acquisition
Students will know… Students will be skilled at…

Foundational knowledge the students The key skills that students will
will acquire from the course are: acquire from the course are:

1- The purpose of integrating Blended 1- Students being in charge of

learning in the classroom. their own learning by
creating lesson plans based
2- How Blended learning benefits on blended learning models.
them as a student and even benefit
teachers. 2- Creating interactive lesson
plans that suits their interest,
3- What an interactive learning is and memory span, and
why it’s beneficial to them. comprehension skills.

4- What student-centered learning is

 and how it’s essential part of 3- Learn how to work
Blended learning approach. collaboratively with peers
and teachers to improve their
5- What does self-directed/ work in progress.
independent learners goal mean
and how to achieve it. 4- Communication skills since
learners need to
6- How their collaboration with their communicate clearly and
peers and interactive works builds effectively with their peers
their teamwork skills. and teachers.

5- Take advantage of given

comments/ ideas from peers
or teachers to enhance their
work.

6- Learn how to be low-key

tech savvy by using online
platforms for digital
resources used for flipped
learning and enriched virtual
models of the blended
learning approach.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

Criteria that students will be   PERFORMANCE TASK(S): 

evaluated on are:
Authentic performance task(s) that students will complete to demonstrate the
Texas Essential Knowledge and Skills desired understandings or goals such as:
(TEKS)

RULE §126.6 Technology Applications,
Kindergarten-Grade 2
b.1: Creativity and innovation. The student
uses creative thinking and innovative
processes to construct knowledge and
develop digital products. The student is
expected to:
A- apply prior knowledge to develop
new ideas, products, and process.
B- create original products using a
variety of resources.
C- create and execute steps to
accomplish a task; and
D- evaluate and modify steps to
accomplish a task.
b.2: Communication and collaboration.
The student collaborates and
communicates both locally and globally
using digital tools and resources to
reinforce and promote learning. The
student is expected to:
 Introduce students to Blended learning, using Google Classroom which
is an innovative LMS platform that is free for students and teachers to
communicate and share assignments in a categorized and uniformed
platform.
 Kahoot : Which is an engaging and fun game that students can use as a
tool to be in control of their own learning by tracking their progress and
understanding through the presented topic/ course related questions,
while teachers can observe their students’ level of understating or lack of
certain areas from the given answers.
 EPIC: Which is children’s subscription-based reading and learning
platform to track their ELA goals throughout the academic year. This will
be a great tool to use for my innovation plan since it’s a tech app that
students can access from anywhere as long as they have a device. It’s
engaging for children since it offers access to books and videos for
children in primary level.
 Dreambox : This online app great for blended learning approach since it
can be accessed anywhere, anytime for students to achieve their math
goals using interactive games and challenges in an entertaining way while
virtually working together in a playing mode.
 BrainPOP : This app will be used as an online interactive resource for
students to do, track and achieve their science and social studies goals for
the academic year with the provided games, easy quizzes, movies, and
other fun materials relating to the specific topic/course.
 A- use communication tools that allow
for anytime, anywhere access to
interact, collaborate, or publish with
peers locally and globally

B- select, store, and deliver products

using a variety of media, formats,
devices, and virtual environments

b.3: Research and information fluency. The

student acquires and evaluates digital
content. The student is expected to:

A- use search strategies to access

information to guide inquiry.

b.4: Critical thinking, problem solving, and

decision making. The student applies
critical-thinking skills to solve problems,
guide research, and evaluate projects using
digital tools and resources. The student is
expected to:

B- evaluate the appropriateness of a

digital tool to achieve the desired
product.
b.6: Technology operations and concepts.
The student demonstrates knowledge and
appropriate use of technology systems,
concepts, and operations. The student is
expected to:

B. use appropriate digital tools

and resources for storage,
access, file management,
collaboration, and designing
solutions to problems.

The provisions of this §126.6 adopted to be OTHER EVIDENCE:

effective September 26, 2011, 36 TexReg OTHER EVIDENCE: 
6263
Since this will be an ongoing project/assignment that will be running for a semester,
grading will be based on detailed weekly progress and reflections of the student
learning about Blended learning and lesson planning using:

 self-assessment

 Anonymous surveys to share their feelings about their progress, concerns,

or issue without showing their identity

 Post their weekly accomplished lesson planning work to Google

classroom platform to share with me and their peers, that includes
comments, reflections, online resources, or teachers comments. They can
choose the format to share their assignment be it video, slideshow, PDF,
 google doc or pictures.

 Detailed weekly reflection using Google Docs on: How their lesson
planning is coming together cohesively?

 Detailed reflection using a Google Doc: What is their best app from the 4
used apps of Kahoot, EPIC, Dreambox, or BrainPOP? And Why?

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Summary of Key Learning Events and Instruction 

Individual learning activities and instructional strategies that will be implemented including lectures, discussions, activities, etc.

Google Classroom: Students will post minimum of 1 progress reflection and progressing planning work by the end of each week,
on Fridays. They will be graded based on their efforts of following the instructions and meeting the weekly goals. Also, they will
be given a chance to revisit the assignments if they don’t get satisfactory grades- lower than B-noting that grades will follow the
standard grade scale.

Foundational:
Begin with a brief presentation introducing Blended learning approach and the goals for adapting this approach.
Keep in mind the concepts of CSLE and COVA during the entire process of implementing the Blended learning approach
because it’s their learning and they should have a choice on how to present it, and what to present to really be autonomous
and self-directed learners.

1. Introduce students to Blended learning, using Google Classroom and the other interactive apps of:

a. Kahoot
b. EPIC
c. Dreambox
 d. BrainPOP

Application:
Discussions, interactive and collaborative activities, using online apps, platforms, and resources. Coaching/Mentoring students
by providing them with needed support and giving them feedforward/feedback.
Keep in mind the concepts of CSLE and COVA during the entire process of implementing the Blended learning approach
because it’s their learning and they should have a choice on how to present it, and what to present to really be autonomous
and self-directed learners.

2. Research for online content, and interactive in-class activities ideas to implement in the classroom for Blended learning model.
a. Recorded lectures for pre-class lessons Flipped learning).
b. Let students explore the educational apps I provided for them to explore their contents and expand their learning with
games, videos and e-books and virtual interaction with peers provided in these sites.

Integration: 
Discussions, interactive and collaborative activities, using online apps, platforms. Coaching/Mentoring students by providing
them with needed support and giving them feedforward/feedback. Utilize Google Classroom to share assignments, activities,
announcements, and work with students and for them to share their works and even discussions with me and their peers in this
platform.
Keep in mind the concepts of CSLE and COVA during the entire process of implementing the Blended learning approach
because it’s their learning and they should have a choice on how to present it, and what to present to really be autonomous
and self-directed learners.

3. Record brief introductory lectures for a week that will be used for pre-lesson preparation and share them with the students day
ahead of class time in Google Classroom platform, so they know what to expect prior to coming to class.

4. Set lesson plan goals for EPIC and Dreambox, 5-10 lessons per week to get extra dojo points.

5. Prepare guided interactive/hands-on activities for a week and share their details with the students in Google Classroom
platform so students will be ready for the upcoming activity. Post a reflection sheet on the e-platform for students to answer
 the following:
a- What is the main purpose of the activity? 
b- What was the interesting part of this activity? 
c- What did learn from the activity?
d- What is one thing you can do to improve this activity?

6. Post evidence of the students’ learning through photos, videos, and posts, regarding their in-class learning, interaction with
their peers and their pre-lesson preparation progress.

Human Dimension/Caring:
Discussions, interactive and collaborative activities, using online apps, platforms. Coaching/Mentoring students by providing
them with needed support and giving them feedforward/feedback. Challenge the students to take control of the class for a day
and each one has specific and detailed lesson to present to the class. Motivation and acknowledgement of efforts will be key
here for their improvement and success.
Keep in mind the concepts of CSLE and COVA during the entire process of implementing the Blended learning approach
because it’s their learning and they should have a choice on how to present it, and what to present to really be autonomous
and self-directed learners.

7. Continue implementing the Blended learning models using the given resources, tools, and applications, with providing
support and needed help to enhance the students learning progress during the implementation/ integration process.

a. Be aware that good preparation and planning are essential for a successful implementation process.
b. Detailed weekly reflection of the students’ academic progress posted on Google classroom discussion thread.

Assessment:
Keep in mind the concepts of CSLE and COVA during the entire process of implementing the Blended learning approach
because it’s their learning and they should have a choice on how to present it, and what to present to really be autonomous
and self-directed learners.

Since this will be an ongoing project/assignment that will be running for a semester, grading will be based on detailed weekly
progress and reflections of the student learning about blended learning and lesson planning using:
Reflection / Blog Post:

Looking back at last week’s assignment which was Fink’s 3 Column Table and Learning Environment and this week’s assignment
which is about Understanding by Design, (UbD), I noticed how the UbD assignment was less complicated than Fink’s table since it
heavily relied on Fink’s Column Table. I am positive that without it the UbD would have been much more difficult to accomplish. In
other words, the Fink’s Table provided all the key major factors and information that the UbD template tailored it to fit the innovation
plan implementation more cohesively. However, it’s safe to say that UbD relied more on Fink’s Table especially the BHAG of
implementing Blended learning in my classroom and broke down the given information in sub details and sub-sub details to make the
implementation process easier with chunking the big ideas into little parts. Therefore, I believe that it’s possible to use Fink’s table
solely for implementing my innovation plan but can’t do UbD solo since it retains much of its information from Fink’s table
regardless of if its advantages of detailing the big information presented in Fink’s table.

I should also mention how Fink’s table-even with its big chunks of information- kept me more focused and clearly redirected me to
the goals I am trying to reach to achieve my BHAG, so while I am working on the UbD I was referring back to Fink’s table for
redirection of focus and thoughts. In other words, the Fink’s table is the umbrella idea for our BHAG for my innovative plan of
Blended learning while UbD is what goes under that umbrella. Both tables are great introductory and implementation tools for
Blended learning approach that can be presented to the school district, school admins and teachers and not to mention how it’s also a
great process that builds my innovation plan in a clear and concise formatting.
 References

Wiggins, G. P., & McTighe, J. (2008). Understanding by design (2nd ed.). Alexandria, Va.: Association for Supervision and
Curriculum Development.

Technology Applications, Kindergarten-Grade 2. (2013). Texas Essential Knowledge and Skills.

https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=126&rl=6