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Kelley Crews

LTS 504
Module 1 Assignment
MODULE 1: NEEDS ASSESSMENT & STAGE 1 - DESIRED RESULTS
TEACHER & SETTING NEEDS ASSESSMENT
How prepared are you as an instructional leader to support all students to achieve? How
prepared are you as a technology leader to meet the NETS-T standards? Consider
Maryland's Common Core Standards for your content area and NETS-S and NETS-T
National Educational Technology Standards for Teachers. Consider your learning setting
including - face-to-face and flipped learning environment, review checklists in The Four
Pillars of F-L-I-P. Describe the skills you should improve to create an effective flipped
classroom learning environment for your students.
TEACHER &
SETTING

DESCRIBE CHALLENGES & STRENGTHS & SOLUTIONS TO


ADDRESS

Instructional Gaps

Students are expected to be able to quote accurately from a


text when explaining what the text says explicitly and when
drawing inferences from the text. They are also expected to
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. By the end of the
year, students are expected to read and comprehend literature
and informational texts at the high end of the grades 4-5 text
complexity band independently and proficiently. Finally,
students are expected to adapt their speech to a variety of
contexts and tasks, using formal English when appropriate to
task and situation.
In September of 2016 85% of our current students were meeting
or exceeding the Scholastic Reading Inventory grade-level
expectation. Our school improvement goal is to have 100% of
students meeting or exceeding the Scholastic Reading Inventory
grade-level expectation.
Students will expand their tier-two vocabulary to be able to read
closely in order to comprehend grade-appropriate literature and
informational texts proficiently and independently in order to
align with the vocabulary requirements of the PARCC.

Technology Gaps

The classroom has two student computers, one Smart Board,


and one teacher computer. The school has three wireless laptop
carts, each with twenty laptops. Many of the learning
experiences are done as a whole group, with everyone in the
class using a laptop from the wireless cart, and sometimes
sharing with a partner. Unfortunately, since the carts are shared
these opportunities are limited. One a daily basis, the

Kelley Crews
LTS 504
Module 1 Assignment
technology instruction is limited to small groups and/or
individual use by those that need it most. The teacher will
create flipped videos that can be viewed at home or during
homeroom time on one of the classroom computers, due to the
lack of available technology. The classroom is in desperate need
of access to more technology, for example additional laptops or
iPads for students. The county does have a Bring Your Own
Device policy, where students are able to use their own devices,
but the programs that can be accessed through these personal
devices are limited. Therefore, this needs to be considered when
planning technology instruction. The teacher often plans
technology activities that can be completed with a partner or
during rotations.
Learning Setting

Students are taught a 70 minute reading/social studies class.


This class allows for about 15 minutes of vocabulary instruction
on a daily basis. The learning setting will include face-to-face
learning, as well as, flipped classroom learning. Students will be
introduced the words through a flipped classroom model.
However, they will complete activities with the teacher
throughout the two weeks. There will be a whole group story
that will be discussed, group activities, partner activities, and
independent activities. These activities will be completed in the
classroom and at home. Students will be able to work at a pace
that works for them, having the assigned assignments due each
Friday. They will have two classwork and two homework
assignments to do each week, four total classwork and four total
homework for each lesson. Students will be given technology
time in the classroom as a center. They will be able to access
the flipped classroom video and Quizlet, a technology review
strategy. Those students without access to technology at home
will also be given homeroom and FLEX time to complete the
assigned work.

STUDENT NEEDS ASSESSMENT


The student needs assessment draws on multiple data sources providing a point-in-time
snapshot of student strengths and challenges. Be sure to consider Technology NETS-S
and NETS-T National Educational Technology Standards for Students.
STUDENT DATA

DESCRIBE CHALLENGES & STRENGTHS

Summative
Assessments

Based off of the Scholastic Reading Inventory (online assessment),


the Comprehensive Benchmark Assessment (cumulative county
assessment), and classroom data, vocabulary development is a

Kelley Crews
LTS 504
Module 1 Assignment
critical need. This unit will work to build vocabulary strategies, in
order to increase the comprehension and close the gap in
achievement.
SRI (Scholastic Reading Inventory) Data January 2016: 86% of our
current students were meeting or exceeding the Scholastic
Reading Inventory grade-level expectation.
SRI Data May 2016: 82% of our current students were meeting or
exceeding the Scholastic Reading Inventory grade-level
expectation.
CBA (Comprehensive Benchmark Assessment) Data Winter 2015:
91% of our current students were meeting or exceeding the
Comprehensive Benchmark Assessment grade-level expectation.
CBA Data Spring 2016: 84% of our current students were meeting
or exceeding the Comprehensive Benchmark Assessment gradelevel expectation.
Challenges- The summative assessment is the same structure for
each lesson, but the different words make the assessments
slightly different for each lesson.
Strengths- There is a summative assessment for each of the
vocabulary lessons, so it is easy to track students progress. Post
assessments can easily be compared to pre-assessments.
Students with below grade-level SRI and CBA scores can be
specifically targeted and progress can be accessed on these
assessments that are given twice a year in the Fall and Spring. The
pre-assessments call for a concrete understanding of the words,
requiring them to match the words and definitions. The postassessments are more abstract, they must apply the word to a
multiple choice option based on context; as well as, use the word
in a detailed sentence.
Formative
Assessments

Classwork and homework instructional opportunities devised


around the vocabulary words to support mastery and practical
application through written and oral language. Instructional
Opportunities include: Technology Resources, Hashtag/word
connection instructional opportunities, synonym/antonym
instruction, conversations (Marzanos Six Steps of Vocabulary
Acquisition: Description, Linguistic, Non-Linguistic, Refine
Understanding with Instructional Opportunities, Discuss Terms,
Games in order to Reinforce Word Knowledge).
Challenges: Students that do not complete the activities for

Kelley Crews
LTS 504
Module 1 Assignment
homework are not getting as much practice. Technology is limited,
so it is challenging for all students to have access to the
technology programs.
Strengths: There are a variety of formative assessments, so they
align with the variety of students needs and students learning
styles. Students will also be able to access technology during
homeroom and FLEX time.
Student Work
(Artifacts)

Challenges: Students effort plays a big part in their work and the
artifacts they produce.
Strengths: Many of the formative assessments provide us with
artifacts; these artifacts can be used to monitor the students
progress throughout the two weeks. Students are also able to revisit the words throughout the year.

Observation Notes

Based off of pre-assessments students have very limited


knowledge of this tier-two vocabulary, which is widely used across
contents and will help with their reading levels. This will help
prepare them for college and career readiness.
Students previously used Wonders vocabulary, so they have a
vocabulary foundation. Students seem to enjoy Rev-it Up! and like
the challenge of the higher level words and instructional
opportunities. They are using the words in conversation at home
and in school, as well as, in their writing.

CLASS PROFILE
1 ESL students

LEARNING CHALLENGES,
STRENGTHS, & INTERESTS

TECHNOLOGY CHALLENGES,
STRENGTHS & INTERESTS

Observed by teacher and


through discussion with
student(s).
Learning Challenges:
Struggles to apply and
understand new
vocabulary
Strengths:
SRI and CBA are both on
grade-level
Works on/above gradelevel
Interests:
Germany
Technology

Observed by teacher and


through discussion with
student(s).
Technology Challenges:
Limited access in
classroom
Technology Strengths:
Uses his own device
Quickly learns and picks
up new technology
strategies, skills, and
programs
Technology Interest:
Minecraft
Listening to music on his
device

1 students with IEP Observed by teacher and

Observed by teacher and

Kelley Crews
LTS 504
Module 1 Assignment
through discussion with
student(s).
Student 1:
Learning Challenges:
Background Knowledge
Speech
Reading Comprehension
Phonics
Writing
Strengths:
Wants to learn
Completes classwork
Gives his best effort
Math
Interests:
Fishing
Science
Yellowstone

through discussion with


student(s).
Student 1:
Technology Challenges:
Learning new technology
programs
Technology Strengths:
Typing
Technology Interest:
Would rather type than
write

7 students below
Observed by teacher and
grade according to through discussion with
the SRI and CBA
student(s).
Learning Challenges:
Vocabulary
Reading comprehension
Fluency
Phonics
Grammar
Background knowledge
Applying learned skills
Strengths:
Currently in small group
intervention to work on
challenges mentioned
above
Interests:
Science experiments
Hands-on activities
Technology time

Observed by teacher and


through discussion with
student(s).
Technology Challenges:
Limited access to
technology
Technology Strengths:
Using school databases
for researching
Technology Interest:
PowerPoints and
presentation tools

21 students on
Observed by teacher and
grade according to through discussion with

Observed by teacher and


through discussion with

Kelley Crews
LTS 504
Module 1 Assignment
the SRI and CBA

student(s).
Learning Challenges:
Applying and Building on
new vocabulary
Strengths:
Reading comprehension
Phonics
Fluency
Interests:
Using technology
Hands-on activities

student(s).
Technology Challenges:
Limited access to
technology
Learning new technology
programs
Technology Strengths:
Eager to learn more
about technology and try
different programs
Technology Interest:
PowerPoint presentations

15 students above Observed by teacher and


grade according to through discussion with
the SRI and CBA
student(s).
Learning Challenges:
Building on new
vocabulary
Strengths:
Reading comprehension
Phonics
Fluency
Interests:
Using technology
Hands-on activities

Observed by teacher and


through discussion with
student(s).
Technology Challenges:
Limited access to
technology
Technology Strengths:
Learning new technology
programs
Technology Interest:
PowerPoint presentations

8 students below
grade math level
according to math
benchmark and
unit assessments

Learning Challenges:
Strengths:
Interests:

Observed by teacher and


through discussion with
student(s).
Technology Challenges:
Limited access to
technology
Technology Strengths:
Appeals more to their
learning styles
Technology Interest:
Working together and
using technology

19 students on
grade math level
according to math
benchmark and
unit assessments

Learning Challenges:
Strengths:
Interests:

*I do not teach math and this


unit is not based around math.

*I do not teach math and this

Observed by teacher and


through discussion with
student(s).
Technology Challenges:
Limited access to

Kelley Crews
LTS 504
Module 1 Assignment
unit is not based around math.

technology
Technology Strengths:
Learning new technology
skills
Technology Interest:
Relating technology to
mathematical skills

16 students above
grade math level
according to math
benchmark and
unit assessments

Learning Challenges:
Strengths:
Interests:

Technology Challenges:
Limited access to
technology
Technology Strengths:
Learning new technology
skills
Technology Interest:
Using technology to
problem solve
Relating technology to
mathematical skills and
practices

STUDENTS
Subgroups /
Individuals

*GENERAL OPTIONS FOR DIFFERENTIATION - SOLUTIONS TO


ADDRESS

504 students- 3
students

Accommodations:
Use of visuals
Wait time
Teacher check-ins
Seated near a role model
Modified assignments
and/or reduced workload
Preferential seating
Time and a half

*I do not teach math and this


unit is not based around math.

Face-to-Face Learning
Environment

Flipped Learning
Environment

There are two student lap tops


in the classroom at all times
and a wireless lap top cart that
can be brought to the
classroom. Students will be
viewing a video on their Sophia
classroom page at the
beginning of the vocabulary
lesson. This video will introduce
the vocabulary words for the
students. The Sophia link will
Verbal/Linguistic: Students will be emailed home to
use the words in their everyday
parents/students and available
speech at home and at school.
for students to watch in the
They are able to keep a tally of
classroom during homeroom or
every time they use the words,
FLEX time. Students will then
in competition with the other
be able to access Sophia to ask
classes. The words will be used
questions and/or leave

Kelley Crews
LTS 504
Module 1 Assignment
by the teacher during their
groups, as a model for the
students.

feedback. Sophia can also be


used for a discussion of the
words and definitions between
classmates. Students will then
Musical/Rhythmic: The
be able to use Quizlet and
teacher will model and support
Sophia to review their
students in creating rhymes and vocabulary words, using online
songs to remember the words
activities. During class time
and definitions.
students will take what they
have learned and complete
Visual/Spatial: Students will
partner activities, such as
draw pictures that represent the reading responses to mini
words, such as a picture of a
reader stories, scripts, songs,
lake for the word, placid.
rhymes, pictures that relate to
Students will also use Quizlet,
the words, writing that includes
which will provide visuals to go
words, conversations using
with the words.
words, etc. The flipped model
will work well, since classes are
Body/Kinesthetic: We will play only 70 minutes and only 15 of
games like Charades and
those minutes are devoted for
Pictionary, using the lessons
vocabulary. Students will be
vocabulary words.
able to focus their time on
applying what they have
Intrapersonal: Students will
learned from the videos and
use Quizlet, an online tool, which Online activities. IEP and belowallows for them to review their
level readers will be able to
vocabulary words and definitions work with above-level readers
in a variety of ways. Students
and they can learn from each
will also work through sentence
other. The teacher will also be
starters and question activities
available for modeling and
independently.
support. During this time the
teacher and instructional
Interpersonal: Students will
assistant will pull small groups
work together to review
or individual students to work
definitions, with positive peer
on specific needs, like
role models. They will share their phonemic awareness of the
reading responses and even
words, etc. This will allow for
create reading responses
differentiation. The special
together.
education teacher will also
support the IEP student with
this unit and using Sophia.
IEP Students- I
currently have one
IEP student and he
only receives
services for

Possible Accommodations:
Reduced distraction
Preferential seating
Time and a half
Modified assignments

See above

Kelley Crews
LTS 504
Module 1 Assignment
writing. He
currently only
receives use of
organizers and
extended time.

and/or reduced workload


Preferential seating
Seated near a role model
Wait time
Teacher check-ins
Use of organizers

Verbal/Linguistic: Students will


use the words in their everyday
speech at home and at school.
They are able to keep a tally of
every time they use the words,
in competition with the other
classes. The words will be used
by the teacher during their
groups, as a model for the
students. Students will also be
able to practice phonetically
pronouncing the words. Students
will also use Quizlet, which
verbally reads words and
definitions, as needed.
Musical/Rhythmic: The
teacher will model and support
students in creating rhymes and
songs to remember the words
and definitions.
Visual/Spatial: Students will
draw pictures that represent the
words, such as a picture of a
lake for the word, placid.
Students will also use Quizlet,
which will provide visuals to go
with the words.
Body/Kinesthetic: We will play
games like Charades and
Pictionary, using the lessons
vocabulary words.
Intrapersonal: Students will
use Quizlet, an online tool, which
allows for them to review their
vocabulary words and definitions

Kelley Crews
LTS 504
Module 1 Assignment
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with positive peer
role models. They will share their
reading responses and even
create reading responses
together.
Below level
readers

Verbal/Linguistic: Students will See above


use the words in their everyday
speech at home and at school.
They are able to keep a tally of
every time they use the words,
in competition with the other
classes. The words will be used
by the teacher during their
groups, as a model for the
students. Students will also be
able to practice phonetically
pronouncing the words. Students
will also use Quizlet, which
verbally reads words and
definitions, as needed.
Musical/Rhythmic: The
teacher will model and support
students in creating rhymes and
songs to remember the words
and definitions.
Visual/Spatial: Students will
draw pictures that represent the
words, such as a picture of a
lake for the word, placid.
Body/Kinesthetic: We will play
games like Charades and
Pictionary, using the lessons
vocabulary words.
Intrapersonal: Students will

Kelley Crews
LTS 504
Module 1 Assignment
use Quizlet, an online tool, which
allows for them to review their
vocabulary words and definitions
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with positive peer
role models. They will share their
reading responses and even
create reading responses
together.
Above level
readers

Verbal/Linguistic: Students will See above


use the words in their everyday
speech at home and at school.
They are able to keep a tally of
every time they use the words,
in competition with the other
classes.
Musical/Rhythmic: Students
will create their own rhymes and
songs to remember their
vocabulary words and
definitions. They will be used as
models and be paired with other
class members to work together.
Visual/Spatial: Students will
not only create phrases and
sentences that relate to the
words, but they will also draw
pictures that relate to the
phrases and sentences.
Body/Kinesthetic: We will play
games like Charades and
Pictionary, using the lessons
vocabulary words.
Intrapersonal: Students will
use Quizlet, an online tool, which

Kelley Crews
LTS 504
Module 1 Assignment
allows for them to review their
vocabulary words and definitions
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with needier peers.
They will share their reading
responses and even create
reading responses together.

*Differentiation: Provide for differentiation and learning styles by including aspects of


UDL and Multiple Intelligences (verbal/linguistic, musical/rhythmic, logical/mathematical,
visual/spatial, body/kinesthetic, intrapersonal, interpersonal). Plan to differentiate
content, processes, context, and products. What are the accommodations, modifications,
extensions, and/or enhancements? How will you accommodate to meet individual needs,
including special needs (ELL/Special Education/GT)?

Continue on next page

Kelley Crews
LTS 504
Module 1 Assignment
STAGE 1 - DESIRED RESULTS
Stage 1 templates is drawn from the Understanding by Design Framework.
Important: Desired Results are NOT differentiated.
STAGE 1
Unit of Study Title

Rev it Up! Vocabulary Series

Unit of Study
Description

Fifth grade students are participating in the Rev-It


Vocabulary Program. Students seem to enjoy Rev-it Up!
and like the challenge of the higher level words and
instructional opportunities. Students will be working
through bi-weekly Rev it Up! Vocabulary lessons, students
will receive eight tier-two vocabulary words in each
lesson. Classwork and homework instructional
opportunities will be devised around the vocabulary
words to support mastery and practical application
through written and oral language. Instructional
Opportunities include: Hashtag/word connection
instructional opportunities, synonym/antonym instruction,
conversations (Marzanos Six Steps of Vocabulary
Acquisition: Description, Linguistic, Non-Linguistic, Refine
Understanding with Instructional Opportunities, Discuss
Terms, Games in order to Reinforce Word Knowledge).
They will spend two weeks focusing on the eight words
and then be assessed, even after the assessment
students are expected to continue to apply the words.

Standards Addressed
Consider Local, State,
National Standards (i.e.,
Common Core)

Maryland Common Core State Standards:


RL.5.1 Quote accurately from a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RL.5.10 By the end of the year, read and
comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 4-5 text
complexity band independently and proficiently.
RI.5.10 By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and technical texts,
at the high end of the grades 45 text complexity
band independently and proficiently.
RL.5.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
SL.5.6 Adapt speech to a variety of contexts and
tasks, using formal English when appropriate to

Kelley Crews
LTS 504
Module 1 Assignment
task and situation.
2016 ISTE Standards for Students
1a Articulate and set personal learning goals,
develop strategies leveraging technology to
achieve them and reflect on the learning process
itself to improve learning outcomes.
1c Students use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of ways.
Enduring
Understandings

Essential Elements
(Common Core) turned
into questions

Transfer Goals
What are expectations for
application to crosscurricular and real-world
problem solving,
understanding, etc.?

Students are able to successful complete the


homework and classwork activities; such as,
sentence starters, reading responses, hashtags,
vocabulary frames, reviews, etc.
Students are able to successful and correctly use
the vocabulary words in their daily speech and
writing.
Students are able to successful complete Quizlet
vocabulary activities Online during class time or at
home.
Students are able to apply their vocabulary
knowledge to the reading comprehension level,
specifically as it pertains to the Scholastic Reading
Inventory and Comprehensive Benchmark.
EERL.5.1. Are students able to identify words in the
text to answer a question about explicit
information?
EEL.5.3. Are students able to use language to
achieve desired meaning when communicating?
EEL.5.4. Are students able to determine or clarify
the meaning of vocabulary drawn from reading and
content areas?
a. Are students able to use context as a clue to
determine the meaning of words?
Students will expand their tier-two vocabulary to be
able to read closely in order to comprehend gradeappropriate literature and informational texts
proficiently and independently. This will align with
the vocabulary requirements of the PARCC. It will
also be transferred into their Scholastic Reading
Inventory and Comprehensive Benchmark
assessments.
Fifth grade objectives state that students are

Kelley Crews
LTS 504
Module 1 Assignment
expected to be able to quote accurately from a text
when explaining what the text says explicitly and
when drawing inferences from the text. They are
also expected to demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings. By the end of the year,
students are expected to read and comprehend
literature and informational texts at the high end of
the grades 4-5 text complexity band independently
and proficiently. Finally, students are expected to
adapt their speech to a variety of contexts and
tasks, using formal English when appropriate to
task and situation. After this unit, students are
expected to be meeting the above objectives.
What Will Students
Know & Understand?
Six Facets of Understanding
- explain, interpret, apply,
perspective, empathy, selfknowledge.(Tomlinson &
McTighe, p. 67)

Explain: Students are able to identify and make


connections to the vocabulary words. They can also put
the definitions into their own words, or paraphrase.
Interpret: Students are able to complete activities, such
as vocabulary frames, identifying antonyms, creating
pictures, etc.
Apply: Students will use their vocabulary words in their
daily speech and writing.
Perspective: Students will work together and share their
work with peers in order to give feedback and discuss the
words. For example, their vocabulary reading responses
that they create after reading the vocabulary mini
readers.
Empathy: Students will work with partners throughout
the unit and create activities while working together. For
example, skits using the vocabulary words.
Self-Knowledge: The students will use Quizlet to access
their knowledge of the words in a variety of ways. They
will also complete a quiz at the end of the two weeks.
Students will track their vocabulary quiz scores.

What Will Students Be


Able to Do - Skills?
(Procedural Knowledge)

Goal: Students will expand their tier-two vocabulary to be


able to read closely in order to comprehend gradeappropriate literature and informational texts proficiently
and independently.

Goal: the goal or


challenge statement in the
scenario
Role: the role the student
plays in the scenario
Audience: the
audience/client that the

Role: Students are taking a student-centered approach.


They are working through the activities in class and at
home at their own pace. Activities are due at the end of
each week.
Audience: Fifth grade reading students completing the

Kelley Crews
LTS 504
Module 1 Assignment
student must be concerned
with in doing the task
Situation: the particular
setting/context and its
constraints and
opportunities
Performance: the specific
performance or product
expected

bi-weekly vocabulary Rev It Up! Series lessons.


Situation: The baseline data used was students preassessment scores using the Rev It Up! Series lessons.
Percentage of students currently meeting 70% or higher
on Rev it Up! vocabulary:
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson

3
4
5
6
7
8
9

Class A
Baseline
14%
0%
0%
0%
0%
0%
0%

Class B
Baseline
29%
9%
9%
0%
9%
14%
29%

Class C
Baseline
52%
27%
4%
9%
9%
14%
4%

Performance: Students will receive a 70% or higher on


their bi-weekly vocabulary quizzes. Students will also use
these words in their speech and writing. This will transfer
over into an improvement of Scholastic Reading Inventory
and Comprehensive Benchmark Assessment scores.
Pre-assessments will be compared with post assessments
for each vocabulary lesson from the Rev It Up! Series, this
will be used as evidence of progress. The preassessments call for a concrete understanding of the
words, requiring them to match the words and definitions.
The post-assessments are more abstract, they must apply
the word to a multiple choice option based on context; as
well as, use the word in a detailed sentence.
Students classwork and homework will also be used as
evidence of their growth.

Works Cited

Kelley Crews
LTS 504
Module 1 Assignment
Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. Technology Integration for
Meaningful Classroom
Use: A Standards-based Approach. Belmont, CA: Wadsworth, 2010. Print.
McTighe, Jay. "UbD in a Nutshell." Teaching History Jaymctighe.com. Web. 29 Oct. 2-16.
McTighe, Jay and Tomlinson, Carol Ann, Integrating Differentiated Instruction and
Understanding by Design:
Connecting Content and Kids, VA:Association for Supervision and Curriculum
Development, 2006.
Raths, David. "9 Video Tips for a Flipped Classroom." The Journal, 2013: 12-18. Web. 22
Oct. 2016.
TEDxTalks. "Flipping the Classroom -- My Journey to the Other Side: Jenn Williams at
TEDxRockyViewSchoolsED." YouTube. YouTube, 14 Oct. 2013. Web. 17 Oct. 2016.
Wiggins, Grant, and Jay McTighe. "Putting Understanding First."Educational Leadership
(2008): 36-41. Web.
17 Oct. 2016.

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