Assignment: Creating a Unit Plan for a statistics three-day class.

Introduction

This lesson plan is for a normal classroom setting of 25 students for senior high school 12th grade. The content area is statistics. The class has boys to girls ration of 3:2 with no student having special needs and no English Language learners. This is a public school and it is assumed that students come from middle and low-income social economic backgrounds.

Stage 1: The “Big Picture”

The content area is statistics. The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way during both the class time and online sessions. The standards encourage students to solve real-world problems.

Measurable Unit Objectives:

1. The students will able to use statistical tools by solving assignment questions with 80 % of accuracy.

2. The students will able to describe statistical problems with proper vocabulary by engaging in discussions with 90% of accuracy

3. The students will be able to use statistical knowledge to solve everyday life problems by solving real life example questions with an accuracy of 80%.

Online Resources: o http://www.corestandards.org/the  standards

http://teachonline.asu.edu/2012/07/writing  measurable  learning  objectives/ o http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf

Stage 2: evidence of Learning

· Pre-assessment: The students will be provided with simple assessment forms consisting of the study topics and various levels of familiarity to the topics. Then they will be clustered and categorized according to their level of knowledge and needs. Since this is a three-day training, it is assumed that the students have some background knowledge.

· Formative Assessment: There will be one on one teaching sessions. With the information from the pre-assessments, the students will be grouped such that each group has a mixture of students with various skills and levels of knowledge of different topics. The groups will be given online assignments to complete and each individual will have their own online quiz to complete for every lesson. The students will be required to carry out discussions to complete their online assignments. Each student will have a feedback area for each quiz they attempt. The personal quizzes are done at home. Each group will have a chance to present their key lessons for the three days before the whole class in the last day. This addresses the three principals of UDL i.e presentation, Expression and engagement.

· Summative Assessment: The summative assessment will include: 50% score from final test, 20% from group performance, 5% from timely feedback, 5% from class participation and 20% from personal online quizzes.

Stage 3: Activities and experiences.
Unit Goal: The final demonstration of mastery use of statistical tools, proper vocabulary and ability to apply statistical knowledge to solve everyday life problems.
Day 1: Learning Objective

At the conclusion of this lesson, students will learn key statistical vocabulary by completing online group assignment and personal quiz with at least 80% accuracy for both.

Activity: Fill in the knowledge level forms. Dividing to groups. Introduction and one on one teaching on various key vocabularies used in statistics. Group discussions and completing online assignments. Completing online assignment and feedback for individual students Formative Assessment: Participation in class, Group performance, quiz performance.
Technology

Use of an online learning platform. Each student will have their own portal in which they will complete their quizzes and provide feedback. The groups will also have their portal run by the respective group leaders. The platform will enable the teacher to assess, give feedback and provide results to the students. The online platform is more like an online course but incorporated with physical meetings with the teacher. A new Study conducted in MIT suggests such online teaching methods are as effective as being traditionally taught in a classroom (http://www.irrodl.org/index.php/irrodl/article/view/1902/3009) . This learning environment is a good example of a universal design since each of the users can access, understand and use it irrespective of their age, size, ability or disability.

The discussion groups and the online platform participation are part of the lesson and are technically self-regulated.
Day 2: Learning Objective

At the conclusion of this lesson, students will learn how to use statistical tools by completing online group assignments and personal quizzes with at least 90% accuracy for both.

Activity: Introduction to Microsoft excel and SPSS statistical tools and holding demonstrations in class. Engaging in group discussions to complete group assignments and personal quizzes.

Formative Assessment: Participation in class, Group performance, quiz performance.
Technology

Use of an online learning platform. Each student will have their own portal in which they will complete their quizzes and provide feedback. The groups will also have their portal run by the respective group leaders. The platform will enable the teacher to assess, give feedback and provide results to the students. The online platform is more like an online course but with physical meetings with the teacher. A new Study conducted in MIT suggests such online teaching methods are as effective as classroom as being traditionally taught in a classroom (http://www.irrodl.org/index.php/irrodl/article/view/1902/3009 . This learning environment is a good example of a universal design since each of the users can access, understand and use it irrespective of their age, size, ability or disability.

The discussion groups and the online platform participation are part of the lesson and are technically self-regulated.
Day 3: Learning Objective

At the conclusion of this lesson, students will able to solve everyday life challenges presented in written questions by completing group assignments and online quizzes with at least 80% accuracy. In addition, the group presentation skills and collaboration must be exhibited in this lesson to score a higher mark.

Activity: Class demonstrations on solving real life problems. Group discussion and completing online assignments, completing online quizzes and group presentation on the various lessons leant in the three days, Timed online final test. Formative Assessment: participation in class, group assignment and presentation performance, Quiz performance, Final online test performance.
Technology

Use of an online learning platform. Each student will have their own portal in which they will complete their quizzes and provide feedback. The groups will also have their portal run by the respective group leaders. The platform will enable the teacher to assess, give feedback and provide results to the students. The online platform is more like an online course but with physical meetings with the teacher. A new Study conducted in MIT suggests such online teaching methods are as effective as classroom as being traditionally taught in a classroom (http://www.irrodl.org/index.php/irrodl/article/view/1902/3009) . This learning environment is a good example of a universal design since each of the users can access, understand and use it irrespective of their age, size, ability or disability.

The discussion groups and the online platform participation are part of the lesson and are technically self-regulated. The Final test is marked automatically the allocated time elapses.