Understanding by Design Lesson Plan

Using Recap in the

Title of Unit Classroom Time Frame One 60-minute session

Audience 6th – 8th Grade teachers

Developed By Emily Horan
Stage 1: Identify Desired Results
Standards
ISTE Standards for Teachers
 1c. Stay current with research that supports improved student learning outcomes,
including findings from the learning sciences.
 2a. Shape, advance and accelerate a shared vision for empowered learning with
technology by engaging with education stakeholders.
 4a. Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
 5a. Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
 5b. Design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning.
 6b. Manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces or in the field.
 7a. Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.

Understandings
Essential Questions
Overarching Understanding

Teachers will understand how Recap can be Overarching Questions:

utilized to foster inquiry-based learning,
distributed summarizing, and discussion in
the classroom.
Related Misconceptions
How can Recap be utilized to effectively engage
students when learning or demonstrating
mastery of material?
 Topical Questions:
 Videos cannot be used in place of
writing for every assignment.
 Students cannot be trusted to create
their own videos.
 Summarizing/answering questions
should only be done at the end of a
lesson.
 Hearing others’ responses does not
help students grow in their own
understanding.
 What is distributed summarizing? Why is
it important when learning new content?
 How can I create my own Recap account?
 What is a Recap queue? How do I allow
students to join?
 What types of questions/activities can be
created in Recap? How do I create each
type of question/activity?

Knowledge Skills
Teachers will know… Teachers will be able to…

 Features of Recap  Create a Recap account

 Distributed Summarizing  Use the features of Recap as a learner
 Create text-based questions, video
response prompts, and journeys on Recap
 Manage Recap account to invite students
to their designed queue
Stage 2: Assessment Evidence
Performance Task Description
Teachers will be able to create a queue with questions/journeys on their
Goal own Recap account and understand the features of Recap as a learner and
educator.
Practicum candidate will facilitate teachers through understanding Recap
Role
and developing their own accounts and queues.
Audience 6th – 8th Grade teachers
Situation Teachers will meet in an after-school in Media Center.
Product/ Teachers will create their own queue for a current class and add at least
Performance one question to the queue.
Stage 3: Learning Plan
Where are these teachers Throughout the year, the current media specialist has hosted a
headed? Where have they variety of professional development workshops after-school on
been? How will you make Tuesdays known as T5. Most of these workshops have focused on
sure teachers know where Web-based applications and mandatory school technology tools,
they are going? such as their teacher webpages. When discussing the needs of
teachers at this school, the media specialist shared that while
 teachers have appreciated learning new tools, they have had little
time to practice using the tool before returning to their
classrooms. Most of the tools have also been more broader tools
with a lot to cover, such as using Google Classroom. Based on
these conversations, I decided introducing a simpler tool with
plenty of time for supported hands-on learning was important for
this professional development. To make sure teachers knew
where they were going, I stated the objectives for the professional
development at the beginning of the workshop.
How will you hook teachers To hook teachers at the beginning of the session, I will share the
at the beginning of the lesson objectives and give an overview of the Recap tool.
session?
What events will help Before they jump into Recap on their own, I am going to equip
teachers experience and them with the necessary skills and knowledge to navigate through
explore the big idea and the different features of Recap by review each feature in a
questions in the session? PowerPoint. Teachers will then be guided through the web tool
How will you equip them using their school-issued laptops. Teachers will participate as a
with needed skills and student answer pre-made questions to better understand each
knowledge?
feature of Recap. Teachers will then practice creating questions
and journeys in their own queue, with one-on-one support.
How will you cause Throughout the session, teachers will be answering questions to
teachers to reflect and reflect on their current practice and how they might use this tool
rethink? How will you in their own classrooms. These questions have two purposes: to
guide them in rehearsing, encourage teachers to reflect and rethink how they ask questions
revising, and refining their in their classroom and to practice using the features of Recap.
work? After teachers respond to each question, I will lead a brief
discussion based on their responses to encourage further
reflection and rethinking.
How will you help teachers As teachers make their way to creating their own queues and
to exhibit and self-evaluate questions, I will float around the room to check in on learning and
their growing skills, answer specific questions. Teachers will also share their answers
knowledge, and and work with the session for reflection.
understanding throughout
the unit?
How will you tailor and While I will have a time limit on answering questions during the
otherwise personalize the guided practice, I will be flexible to make sure no teacher is left
learning plan to optimize behind. When teachers are creating their own queues and
the engagement and questions, it will be self-paced to allow all teachers to understand
effectiveness of ALL the tool to the best of their ability. I will provide additional
teachers, without instructions for teachers who demonstrate mastery of
compromising the goals of
understanding Recap, such as linking Recap to Google Classroom.
the unit?
I will provide support for teachers who struggle with using the
 different features of Recap, such as giving specific instructions
and directing teachers to support videos located on the Recap
website.
How will you organize and 1. Provide brief introduction and communicate objectives of
sequence the learning professional development.
activities to optimize the 2. Provide overview of the main features of Recap: Text-Based
engagement and Questions, Video Response Prompts, and Journeys.
achievement of ALL 3. Discuss relationship between Recap and research-based
teachers? exemplary practice, Distributed Summarizing.
4. Share sample videos from previous Recap use in the
classroom.
5. Guide teachers through a sample queue. Questions in this
queue will encourage reflection on current practices and
preliminary reactions to Recap.
6. Discuss responses with whole group.
7. Guide teachers through creating their own queue and
questions.
8. Monitor learning and provide feedback.
9. Close with Ticket-Out-the-Door and goal setting.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development.