Module IV:
Using Technology to Support Learning
Module IV of this professional development program is designed to be taught in a faceto-face or online environment. It is intended to fit within two 7.5 hour days.
Outcomes & Suggested Timeframe for Instruction
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Outcome
Participants will understand how Data Driven Decision
Making (DDDM) drives instructional practices to improve
student learning in technology.
Participants will locate sources of formative (grade books)
and summative (MD Report Card) data available to them
and identify ways they can be used to improve student
learning.
Participants will develop a variety of re-teaching strategies
to facilitate student learning.
Participants will develop multiple strategies for reteaching/re-learning incorporating instructional technology
for student self-selection.
Participants will reflect upon improvement of student
learning.
Participants will plan for communicating student outcomes
with expanded learning community.
Module IV
1
Suggested Timeframe
3.0 hours
4.0 hours
4.0 hours
2.0 hours
1.0 hours
1.0 hours
Materials Needed:
Throughout this module, you will need the documents listed below. Some of them will be
available as links within the module.
Data-Driven Decision-Making (DDDM) Article Links
DDDM Synopsis
Voluntary State Curriculum (VSC) or local curriculum
Formative v. Summative Questions
Participant Gradebook
Formative & Summative Data Definitions
DDDM Chart
TL8 Lesson Seed Examples or Participant’s Lesson Seed Examples from Module II.
A Handbook on Universal Design for Learning and Accessible Technology: Proactive
and Accommodative Instructional Strategies for Today’s Teachers, by Denise C.
DeCoste, Ed.D.
Universal Design for Learning (UDL) FAQs
Maryland Technology Literacy Student Standards (MTLSS)
MD Report Card Website
MD Report Card School and Student Assessment Data Chart
Strategy Reflection Form
Module IV Plan for Communication
LEA Lesson Plan Template or Generic Lesson Plan Template
LEA Evaluation Form
Module IV
2
Outcome 1: Participants will understand how Data Driven Decision Making (DDDM)
drives instructional practices to improve student learning in technology.
Suggested timeframe: 3.0 hours.
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Activities
Participants read the Data-Driven
Decision-Making (DDDM) synopsis
and articles provided in DDDM Article
Links.
Participants write at least a one page
paper about their feelings in using
DDDM to drive student learning of the
Maryland Technology Literacy Student
Standards (MTLSS).
Participants submit DDDM paper to
facilitator as per directions.
Module IV
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3
Materials/Links
Data-Driven Decision-Making
(DDDM) Article Links
DDDM Synopsis
Outcome 2: Participants will locate sources of formative (grade books) and summative
(MD Report Card) data available to them and identify ways they can be used to improve
student learning.
Suggested timeframe: 4.0 hours.
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Activities
Participants read Formative &
Summative Data Definitions provided.
Participants complete the Formative vs.
Summative Questions provided based
on their knowledge of formative and
summative data.
Participants submit Formative vs.
Summative Questions to facilitator as
per directions.
Participants will review their school’s
data from the MD Report Card website.
Complete and submit the assessment of
knowledge of MD Report Card School
and Student Assessment Data Chart.
Facilitator or participants will select a
MD Report Card data point that needs
improvement and correlate your grade
book data and VSC indicators relevant
to that data.
Participants will use the DDDM Chart,
to brainstorm and list a strategy for
each indicator to improve student
learning.
Participants submit DDDM Chart to
your facilitator as per directions.
Participants share strategies with the
group.
Module IV
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4
Materials/Links
Voluntary State Curriculum (VSC) or
local curriculum
Formative v. Summative Questions
Participant Gradebook
Formative & Summative Data
Definitions
DDDM Chart
MD Report Card Website
MD Report Card School and Student
Assessment Data Chart
Outcome 3: Participants will develop a variety of re-teaching strategies to facilitate
student learning.
Suggested timeframe: 4.0 hours.
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Activities
Participants will use the data point
chosen in the last outcome, to create 3
“lesson seeds” to improve that score
using the MTLSS. Within each “seed,”
participants justify their use of
technology and account for UDL and
Assistive Technology.
Participants choose one of the “lesson
seeds” created and expand it into a full
lesson plan (using a template required
by the LEA, or the one provided here).
Participants submit “lesson seeds” to
facilitator as per directions.
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Materials/Links
TL8 Lesson Seed Examples
A Handbook on Universal Design for
Learning and Accessible Technology:
Proactive and Accommodative
Instructional Strategies for Today’s
Teachers, by Denise C. DeCoste, Ed.D.
Universal Design for Learning (UDL)
FAQs
Maryland Technology Literacy Student
Standards (MTLSS)
LEA Lesson Plan Template
Generic Lesson Plan Template
Outcome 4: Participants will develop multiple strategies for re-teaching/re-learning
incorporating instructional technology for student self-selection.
Suggested timeframe: 2.0 hours.
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Activities
Participants will revise each seed
created in Outcome #3 to incorporate a
variety of reteaching strategies.
Strategies for each new “seed” should
include instructional technologies,
UDL principles and MTLSS.
Participants submit revised “lesson
seeds” to facilitator as per directions.
Module IV
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5
Materials/Links
MTLSS
TL8 Lesson Seed Examples
A Handbook on Universal Design for
Learning and Accessible Technology:
Proactive and Accommodative
Instructional Strategies for Today’s
Teachers, by Denise C. DeCoste, Ed.D.
Universal Design for Learning (UDL)
FAQs
Outcome 5: Participants will reflect upon improvement of student learning.
Suggested timeframe: 1.0 hours.
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Activities
Participants will complete the Strategy
Reflection Form following the
implementation of the re-teaching
strategies.
Participants submit Strategy Reflection
Form to facilitator as per directions.
Participants share which strategies
worked best with the group.
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Materials/Links
Strategy Reflection Form
Outcome 6: Participants will plan for communicating student outcomes with expanded
learning community.
Suggested timeframe: 1.0 hours.
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Activities
Participants will complete Module IV
Plan for Communication worksheet
which will help them develop methods
to disseminate information to different
stakeholders.
Participants submit completed Module
IV Plan for Communication worksheet
to facilitator as per directions.
Participants complete and submit LEA
evaluation form as provided by
facilitator.
Module IV
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6
Materials/Links
Module IV Plan for Communication
LEA Evaluation Form