Instructional Planning - Research and Additional Resources

This book provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches.

In this book, the authors identify and describe the 25 most common problems in curriculum unit design and recommend how to fix them—and avoid them when planning new units.

The authors explore how the design research process can make the goals, assumptions, processes, methods, and outcomes of design research uniquely accessible to the practitioner.

How will teachers know when students understand? This lesson planning guide provides the answers based on current, quality research on instructional planning.

By rethinking student engagement and bringing flow to the center of instruction, teachers inspire students to love learning and reach new levels of achievement. Learn what steps teachers can take to personalize instruction, empowering students to own their learning.

This article explores Common Core and Literacy Design Collaborative tools.

The purpose of this book is to explain how teachers and administrators can upgrade their schools' current curriculum and recalibrate instructional practices to embrace modern learning.

This study "provides an overview of a professional development program that sought to support teachers in developing unit plans that incorporated backwards design principles and culturally relevant and sustaining instruction."

Learn how to identify enduring understandings, set goals, establish benchmarks, and monitor progress to move your students to mastery of standards, while differentiating to meet their diverse needs.

This book offers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other.

This site from one of the authors of UbD provides a number of free resources to explore the UbD concepts including templates, examples, and videos.

This guide offers instructional modules on how to refine units created using Understanding by Design (UbD) and how to effectively review the units using self-assessment and peer review, along with observation and supervision.

"The Understanding by Design Guide to Creating High-Quality Units" offers instructional modules on the basic concepts and elements of Understanding by Design (UbD), the "backward design" approach used by thousands of educators to create curriculum units and assessments that focus on developing students' understanding of important ideas.

This book explores how key components of UbD, including backward design, essential questions, and transfer tasks, are supported by research in neuroscience, and why specific kinds of teaching and assessment strategies are effective in helping students gain the knowledge, skills, and deep understanding they need to succeed in school and beyond.

This book showcase how the backward design process can help educators effectively meet the needs of culturally and linguistically diverse students.

This theoretical article argues that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered.

While aimed at higher ed., this article offers a systematic review of literature on authentic assessment from 1988 to 2015. Thirteen consistent characteristics of authentic assessment are identified leading to the classification of three conceptual dimensions: realism, cognitive challenge and evaluative judgment.

This article shows that scaffolded assessment tasks that include interactive orals help prevent academic misconduct. The more relevant the assessment to real-world scenarios, the less likely students are to engage in misconduct. Additionally, interactive oral exams enabled students to develop their professional identity and awareness, and communications skills.

The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.

This book explains how inquiry leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.

This study provided empirical evidence to support the assumption that a higher level of mobile technology use may be related to a greater learning outcome and that the impact of mobile technology may be determined by multiple factors such as who initiates the use and whether the use enhances or distracts students' knowledge construction.

This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

This compilation of thought-provoking ISTE articles illustrates how infusing technology can empower learners and inspire meaningful learning experiences in the classroom and beyond.

This article presents a comprehensive review of the literature on the challenges associated with effective technology integration in the classroom and the ways in which they interact with one another.

This study aimed to conduct a systematic literature review on empirical studies of how technologies influence young children's learning.

The Social Justice Standards are a road map for anti-bias education at every stage of K–12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the Standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

The Culturally Responsive Curriculum Scorecards were developed collaboratively by NYC parents, students, educators and researchers, as a tool to help determine the extent to which English Language Art, Science, Technology, Engineering, Arts, and Mathematics (STEAM) curricula are (or are not) culturally responsive.