First and foremost is the suggestion for users to focus on just one or two sections of the template. Unless teachers are designing a big, multi-week project, they need to pick and choose a few focal areas rather than trying to cover the entire template. We are also finding trudacot to have the most power as an up-front brainstorming, idea-generating, and design tool—not an after-the-fact evaluative tool. We want educators thinking about lesson and unit (re)design in ways that are safe and generative. We don’t want them worrying about being judged. One great way to do this is to first use trudacot to look at lessons that are not their own in order to minimize defensiveness. The trudacot template should not be used as a massive checklist of things that should be present in a teacher’s lesson or unit.
Version 2.0 of trudacot is now available and includes annotations and tips for usage. In addition to the trudacot itself, we have numerous other resources and examples of trudacot in practice. We hope that you find trudacot useful to your district’s technology integration efforts and that it helps you foster rich discussions about lesson and unit (re)design with your educators.
Please stay in touch as you have questions, ideas, and suggestions; we are happy to set up an online meeting with you to explain trudacot further. The trudacot template is very much a work in progress—help us make it better! The more people that we have looking at and working with trudacot, the more useful it can become.
Scott McLeod is director of innovation and Julie Graber is an instructional technology consultant for the innovation team at Prairie Lakes Area Education Agency in Iowa.