1. CEP 432 Observation Study #2, Unit Design & Midterm Exam 11/12/09 Harold A. Johnson Michigan State University

2. H. Johnson/MSU 2 Class Outline “Observation Study #2: Student  Class Discussion Unit & Lesson Plans  Evaluation criteria  Outline, Format & Examples  Small Group Work Assignments Midterm Exam  Error Analysis Data & Correct Answer Information  Review Policy & Exam Return

3. H. Johnson/MSU 3 Observation Study #2: Student  Class Discussion Difference Made... ...on the language competence of the student you observed? Insights Gained... ...your desire and ability to design, implement, use, and share such a language assessment and intervention design next semester during your second intern placement? Questions Raised... ...regarding language problems, assessment, and intervention?

4. H. Johnson/MSU 4  Evaluation Rubric: 10%: Submitted on time and completecomplete 20%: Well written and consistent data collection 50%: In depth and accurate 20%: Insightful reflections Bonus points for:  3. Language Intervention Information:  b. causes... grounding/referencing the cause as represented within the course lecture material  c. language goals... grounding/referencing your rationale as represented in the course lecture material  e. impact... grounding/referencing the impact as represented within the course lecture material  4. Reflections:  a. causes; b. assessments; and c. intervention... grounding/referencing your reflections as represented within the course lecture material

5. H. Johnson/MSU 5 *Unit & Lesson Plans  What are the unit and lesson plan formats of your currently using within your intern placement?  What general questions do you have in relation to those formats as a guide to your teaching?  How, if at all, have you incorporated the knowledge and skills gained in this course into your teahing?  What do you understand to be the purpose of the Unit Project within this course?  What questions and/or concerns do you have about this Unit Project? *Note: you can not submit the same unit plan/lessons plans for more than one MSU course.

6. H. Johnson/MSU 6 Unit Plan: Evaluation rubric...your input requested  Possible items 10%: Submitted on time, in the requisite format, and with all of the required information 10%: Written in a concise and professional manner 30%: Lessons includes:  appropriate for age, grade, ability  effectively use of state standards  appropriate and “doable” assessment protocols  appropriate range of instructional and assistive technologies  homework that serves to link what is learned at school, to what is done at home and in the community 50%: Lessons (via “footnotes” & APA references) indicate where, what and why key CEP 432 course concepts, knowledge and/or strategies (c/k/s) were used to appropriately enhance teaching and learning.  Frequency of use: 1.0 = 1 per lesson, vs. 4.0 = 4+ per lesson  Diversity of c/k/s: 1.0 = 4 per unit, vs. 4.0 = 8+ per unit

7. H. Johnson/MSU 7 APA Reference Guide  http://owl.english.purdue.edu/owl/resource/560/01/ http://owl.english.purdue.edu/owl/resource/560/01/ #2, “In-Text Citations”

8. H. Johnson/MSU 8 APA Reference Guide (cont).  Reference List #6-12 Format of Citations in Reference List

9. H. Johnson/MSU 9 APA Reference Guide (cont.)  Example: #7 Articles in Periodicals

10. H. Johnson/MSU 10 APA Reference Guide (cont.)  Example: #10 Electronic Resources

11. H. Johnson/MSU 11 APA Reference Guide (cont.)  Example: #11 Other Non-Print Sources

12. H. Johnson/MSU 12 Footnotes:

13. H. Johnson/MSU 13 Unit Format: DE Handbook.pdf (with modifications)DE Handbook.pdf  A. Unit Title: *** (e.g., “Observing the World Around You”)  B. Theme/Focus: *** (e.g., Learning how to learn.)  C. Grade: *** (e.g., grade 3)  D. Overview/Rationale: [student perspective...why they should want to learn this?] *** (e.g., Enhancing student’s ability to answer questions and solve problems)

14. H. Johnson/MSU 14 E. Connection to State of Michigan GLCS:Connection to State of Michigan GLCS  1. *Discipline *** (e.g., “Science - Processes”)  2. *Standard *** (e.g., “Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.”)  3. *Content Statement  *** (e.g., “Content Statement S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.”) *Note: Since I am giving you examples of this particular standard, you may not use this standard for your unit.

15. H. Johnson/MSU 15 E. Connection to State of Michigan GLCS: (cont.)  4. “Expectations” “S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.03.12 Generate questions based on observations. S.IP.03.13 Plan and conduct simple and fair investigations. S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool. S.IP.03.16 Construct simple charts and graphs from data and observations.”

16. H. Johnson/MSU 16 F. Unit Goals:  Your unit plan should include at least one unit goal.  (e.g., Students will demonstrate their ability to resolve one or more questions through the effective use of questions, observing, measuring, graphing, and sharing.).

17. H. Johnson/MSU 17 G. Concept Map:  Your unit plan should include a concept map designed to show the organization and interrelatedness of the various components of your unit (e.g.... Learning how to learn L-1: Topic = antsStudent experiences re. ant behavior Student perspective of how & why ants act in relation to the changes in the environment and types of food Student predictions & questions L-2 & 3: Teacher sharing how to learn, establishing student investigative teams & experiments L-4: Team presentations & answers & teacher identifying learning strategies L-5: Teacher summary of resulting knowledge & skills

18. H. Johnson/MSU 18 H. Language Problem & Objective  1. Language Problem: (one student in your class) a. Description of the problem: b. Identification of why the problem occurs: c. Identification of the impact of the problem upon the student’s learning.  2. Language Goal(s): (written as a behavioral objective)  3. Language Assessment Strategy: (i.e., How you will gather data concerning the student’s targeted performance?)  4. Language Intervention Strategies by Lesson (i.e., What will you do in each lesson to assist students in achieving their language goal?)

19. H. Johnson/MSU 19 I. Content Learning Objectives:  Your unit plan should include at least 4-7 unit objectives, these objectives are linked to the individual lessons of the unit. The objectives identify the target knowledge and/or skills students will during each lesson. The objectives must plan for expansion, i.e., different levels of student learning.  [resource information concerning behavioral objectives] Key elements  Behavior  …what the students will do – MUST be observable, e.g., “raise their hand” “  Condition  …in what situation the students will work, e.g., during math instruction  Criteria  …the student’s level of performance, e.g., “two out of three times” “with 80% accuracy” Information about + how to write behavioral objectives:  Information About Behavioral Objectives and How to Write Them Information About Behavioral Objectives and How to Write Them  How to Write Learning Objectives How to Write Learning Objectives

20. H. Johnson/MSU 20 I. Content Learning Objectives: (cont.)  Lesson 1: (e.g., “Learning how to learn” “ants”... During a class discussion, with prompts from the teacher (=condition), students will identify one (=criteria)...  *1. LTK: experience (=behavior) that they have had with ants.  *2. MTK:....question (=behavior) concerning why ants in a way that they had observed  *3. HTK:... environmental (e.g., temperature, distance, height, etc.) or food factor (e.g., dry, wet, smelly, etc.) that they think will predict (=behavior) how ants will act. Assessment:  Student contribution  Lesson 2 - 5: *High vs. Mid vs. Low Topical Knowledge

21. H. Johnson/MSU 21 Unit Plans: Format (cont.)  J. Duration:  # of lessons: (e.g., 5 lessons)  Duration of each lesson:  Days and times when lessons will be taught:  K. Lesson plans: [Your unit plan should include at least five lessons that follow some scope and sequence (e.g., simple to complex, whole to part, etc.). This sequence should be explained in the unit rationale. Lessons should include multiple instructional strategies and a variety of forms of assessment.] Lesson #1: Lessons #2-5+ (each listed separately)

22. H. Johnson/MSU 22 Unit Plans: Format (cont.)  Appendices: Materials:  Include any artifacts (i.e., content information, worksheets, graphic organizers, etc.) that would be used as part of this unit. Bibliography:  Include a bibliography annotating items needed to implement this unit. This section should follow APA format. References:  Include all citations used to write your unit, including the internet and personal communications. This section should follow APA format.

23. H. Johnson/MSU 23 Lesson Plan format from the DE Handbook.pdf (with modifications)DE Handbook.pdf  Date:  Subject:  Grade Level:  Intended of Duration Lesson:  State of Michigan Standards/Benchmarks:  Overall Lesson Goal:  Lesson Objectives & Assessment Protocols: Differentiated: High vs. Mid vs. Low topical knowledge  Materials: Provide a bulleted list

24. H. Johnson/MSU 24 Lesson Plan format (cont.)  Prior Knowledge: What do students need to know in order to participate appropriately in this lesson?  Instructional Procedures & Student Activities: i.e., sequence of teacher behaviors that will guide the student work, and a description of that work. The procedures identify what the teacher and students will do, in the order they will do it. The procedures should be:  clear, direct, precise and specific  organized using bullets or numbers  a guide, NOT a script The procedure should be written so that it can be followed with a quick glance, ex. “1. Students sit in chairs opposite each other. 2. Tell students to extend their right arms until parallel with the floor. 3. Ask students how long they think. 4. Write responses on board.”  Home Work: i.e., a functional, engaging assignment that serves to link what is learned in the classroom, with the students interests and activities at home)

25. H. Johnson/MSU 25 Unit Plan  Small Group Work Sections “A-J”  Begin roughing out, assisting one another, discovering/sharing ideas and strategies, and identifying common questions  Class Discussion of the resulting designs, ideas, strategies, and questions

26. H. Johnson/MSU 26 Assignments:  No class next week in light of the Thanksgiving Holiday  Unit Plans: by 8:00 a.m. on 12/3/09, post to your page on the course wiki a rough draft of sections “A-J” of your unit plan for this course. Midterm Exam  Error Analysis Data & Correct Answer Information  Review Policy & Exam Return