1. EDUC 4464 – J/I Methods Class 10 January 4-8, 2010 Bell Work: 1.Why do teachers plan in units? Discuss. (educative question @ synthesis / evaluative) Dr. J. Barnett

2. Setting Up a Unit: Units are created to meet a Big Idea ______________________________ __________________ _____ _ Theme Based, Strand Based, Skill Based or Concept Based Dr. J. Barnett

3. What are the enduring understandings in this area of the curriculum? What is the big message? What other Big Ideas could this unit fit in? Grade 9 – HIF10 Social Science and Humanities SOV.01Grade 9 Self and OthersOverall Expectations describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people SOV.02Grade 9Self and OthersOverall Expectations analyze strategies to develop and maintain effective relationships SOV.03Grade 9Self and OthersOverall Expectations apply practical skills to perform daily-living tasks that meet the needs of self and family SOV.04Grade 9Self and OthersOverall Expectations demonstrate a growing awareness of the need to be responsible and to contribute to the family (educative question at Analysis level of Bloom’s) Dr. J. Barnett

4. Co-operative Learning PIES –Positive interdependence –Individual accountability –Equal participation –Simultaneous interaction Roles for this Activity –Secretary, Runner, Mediator, Reader –Everyone else is still expected to participate

5. Application Activity ① Working in small groups, students choose a grade, a strand, and then create a Big Idea for a unit. ② Under the subheading, Big Idea, the secretary for the group types out the big idea at the top of the page. ③ Students begin the work to plan out a cumulative task for the end of the unit. Ideally, students should refer to the Bloom’s Taxonomy chart and try to create an activity at the Application, Synthesis, Analysis, or Evaluation level. The time necessary to do this task should be at least one class period. It can take more than a class to complete. ④ Under the subheading, Cumulative Task, the secretary for the group types out the cumulative task. ⑤ The group then discusses how this task has the students demonstrating the big understanding. ⑥ Under the subtitle Rationale, the secretary for the group types this out at the bottom. ⑦ The secretary places a title at the top that communicates the big idea. He/she then types the grade and the strand underneath. ⑧ Names of all the group members are to be typed at the end of the page and the section should appear in brackets. (Remember to run the spell-checker.) ⑨ The secretary should then send this to each group member and to the professor. In the subject line put the words Class 10. ⑩ When done, brainstorm as a group the similarities and differences between unit planning and lesson planning; the secretary is to record the discussion