1. Designing a Secondary Profile/Outline Training Presentation # 10 Ontario Curriculum Unit Planner © Queen’s Printer for Ontario, 2003

2. Menu © Queen’s Printer for Ontario, 2003 2 Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0. The presentation demonstrates step by step how to create, edit, share, and manage secondary course profiles and course outlines that combine individual units. The menu that follows outlines the key components of this presentation. Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0. The presentation demonstrates step by step how to create, edit, share, and manage secondary course profiles and course outlines that combine individual units. The menu that follows outlines the key components of this presentation.

3. Menu © Queen’s Printer for Ontario, 2003 3 You can use this tutorial is several ways: 1.View it in its entirety or section by section from the main menu. 2.Open the Planner and toggle between the Planner and this PowerPoint presentation as you create a new secondary Profile/Outline step by step. You can use this tutorial is several ways: 1.View it in its entirety or section by section from the main menu. 2.Open the Planner and toggle between the Planner and this PowerPoint presentation as you create a new secondary Profile/Outline step by step.

4. MAIN MENU Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 1. Creating a Profile 2. Creating an Outline 3. Editing, Sharing, and Managing Profiles and Outlines 1. Creating a Profile 2. Creating an Outline 3. Editing, Sharing, and Managing Profiles and Outlines 4

5. 1. Creating a Profile 1.1 Introduction 1.2Getting started 1.3 Overview and units 1.4 Expectations 1.5Notes 1.6Teaching and learning strategies 1.7Assessment and evaluation strategies 1.8Resources 1.1 Introduction 1.2Getting started 1.3 Overview and units 1.4 Expectations 1.5Notes 1.6Teaching and learning strategies 1.7Assessment and evaluation strategies 1.8Resources 5 Menu

6. © Queen’s Printer for Ontario, 2003 6 1.1 Introduction The Planner helps you to organize your entire year’s course of study into:  a Profile that combines units already stored in "My Work" into a larger structure ( see slides 7-29 ): OR  an Outline that sketches out units with basic information into a quick framework ( see slides 30-40 ). The Planner helps you to organize your entire year’s course of study into:  a Profile that combines units already stored in "My Work" into a larger structure ( see slides 7-29 ): OR  an Outline that sketches out units with basic information into a quick framework ( see slides 30-40 ). Diversity “I imported this unit from a colleague.” “I created this unit.” Beauty and the Beast Interactions “I imported this unit from the OCUP website.” Voices “I imported this unit from a CD-ROM.” ENG2D Grade 10 English Academic My Profile Grade 10 Independence “I sketched this unit in Outline to be completed later.”

7. Menu © Queen’s Printer for Ontario, 2003 7 1.1 Introduction Each time you add units you have created or adapted from other sources to a Profile, data from each unit are grouped and aggregated under specific elements of curriculum design. Topic/Theme/ Resources Expectations Teaching/Learning Strategies Assessment and Evaluation Performance Tasks and Criteria

8. Menu © Queen’s Printer for Ontario, 2003 8 1.1 Introduction A Planner Profile helps teachers to analyse their practice over time in: 1. describing the overall course and organizing curriculum units clearly; 2. addressing curriculum expectations; 3. noting important information and considerations; 4. using a range of teaching strategies; 5. using a range of assessment and evaluation strategies; 6. using a range of resources. The following slides describe how to create a Profile and use its features effectively. A Planner Profile helps teachers to analyse their practice over time in: 1. describing the overall course and organizing curriculum units clearly; 2. addressing curriculum expectations; 3. noting important information and considerations; 4. using a range of teaching strategies; 5. using a range of assessment and evaluation strategies; 6. using a range of resources. The following slides describe how to create a Profile and use its features effectively. 1 2 3 4 5 6

9. Menu © Queen’s Printer for Ontario, 2003 9 1.1 Introduction 1 Cover Page Program Resource List Program Description and Unit Titles To make such analysis easy, the Print or Preview buttons (1) on the Profile screen allow you to view the aggregated data from all linked units …

10. Menu © Queen’s Printer for Ontario, 2003 10 1.1 Introduction 1 … including useful data sheets that list (1) and summarize (2) Profile expectations. 2

11. Menu © Queen’s Printer for Ontario, 2003 11 1.2 Getting started From the Help menu (1), make sure that your Author Preferences (2) identify the Secondary Panel (3) to automatically open the Secondary Profile template used in the following steps. 3 1 2

12. Menu © Queen’s Printer for Ontario, 2003 12 1.2 Getting started From the Program/Profile section (1) of the main menu, click Create a New Program/Profile (2). 1 2

13. Menu © Queen’s Printer for Ontario, 2003 13 1.2 Getting started 1 2 Follow the prompt pop-up boxes to: 1. select the grade(s); 2. select the subject and course from the drop- down menu; 3. identify folder name (no spaces); 4. click Yes to confirm information. Follow the prompt pop-up boxes to: 1. select the grade(s); 2. select the subject and course from the drop- down menu; 3. identify folder name (no spaces); 4. click Yes to confirm information. 4 3

14. Menu © Queen’s Printer for Ontario, 2003 14 1.3 Overview and units Make sure the toggle (1) is set to “P” for Profile. The Planner has automatically entered appropriate information in the Profile Overview & Units template, including course destination (2), course code, grade, credit value, and board type (3), prerequisites (4), and course description (5). Type in additional details (6). Add an appropriate graphic (7). Make sure the toggle (1) is set to “P” for Profile. The Planner has automatically entered appropriate information in the Profile Overview & Units template, including course destination (2), course code, grade, credit value, and board type (3), prerequisites (4), and course description (5). Type in additional details (6). Add an appropriate graphic (7). 1 2 3 4 5 6 7

15. Menu © Queen’s Printer for Ontario, 2003 15 1.3 Overview and units 1 Click here (1) to edit the Profile Author Information (2) if necessary (e.g., to specify department information, to add multiple authors). 2

16. Menu © Queen’s Printer for Ontario, 2003 16 1.3 Overview and units Click the “+” symbol (1) to begin to add units to your Profile. Choose one of two options: Option 1: create a new unit (2) or Option 2: attach an existing unit (3). Click the “+” symbol (1) to begin to add units to your Profile. Choose one of two options: Option 1: create a new unit (2) or Option 2: attach an existing unit (3). 1 4 23

17. Menu © Queen’s Printer for Ontario, 2003 17 1.3 Overview and units 12 Under Option 1 (to create a NEW unit), you can either: 1. LINK to an existing unit, which replaces data attached here; or 2. CREATE a unit framework with a link to the unit. In either case, add a number in the Unit Order box (3) relative to the other units in the Profile. Under Option 1 (to create a NEW unit), you can either: 1. LINK to an existing unit, which replaces data attached here; or 2. CREATE a unit framework with a link to the unit. In either case, add a number in the Unit Order box (3) relative to the other units in the Profile. 3

18. Menu © Queen’s Printer for Ontario, 2003 18 1.3 Overview and units 3 1 2 Add a title (1), a description (2), and the number of hours (3). Click the “+” symbol (4) to add expectations. Click Create (5) to start the process. Add a title (1), a description (2), and the number of hours (3). Click the “+” symbol (4) to add expectations. Click Create (5) to start the process. 4 5

19. Menu © Queen’s Printer for Ontario, 2003 19 1.3 Overview and units 1 If you prefer, you can enter any of the above information from within the unit when it appears. A convenient toggle button “P” (1) on the authoring template allows you to return to the Profile quickly.

20. Menu © Queen’s Printer for Ontario, 2003 20 1.3 Overview and units If you choose Option 2 (to attach an EXISTING unit), you will view any units for that grade(s) that are available in your Library (1). Click a title (2) to read its description and identify its Profile order (3). Click Back (4) to attach the unit. 2 3 4 1

21. Menu © Queen’s Printer for Ontario, 2003 21 1.3 Overview and units For example, in this Profile five existing units from the library have been linked (1) and ordered (2). The duration of each unit (3) is automatically recorded. 12 3

22. Menu © Queen’s Printer for Ontario, 2003 22 1.4 Expectations A Profile aggregates data from all linked units for easy storage, retrieval, analysis, and previewing/printing. Click Expectations (1) to view all expectations from all units and how many times they have been selected (2) and assessed (3). The Profile also gives the total (4). A Profile aggregates data from all linked units for easy storage, retrieval, analysis, and previewing/printing. Click Expectations (1) to view all expectations from all units and how many times they have been selected (2) and assessed (3). The Profile also gives the total (4). 1 2 2 3 3 4 4

23. Menu © Queen’s Printer for Ontario, 2003 23 1.5 Notes 2 Click Course Notes (1) and add any information here (2) that is related to the course as a whole such as daily reminders and program considerations (click Considerations (3) to register them). Click here (4) to add specific competencies from the Choices Into Action database. Click Course Notes (1) and add any information here (2) that is related to the course as a whole such as daily reminders and program considerations (click Considerations (3) to register them). Click here (4) to add specific competencies from the Choices Into Action database. 1 3 4

24. Menu © Queen’s Printer for Ontario, 2003 24 1.6 Teaching and learning strategies Click Teaching & Learning (1) to view all the teaching and learning strategies (2) used in all selected/linked units and how many times (3) each strategy has been used. 1 2 3

25. Menu © Queen’s Printer for Ontario, 2003 25 1.6 Teaching and learning strategies Provide additional Profile information and/or summaries about: 1.the teaching and learning strategies used in the linked units. For instance, you might identify a particular focus (e.g., research skills) or analyse special ways that strategies were implemented; 2.alternative activities, strategies, or resources used to accommodate the needs of Special Education and ESL/ELD students. For instance, you might identify available speech-related technologies used throughout the course. Provide additional Profile information and/or summaries about: 1.the teaching and learning strategies used in the linked units. For instance, you might identify a particular focus (e.g., research skills) or analyse special ways that strategies were implemented; 2.alternative activities, strategies, or resources used to accommodate the needs of Special Education and ESL/ELD students. For instance, you might identify available speech-related technologies used throughout the course. 1 2

26. Menu © Queen’s Printer for Ontario, 2003 26 1.7 Assessment and evaluation strategies Click Assessment & Evaluation (1) to view all the assessment strategies (2) and recording devices (3) used in all selected/ linked units and how many times (4) each strategy has been used. 2 3 41

27. Menu © Queen’s Printer for Ontario, 2003 27 1.7 Assessment and evaluation strategies Provide additional Profile information and/or summaries about: 1.assessment/evaluation strategies used in the course and the final methods of student evaluation (1). For instance, you might identify a particular focus (e.g., use of task- specific rubrics from provincial exemplars); 2.how the effectiveness of the course will be measured (2). Provide additional Profile information and/or summaries about: 1.assessment/evaluation strategies used in the course and the final methods of student evaluation (1). For instance, you might identify a particular focus (e.g., use of task- specific rubrics from provincial exemplars); 2.how the effectiveness of the course will be measured (2). 1 2

28. Menu © Queen’s Printer for Ontario, 2003 28 1.8 Resources Click Resources (1) to view all the resources used in all selected/linked units. Resources are listed alphabetically by type (2). 1 2

29. Menu © Queen’s Printer for Ontario, 2003 29 1.8 Resources Click the icon for each type (1) to see more Resources of that type. 1

30. Menu © Queen’s Printer for Ontario, 2003 30 2. Creating an Outline 2.1 Introduction 2.2Getting started 2.3 Overview and units 2.4 Expectations 2.5Notes 2.6Teaching and learning strategies 2.7Assessment and evaluation strategies 2.8Resources 2.1 Introduction 2.2Getting started 2.3 Overview and units 2.4 Expectations 2.5Notes 2.6Teaching and learning strategies 2.7Assessment and evaluation strategies 2.8Resources 30 Menu

31. © Queen’s Printer for Ontario, 2003 31 2.1 Introduction A Planner Outline helps teachers to produce a course outline that: quickly identifies basic information that conforms to OSS policy requirements; easily records additional information to assist planning; conveniently creates placeholder units for further development when time permits. A Planner Outline helps teachers to produce a course outline that: quickly identifies basic information that conforms to OSS policy requirements; easily records additional information to assist planning; conveniently creates placeholder units for further development when time permits.

32. Menu © Queen’s Printer for Ontario, 2003 32 2.1 Introduction 1 Cover Page Program Description and Unit Titles In Outline mode, the Print or Preview buttons (1) on the Profile screen allow you to view and present your course outline in a professional format. The following slides describe how to create an Outline and use its features effectively. In Outline mode, the Print or Preview buttons (1) on the Profile screen allow you to view and present your course outline in a professional format. The following slides describe how to create an Outline and use its features effectively.

33. Menu © Queen’s Printer for Ontario, 2003 33 2.2 Getting started 1 2 From the Program/Profile section (1) of the main menu, click Create a New Program/Profile (2) and follow the same instructions for creating a Profile (see slides 11-13).

34. Menu © Queen’s Printer for Ontario, 2003 34 2.3 Overview and units Make sure the toggle (1) is set to “O” for Outline. The Planner has automatically entered appropriate information in the Overview & Units template, including course destination (2), course code, grade, credit value, and board type (3), prerequisites (4), and course description (5). Type in additional details (6). Add an appropriate graphic (7). Make sure the toggle (1) is set to “O” for Outline. The Planner has automatically entered appropriate information in the Overview & Units template, including course destination (2), course code, grade, credit value, and board type (3), prerequisites (4), and course description (5). Type in additional details (6). Add an appropriate graphic (7). 1 2 3 4 5 6 7

35. Menu © Queen’s Printer for Ontario, 2003 35 2.3 Overview and units Click the “+” symbol (1) to begin to add units to your Outline. Choose one of two options: Option 1: create a new unit (2) or Option 2: attach an existing unit (3). Click the “+” symbol (1) to begin to add units to your Outline. Choose one of two options: Option 1: create a new unit (2) or Option 2: attach an existing unit (3). 1 4 23

36. Menu © Queen’s Printer for Ontario, 2003 36 2.3 Overview and units 12 Under Option 1 (to create a NEW unit), you can either: 1. LINK to an existing unit, which replaces data attached here; or 2. CREATE a unit framework with a link to the unit. In either case, add a number in the Unit Order box (3) relative to the other units in the Outline. Under Option 1 (to create a NEW unit), you can either: 1. LINK to an existing unit, which replaces data attached here; or 2. CREATE a unit framework with a link to the unit. In either case, add a number in the Unit Order box (3) relative to the other units in the Outline. 3

37. Menu © Queen’s Printer for Ontario, 2003 37 2.3 Overview and units 3 1 2 Add a title (1), a description (2), and the number of hours (3). Click the “+” symbol (4) to add expectations. Click Create (5) to start the process. Add a title (1), a description (2), and the number of hours (3). Click the “+” symbol (4) to add expectations. Click Create (5) to start the process. 4 5

38. Menu © Queen’s Printer for Ontario, 2003 38 2.3 Overview and units 1 If you prefer, you can enter any of the above information from within the unit when it appears. A convenient toggle button “O” (1) on the authoring template allows you to return to the Outline quickly.

39. Menu © Queen’s Printer for Ontario, 2003 39 2.3 Overview and units If you choose Option 2 (to attach an EXISTING unit), you will view any units for that grade(s) that are available in your Library (1). There may be other units as you are starting your planning with an Outline not a Profile. See slides 20-21 for further details. 1

40. Menu © Queen’s Printer for Ontario, 2003 40 2.4 Expectations In the Outline mode, you will have mapped out the expectations as part of the planned units in the Unit Information pop-up screen while in Overview & Units (1). However, the actual expectations will only appear in the Expectations list (2) once you begin to commit the expectations within specific units. Print versions of the Outline provide a complete list of the Overall Expectations for the course as provided in the Ministry policy document. In the Outline mode, you will have mapped out the expectations as part of the planned units in the Unit Information pop-up screen while in Overview & Units (1). However, the actual expectations will only appear in the Expectations list (2) once you begin to commit the expectations within specific units. Print versions of the Outline provide a complete list of the Overall Expectations for the course as provided in the Ministry policy document. 2 1

41. Menu © Queen’s Printer for Ontario, 2003 41 2.5 Notes 2 In Outline mode, click Course Notes (1) to add any information here (2) that is related to the course as a whole such as daily reminders and program considerations (click Considerations (3) to register them). Click here (4) to add specific competencies from the Choices Into Action database. In Outline mode, click Course Notes (1) to add any information here (2) that is related to the course as a whole such as daily reminders and program considerations (click Considerations (3) to register them). Click here (4) to add specific competencies from the Choices Into Action database. 1 3 4

42. Menu © Queen’s Printer for Ontario, 2003 42 2.6 Teaching and learning strategies In Outline mode, click Teaching & Learning (1) to provide additional information and/or summaries (2) about:  the teaching and learning strategies used in the linked units;  alternative activities, strategies, or resources used to accommodate the needs of Special Education and ESL/ELD students. For more information, see Slide 25. NOTE: In Profile mode, this page also provides a dynamic quantitative analysis of teaching/ learning strategies for all units attached to the program as they are added and subsequently modified. In Outline mode, click Teaching & Learning (1) to provide additional information and/or summaries (2) about:  the teaching and learning strategies used in the linked units;  alternative activities, strategies, or resources used to accommodate the needs of Special Education and ESL/ELD students. For more information, see Slide 25. NOTE: In Profile mode, this page also provides a dynamic quantitative analysis of teaching/ learning strategies for all units attached to the program as they are added and subsequently modified. 1 2

43. Menu © Queen’s Printer for Ontario, 2003 43 2.7 Assessment and evaluation strategies In Outline mode, click Assessment & Evaluation (1) to provide additional information and/or summaries about:  assessment/evaluation strategies used in the course and the final methods of student evaluation (2);  how the effectiveness of the course will be measured (3). For more information, see Slide 27. NOTE: In Profile mode, this page also provides a dynamic quantitative analysis of assessment strategies, recording devices, and groupings for all units attached to the program as they are added and subsequently modified. In Outline mode, click Assessment & Evaluation (1) to provide additional information and/or summaries about:  assessment/evaluation strategies used in the course and the final methods of student evaluation (2);  how the effectiveness of the course will be measured (3). For more information, see Slide 27. NOTE: In Profile mode, this page also provides a dynamic quantitative analysis of assessment strategies, recording devices, and groupings for all units attached to the program as they are added and subsequently modified. 1 2 3

44. Menu © Queen’s Printer for Ontario, 2003 44 2.8 Resources In Outline mode, click Resources (1) to enter titles/descriptions of resources used throughout the course (2). NOTE: By toggling to Profile mode, the Resources page provides an alphabetical summary list of all resources used in the attached units. For more information, see Slides 28–29. In Outline mode, click Resources (1) to enter titles/descriptions of resources used throughout the course (2). NOTE: By toggling to Profile mode, the Resources page provides an alphabetical summary list of all resources used in the attached units. For more information, see Slides 28–29. 1 2

45. 3. Editing, Sharing, and Managing Profiles and Outlines 3.1 Introduction 3.2Editing a Profile/Outline 3.3 Sharing a Profile/Outline (exporting/importing) 3.4 Managing Profiles/Outlines 3.5Additional notes about Profiles/Outlines 3.1 Introduction 3.2Editing a Profile/Outline 3.3 Sharing a Profile/Outline (exporting/importing) 3.4 Managing Profiles/Outlines 3.5Additional notes about Profiles/Outlines 45 Menu

46. © Queen’s Printer for Ontario, 2003 46 3.1 Introduction Just as with units, Planner Profiles/Outlines can be edited (1), exported/imported (2), and managed (deleted) (3). 2 3 1 2 3 1

47. Menu © Queen’s Printer for Ontario, 2003 47 3.2 Editing a Profile/Outline To edit an existing Profile/Outline go to the Program/Profile (1) section of the main menu and click here (2). 1 2

48. Menu © Queen’s Printer for Ontario, 2003 48 Browse existing Profiles/Outlines in the “My Work” section (1). Notice the toggle (2) must be dragged up or down for the right combination (here “S” for Secondary and “P” for Profile ). Click once on the Profile/Outline title you wish to edit (3) to view its description (4). Click the Go button (5) to view the Profile/Outline. 3.2 Editing a Profile/Outline 1 3 4 2 5

49. Menu © Queen’s Printer for Ontario, 2003 49 In the Profile template you can edit: details under Overview & Units (1) such as title, Profile authoring information, course description, etc.; summary information under Notes (2), Teaching & Learning (3), and Assessment & Evaluation (4). You can also toggle to “O” and edit Outline information (5). However, to maintain the integrity of individual units linked in a Profile/Outline, expectations, specific teaching/ learning and assessment strategies, and resources must be edited within a specific unit. In the Profile template you can edit: details under Overview & Units (1) such as title, Profile authoring information, course description, etc.; summary information under Notes (2), Teaching & Learning (3), and Assessment & Evaluation (4). You can also toggle to “O” and edit Outline information (5). However, to maintain the integrity of individual units linked in a Profile/Outline, expectations, specific teaching/ learning and assessment strategies, and resources must be edited within a specific unit. 3.2 Editing a Profile/Outline 1 3 4 2 5

50. Menu © Queen’s Printer for Ontario, 2003 50 3.3 Exporting/importing a Profile/Outline To export or import a Program/Profile, go to the Program/ Profile (1) section of the main menu and click here (2). 1 2

51. Menu © Queen’s Printer for Ontario, 2003 51 3.3 Exporting/importing a Profile/Outline Click the Export button to upload the Profile/Outline to: send to a colleague as an e-mail attachment; store on another disk medium (e.g., to take to another computer). Click the Export button to upload the Profile/Outline to: send to a colleague as an e-mail attachment; store on another disk medium (e.g., to take to another computer).

52. Menu © Queen’s Printer for Ontario, 2003 52 3.3 Exporting/importing a Profile/Outline Select the Profile/Outline you wish to export (1). Choose to export the Profile either with all attached units (2) or just as the Outline “front end” alone (3). Select the Profile/Outline you wish to export (1). Choose to export the Profile either with all attached units (2) or just as the Outline “front end” alone (3). 1 32

53. Menu © Queen’s Printer for Ontario, 2003 53 3.3 Exporting/importing a Profile/Outline Exporting a Profile/Outline automatically compresses (zips) the Profile/Outline folder and puts the compressed folder on your desktop (1) by default, for uploading [e.g., as an e-mail attachment (2) or to a storage medium (3)]. Note: To change your default (i.e., to another drive), see Review Author Preferences under the Help menu. Exporting a Profile/Outline automatically compresses (zips) the Profile/Outline folder and puts the compressed folder on your desktop (1) by default, for uploading [e.g., as an e-mail attachment (2) or to a storage medium (3)]. Note: To change your default (i.e., to another drive), see Review Author Preferences under the Help menu. 1 3 2 eng10d_p.zip

54. Menu © Queen’s Printer for Ontario, 2003 54 3.3 Exporting/importing a Profile/Outline When exporting a Profile/Outline [e.g., called “eng2d” (1)], the units will be renamed (2) to receive a leading number 1_, 2_, 3_, etc. eng2d_p.zip 1 2

55. Menu © Queen’s Printer for Ontario, 2003 55 3.3 Exporting/importing a Profile/Outline Click the Import button to download a Profile/Outline from: a colleague sent as an e-mail attachment; another disk medium (e.g., one stored to take to another computer). Click the Import button to download a Profile/Outline from: a colleague sent as an e-mail attachment; another disk medium (e.g., one stored to take to another computer).

56. Menu © Queen’s Printer for Ontario, 2003 56 3.3 Exporting/importing a Profile/Outline 12 3 You may choose to import a Profile with all attached units (1) or just the Outline (i.e., “front end”) alone (2). Browse to the desired zipped folder on your directory (3). Note: To prepare for importing a Profile/Outline sent as an e-mailed attachment, save its zipped Profile/Outline folder to your desktop. The file can be brought in while zipped. You may choose to import a Profile with all attached units (1) or just the Outline (i.e., “front end”) alone (2). Browse to the desired zipped folder on your directory (3). Note: To prepare for importing a Profile/Outline sent as an e-mailed attachment, save its zipped Profile/Outline folder to your desktop. The file can be brought in while zipped. eng10d_p.zip

57. Menu © Queen’s Printer for Ontario, 2003 57 3.3 Exporting/importing a Profile/Outline After importing the Profile/Outline, you may view it (1) or import another (2). Importing a Profile/Outline brings it into the “My Work” section (3) of the Library. Copies of Profiles/Outlines (4) are dated for added flexibility in adapting them for different circumstances. Note: Slide the toggle to “P” (5) to view Profiles/Outlines. After importing the Profile/Outline, you may view it (1) or import another (2). Importing a Profile/Outline brings it into the “My Work” section (3) of the Library. Copies of Profiles/Outlines (4) are dated for added flexibility in adapting them for different circumstances. Note: Slide the toggle to “P” (5) to view Profiles/Outlines. 1 3 2 4 5

58. Menu © Queen’s Printer for Ontario, 2003 58 3.4 Managing Profiles/Outlines To manage (delete) an existing Profile/Outline, go to the Program/Profile (1) section of the main menu and click here (2). 1 2

59. Menu © Queen’s Printer for Ontario, 2003 59 3.4 Managing Profiles/Outlines Click the trash can (1) to delete a Profile/Outline. Deleting Profiles/Outlines helps to manage earlier versions, unneeded copies, and last year’s work. 1

60. Menu © Queen’s Printer for Ontario, 2003 60 3.4 Managing Profiles/Outlines You may also remove ( i.e., detach) any linked unit from a Profile/Outline. Click the title of the unit (1) on the Unit Overview screen and click Detach (2). This does not remove the unit from your Library. 1 2

61. Menu © Queen’s Printer for Ontario, 2003 61 3.5 Additional notes about Profiles/Outlines Profiles/Outlines developed in the Planner can be: exported and imported just like units, although Profiles are usually larger files and take more time to download; copied (i.e., exported) under different names (e.g., for a particular school year, by individual teachers, with varied linked units) for maximum flexibility and adaptation. Profiles/Outlines developed in the Planner can be: exported and imported just like units, although Profiles are usually larger files and take more time to download; copied (i.e., exported) under different names (e.g., for a particular school year, by individual teachers, with varied linked units) for maximum flexibility and adaptation.

62. Menu © Queen’s Printer for Ontario, 2003 62 3.5 Additional notes about Profiles/Outlines Profiles/Outlines developed in the Planner can also be: built collaboratively using a cooperative process: a group appoints a coordinating teacher; the group divides up the work of developing Planner units; individual teachers e-mail their units to the coordinating teacher who links them in a Planner Profile/Outline; the coordinating teacher exports the Planner Profile/Outline to the individual teachers for further development. Profiles/Outlines developed in the Planner can also be: built collaboratively using a cooperative process: a group appoints a coordinating teacher; the group divides up the work of developing Planner units; individual teachers e-mail their units to the coordinating teacher who links them in a Planner Profile/Outline; the coordinating teacher exports the Planner Profile/Outline to the individual teachers for further development.

63. Thank you for viewing this presentation: Designing a Secondary Profile/Outline For other presentations go to www.ocup.org Thank you for viewing this presentation: Designing a Secondary Profile/Outline For other presentations go to www.ocup.org © Queen’s Printer for Ontario, 2003 63 Exit Menu