Planning Instructional Units

Planning Vital and basic skill for effective teaching Helps you feel organized and prepared Is only a guide: not carved in stone Allows for review of and reflection on lesson.

Instructional Unit Series of lessons centered on a theme, topic, or major concept Conventional Integrated unit (Interdisciplinary) Combines disciplines Self-Instructional Contract

Conventional Unit Series of lessons centerd on a topic Each lesson builds on the previous

Intergrated Unit-Concept Map

Self-Instructional Unit Designed for independent study (modular) Completed in a short amount of time Students work at own pace Finish one go on to another and so on. Useful for distance learning

Contract Unit Contract between teache rand student Specific time frame and amount to be completed for the grade For example: complete activities 1-5, and optional activities 10,14and 17;receive a passing grade above a B on the posttest.

How Do I start Planning a Unit? Gather and locate all resources Such as State Standards Textbook Media Technology Resources Trade Books Community Resources Etc..etc…etc…..

Now Begin the unit… Look at the textbook… Decide on your goals and objectives… Alignment….. Backward Design

Textbook Should every unit get major emphasis? Are there some you can “skim” to enable more time for others? What activities are recommended? What other activities can you imagine?

Be prepared to change things….. If the student’s lack the prior knowledge for a unit, what do you need to do? Plan to use some instructional strategies to find out what they know, such as KWL charts, concept mapping, etc..

Goals and Objectives Goals are broad statements of educational intent e.g. To know the three theories pertaining to the extinction of the dinosaurs Objectives are the educational outcome defined in behavioral terms e.g. Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy.

Alignment Instruction with state and local standards in methods, materials, and assignments. The instruction and the evaluation based on the objectives. (Curriculum Alignment)

Backward Design Innovative Approach to Planning based on the work of Grant Wiggins and Jay McTighe (Understanding by Design) UbD Three Main Stages Desired results (big ideas, enduring understandings, essential questions) ?

Assessment evidence (How will students demonstrate what they have learned or can do)? Learning Activities (What opportunities will the student have to learn)

Holy Family Unit Plan Subject Area Grade Level Unit Title Estimated Time Student Population

Stage 1—Desired Results Standards – Which will be addressed? Understanding (s)- What are the big ideas? What specific understandings about them are desired? Essential Question (s)- What question will foster inquiry, understanding and transfer of knowledge

Attitude(s) and Value(s) – Attitudes and Democratic values to be developed Skills – What skills related to acquring, organizing and using information; what technology skills; what interpersonal skills

Stage 2- Assessment Evidence Performance Task – What authentic performance task Other Evidence – quizzes, observations, journals

Stage 3- Learning Plan Learning Activities (8-10 lessons) References- APA Reflection

Blooms Taxonomy Remembering Understanding Applying Analyzing Evaluating Creating

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

Differentiation Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success Utilizing a variety of instructional and management strategies Special considerations made for students with learning disabilities; IEP’s Visual/hearing problems 504 accommodations

Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation such as Respectful tasks Flexible grouping Ongoing assessment and adjustment

Content ProcessProduct According to students’ Readiness InterestLearning Profile Through a range of instructional and management strategies such as Teacher can differentiate

Taped material Tiered lessons Learning contracts Small group instruction Independent study Literature circles Lecture Questioning Teacher centered Cooperative learning Inquiry based learning Student-centered projects Interest centers Compacting Varied questioning strategies Varied homework

Websites /bloomtax.html -- Using Bloom's Taxonomy in Assignment Design /bloomtax.html – standards and other information

ry.html#M – glossary of instructional strategies ry.html#M d/templates/objectivetool.html - Guide to Writing Objectives d/templates/objectivetool.html ols/cogverbs.html -Observable Verbs for Cognitive Domain Instructional Objectives ols/cogverbs.html

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