1. Integrator Session 1 Summer 2009 Unit Design

2. Integrator Enduring Understandings Integrating technology into higher order curriculum improves student achievement. Today’s students are digital learners who learn best from a digital teacher.

3. Integrator Essential Questions How do you create a unit following Understanding by Design principles? What transforms discrete learning into an enduring understanding? How do you create an essential question? How does assessment inform instruction? How do I incorporate technology to improve student achievement?

4. Inspiration Template Integrator process Process template Process template Program summary Program summaryExemplars Unit Unit iMovie/Website iMovie/Website Student Examples Student Examples

5. Foundation of your Unit Unit concept - something new or previously developed and needs technology Working from the Power Standards, identify the concepts, processes and skills students historically struggle with on MAP. Connect Power Standards to the curriculum and instructional materials. Follow the unit design template to design instruction that addresses the data. Monitor progress through classroom assessments.

6. Enduring Understanding for Unit Transforming concept into Enduring Understanding/Big Idea Enduring understandings represent a big idea having enduring value beyond the classroom. They are umbrella-like organizers…what you want your students to remember thirty years from now-and longer. Wiggins, McTighe Enduring understandings represent a big idea having enduring value beyond the classroom. They are umbrella-like organizers…what you want your students to remember thirty years from now-and longer. Wiggins, McTighe

7. Aspects of Enduring Understanding Go beyond discrete facts or skills to focus on larger concept, principles or processes Give meaning and importance to facts and skills Applicable to new situations within or beyond the subject Written in terms and vocabulary students can understand Beyond knowledge, affective component, “Aha moment”, “moral of the story”

8. How to Generate Enduring Understanding List major ideas concepts that come to mind relative to a course or topic Analyze the intent of your objectives and benchmarks Synthesize the related concepts to a more generalized big idea Project into the mind of your student in the future

9. Concept to Enduring Understanding ExplorationPlanets Native American Culture Martin Luther King World War II Rainforest Number Patterns American symbols

10. Your turn! What concept have you thought about as the foundation for your unit? What are the possible enduring understandings for that concept? Use Aspects of Enduring Understanding as “Litmus Test”

11. What are Essential Questions? Critical, global, abstract, overarching questions that drive teaching and learning within a unit of study. They press learners to think beyond what they already know press learners to think beyond what they already know are the focus of learning and the central questions of inquiry are the focus of learning and the central questions of inquiry represent the understanding that teachers most want their students to take away from a unit or activity. represent the understanding that teachers most want their students to take away from a unit or activity.

12. What Essential ?’s do for Curriculum Development Create a focus for the unit, go to the heart of the discipline Point clearly and explicitly toward a big idea Point to key inquiries and core ideas of a discipline Reveal richness and complexity of a subject Enhance, encourage and enable cross-discipline connections

13. Characteristics of Essential Questions Have no one obvious “right” answer Are open-ended, non-judgmental, meaningful and motivational Framed to provoke and sustain student interest Require you to “make a decision” or “plan a course of action” ****Avoid “What is” questions

14. Sample Curriculum with EQ’s Using Clusty.com or Ask.com do a search for Essential question + ________ Sample sites http://www.greenville.k12.sc.us/league/esques.html http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrite s/essentialquestions.html http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrite s/essentialquestions.html http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrite s/essentialquestions.html http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrite s/essentialquestions.html http://www.usd266.com/depart/curriculum/teachers/finearts/index finearts.html http://www.usd266.com/depart/curriculum/teachers/finearts/index finearts.html http://www.usd266.com/depart/curriculum/teachers/finearts/index finearts.html http://www.usd266.com/depart/curriculum/teachers/finearts/index finearts.html http://www.derry.k12.nh.us/dvs/staff/cmccallum/curricmap_essen tial.htm http://www.derry.k12.nh.us/dvs/staff/cmccallum/curricmap_essen tial.htm http://www.derry.k12.nh.us/dvs/staff/cmccallum/curricmap_essen tial.htm http://www.derry.k12.nh.us/dvs/staff/cmccallum/curricmap_essen tial.htm Kent School District – Kindergarten Curriculum Kent School District – Kindergarten Curriculum Middle School Art Curriculum Middle School Art Curriculum

15. Your turn! Divide the unit into lesson concepts Draft an essential question for each concept Test each question

16. Test your essential questions? Cannot be answered satisfactorily in one sentence Concept-based, not fact based Open-ended Provocative and multi-layered Higher Order-analysis, synthesis, evaluation

17. Lesson Topics Essential question should be focus of each lesson Foundation questions may be used for lower level skills taught in first lesson of unit Foundation question is one whose answer provides the facts used to answer the essential question. Foundation question is one whose answer provides the facts used to answer the essential question. EQ-Should wetlands in the United States be preserved EQ-Should wetlands in the United States be preserved FQ- What is a wetland? FQ- What is a wetland? FQ-What are the reasons for saving wetlands? FQ-What are the reasons for saving wetlands? FQ-Who is destroying wetlands? FQ-Who is destroying wetlands?

18. Are you creating an? Assessment OF Learning (Summative) How much have students learned as of a particular point in time? How much have students learned as of a particular point in time? Assessment FOR Learning(Formative) : How can we use assessment to help students learn more? How can we use assessment to help students learn more?

19. Types of Acceptable Evidence (Remember Activ Votes) Checklist (Formative) Unit test (Summative) Holistic Scoring guide (Formative/Summative) Analytic Scoring guide (Formative)/Summative) Student products (Summative) Powerpoint presentation Powerpoint presentation Kid Pix Slide show Kid Pix Slide show iPhoto Slide Show iPhoto Slide Show iMovie iMovie Website Website

20. Writing Performance Objectives Blooms objective stems Who, what, when, to what extent, degree of accuracy

21. Technology Integration Elective courses will provide examples of technology integration to improve student learning Incorporate 5 different types of technology Choose your elective courses based on what you want your student products to be

22. Unit and Lesson Templates How to access Unit template Lesson templates Basic Basic Reading Reading Writing Writing Reading/writing Reading/writing

23. Next steps Plan your unit Register for your 5 electives Attend your electives Work on drafting your unit Conference with your ITS/Tech Dept/Curr. Spec, and peer - remember to document this When you believe you are ready to teach, assemble your review committee Revise unit as needed to receive Ready to Teach Status