Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall...
-
Upload
rachel-eaton -
Category
Documents
-
view
232 -
download
3
Transcript of Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall...
![Page 1: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/1.jpg)
Unit Planning
EDUC 4444J/I Methods
![Page 2: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/2.jpg)
The Four Essential Questions
What shall we teach?
How shall we teach?
How can we organize it?
How can we assess?
Regardless of the type of planning, long range,
unit planning or lesson planning, there are always four questions that need to be considered.
![Page 3: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/3.jpg)
Unit Planning Provides: Continuity of instruction Efficient use of time Teachers keeping in mind the needs of
their students An adherence to local/provincial
curricular guidelines A schedule for resources such as library
and computer labs Possible links across disciplines
![Page 4: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/4.jpg)
Unit Planning
Is the intermediate step between long-term and the process of constructing specific lesson plans.
A unit can last anywhere from a week or two to a month or more depending on the topic and the age of the students.
![Page 5: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/5.jpg)
Unit planning (cont.)
Teachers must reflect and consider students’ progress toward achieving objectives, the availability of materials, the time requirements of particular activities, etc.
![Page 6: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/6.jpg)
Required teaching skills
Observing student behaviour Diagnosing student needs Setting goals and objectives Sequencing goals and objectives Determining appropriate learning
activities related to the objectives
![Page 7: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/7.jpg)
Ralph Tyler shortens the above four questions to three which are described below.
7
There are three key questions for planning.
1.What do you 1.What do you want students to want students to
learn?*learn?*
2. What evidence 2. What evidence will you accept of will you accept of that learning?*that learning?*
* Ralph W. Tyler. Basic Principles of Instructional Design. 1949
3. How will you 3. How will you design instruction design instruction
for effective learning for effective learning for all?for all?
![Page 8: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/8.jpg)
8
Classroom planning reflects curriculum priorities.
Key Questions New Ontario Curriculum
ACHIEVEMENT ACHIEVEMENT LEVELSLEVELS
2. What evidence will 2. What evidence will you accept of that you accept of that
learning?learning?
Determine acceptable Determine acceptable evidenceevidence
EXPECTATIONSEXPECTATIONS1.What do you want 1.What do you want students to learn?students to learn?
Identify desired Identify desired resultsresults
Classroom Planning*
* Grant Wiggins and Jay McTighe. Understanding by Design. 1999
3. How will you 3. How will you design instruction for design instruction for effective learning for effective learning for
all?all?
Plan learning Plan learning experiences and experiences and
instructioninstruction
TEACHING/LEARNING TEACHING/LEARNING STRATEGIESSTRATEGIES
RESOURCESRESOURCES
![Page 9: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/9.jpg)
Steps in Unit Planning
1. Define the Purpose
What do I hope my students will learn by the end of this strand/theme/unit?
Begin to consider the culminating task, subtasks and the prior knowledge required.
Begin to think about the initial assessment to determine student readiness for the uni
![Page 10: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/10.jpg)
Steps in Unit Planning
2. Choose the overall expectations for the strand/strands you want to address.
3. Choose the specific expectations for the strand/strands you want to address.
![Page 11: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/11.jpg)
Steps in Unit Planning
4. Cluster the expectations using common words or concepts and you will begin to see the Essential Understandings / Big Ideas.
These are the enduring concepts, skills, applications and/or connections that follow throughout the learning continuum (e.g., conservation, care of the environment/living things, map and globe skills, etc.)
![Page 12: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/12.jpg)
Steps in Unit Planning
5. Map these clusters onto the Achievement Chart to address the categories
Knowledge and Understanding Thinking Communication Application
![Page 13: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/13.jpg)
Steps in Unit Planning
6. Determine meaningful connections to other subject areas/expectations…Integration
7. Design a culminating activity and scoring rubric and/or checklist to accompany the culminating task
![Page 14: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/14.jpg)
Steps in Unit Planning
8. Backwards Design from the culminating activity into sequential subtasks. What do the students need to know or be able to do in order to complete the culminating activity?
9. Create varied teaching/learning strategies where students are provided with opportunities to demonstrate their knowledge/skills independently and cooperatively.
![Page 15: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/15.jpg)
Steps in Unit Planning
10. Incorporate remediation, accommodations and extensions as required. How will you meet the needs of all students?
11. Develop a range of assessment strategies, rubrics, checklists, tests, etc. to ensure that students are assessed for grade level expectations rather than by generic evaluation of their progress.
![Page 16: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/16.jpg)
Steps in Unit Planning
12. Gather, order and prepare teaching/learning resources and materials for the subtasks and culminating tasks.
![Page 17: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/17.jpg)
Unit Title
![Page 18: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/18.jpg)
Rationale for the unit
![Page 19: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/19.jpg)
Content outline
• Breaks the general topic down into more specific and teachable subtopics
• When introducing unit – teacher can provide outline as a type of advance organizer to help students understand where the unit is going and how the ideas are connected
![Page 20: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/20.jpg)
Example – Outline of a Plant unit content
Plants
Parts of a plant Seeds
Root Stem Leaves Flower Where they Sprouting
come from Propagation
Moisture WarmSeeds Roots Cutting Factors needed to grow
soil water sunlight
![Page 21: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/21.jpg)
Outline of a dairy production unit content
1. History2. Nutritional composition of milk
A) fats, proteinsB) vitaminsC) minerals
3. Variety of milk productsA) Milk
1. Whole2. Skim3. Cream4. Half-and-half3. Buttermilk
![Page 22: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/22.jpg)
Outline of a dairy production unit content (cont.)
(Milk products continued)
B) ButterC) YogurtD) CheeseE) Sour creamF) Ice cream
5. Storage and care of milk products6. Uses of milk in menu planning
![Page 23: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/23.jpg)
Integrating Instructional Units (Specific Lesson Plans)
Combining disciplines
Identifying themes
Exploring issues
![Page 24: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/24.jpg)
Combining disciplines
Explore possible connections in another disciplineex.: unit on graphing – look to science or social studies for topics that could be counted, measured, and graphed
• Often referred as interdisciplinary – connections are established between subjects or disciplines even though they clearly maintain their separate bases
![Page 25: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/25.jpg)
Identifying themes Integrate your planning around themes.
Children’s common interests at a particular grade level provide one source of themes.
Ex.: Lower elementary – holidays, their communities, dinosaurs
Jr./Intermediate – changing bodies, interpersonal relationships, health issues – drugs, smoking, alcohol
![Page 26: Unit Planning EDUC 4444 J/I Methods. The Four Essential Questions What shall we teach? How shall we teach? How can we organize it? How can we.](https://reader035.fdocuments.net/reader035/viewer/2022062308/56649ee05503460f94bf0677/html5/thumbnails/26.jpg)
Exploring issues Use of issues or problems As students study pollution, hunger and
poverty, teachers can encourage them to use different disciplines to understand the issues and propose solutions posed by the issues.
Caution – very demanding, requires a thorough understanding of the content, learners, and goals