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Summer 2009 TIME

Summer 2009 TIME. Derry Township School District C. Goldsworthy. Essential Questions for this Session. What are the components of an instructional unit? Under what conditions is unit planning necessary? How do you develop an instructional unit?. Intended Outcomes.

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Summer 2009 TIME

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  1. Summer 2009 TIME Derry Township School District C. Goldsworthy

  2. Essential Questions for this Session • What are the components of an instructional unit? • Under what conditions is unit planning necessary? • How do you develop an instructional unit?

  3. Intended Outcomes • Consistent unit planning model used by all teachers in DTSD • Apply best practices from established models (UBD, LFS, DOL, etc.) • Consistent use of unit maps for specified content areas • Post with written curriculum on district website • Common/shared vocabulary that describes the teaching and learning process • Effective instruction leading to improved student outcomes • Effective instruction requires effective and efficient planning

  4. WII-FM?

  5. The Good, The Bad, The Ugly… • What do we know about planning units of instruction?

  6. Importance of collaboration • Being given maps versus creating maps with colleagues….

  7. Three Types of Curriculum • Written • Taught • Tested • What SHOULD alignment look like?

  8. Is this alignment? Curriculum Instruction Assessment

  9. This IS alignment… Assessment Curriculum Instruction Curriculum Instruction

  10. The Program Unit 1 Unit 2 Unit 3... The Subject Area The Course Units are the building blocks of a complete curriculum...

  11. So, when you create a unit... • You are first asked to place the new unit in its larger context • Pacing of units is critical

  12. What is a unit? • Let’s define it….

  13. Benefits of Unit Planning • The Big Picture

  14. Questions to Frame your Thinking: • What is the central theme or topic? • Super-ordinate topic: What do I want students to learn about? • What is it that we want students to know and be able to do as a result of this unit of instruction? • Declarative and procedural knowledge • How will we know that students “know” and “are able to do”? • What will be the evidence of their learning?

  15. Curriculum Planning • Frontloading • Back loading • Back loading has tightest alignment!

  16. The Program Unit 1 Unit 2 Unit 3... The Subject Area The Course Units are the building blocks of a complete curriculum...

  17. Unit Design- Essential Components • Standards To Be Addressed • Unit Topic • Unit Essential Question(s) • Instructional Goals • Summative Assessments • Formative Assessments • Key Vocabulary • Materials and Resources

  18. Learning Targets • Clearly, clearly, clearly define the learning targets

  19. Breaking Down the Components: Key Info on Each Component…

  20. Let’s Start with PA Standards • Unit topics are organized by grouping Standards in subject area (cross-discipline) • PA Standards • Starting point • Standards prioritized • Standards mapped vertically and horizontally • Who is teaching what, when

  21. What about the Standards? • How do we work with the sheer volume? • How do we group the standards? • How do we “unpack” the standards?

  22. Unit Topic • What is the concept that I want students to learn about? • Broad concept which relates many other concepts, rules, principles, skills, attitudes, etc. • Try this: “I want my students to learn about….” • Democracy • Fractions • Society and technology • Sometimes it is recommended to write the topic in a complete sentence…(DTSD Unit Maps)

  23. Learning Targets – By Any Name… • Objectives • Behavioral Objectives • Learning Goals • Essential Questions/Key Questions • What is it that we want students to know and be able to do?

  24. Why set and communicate goals? • “Learning goals provide a set of shared expectations among students, teachers, administrators, and the general public.” • “Goals that are specific in nature are more strongly related to student achievement than goals that are not.” • (Marzano, 2009)

  25. Goal Setting Improves Student Outcomes • Research results for goal setting • Clear evidence

  26. Know and Be Able to Do… • Know: Declarative Knowledge • Facts, concepts, generalizations • Recognition and recall • Be Able to Do: Procedural Knowledge • Processes, skills, strategies • Not just hands-on! • Execution • Levels of Thinking • Cognitive domains • Bloom’s Taxonomy • Marzano’s New Taxonomy

  27. Unit Essential Question(s) • Reason for use: • Focus students on the learning • Must be posted in classroom and referenced throughout instructional unit • Tools to help teachers gather evidence of learning • Directly aligned to summative assessment • Broad, overarching • Can’t be answered with a Yes or No…

  28. Whose “story” is it? Who is an American? Who says? WW II 60’s 80’s Is “all fair” in war (internment)? Who should get Green cards? How much does race matter? Here’s an example for Essential Questions in History

  29. Instructional Goals: • Lesson Essential Questions • Key questions are sequenced to unit essential question(s) • Organize and set focus for each lesson • Posted in classroom • Planned by topic, not by day (may last more than one day) • Must be assessed during and at close of lesson

  30. Summative Assessment • Culminating product/performance task, or • Culminating unit-level test • During unit mini-summative assessments • Does the culminating assessment provide opportunities for students to demonstrate each of the unit’s instructional targets?

  31. Formative Assessments • Assessments “along the way” • To inform your instruction • To provide students with feedback “along the way”

  32. Vocabulary • What are the key terms that support the learning targets that students must know?

  33. Resources and Materials • What supports the unit essential question(s) and the key questions?

  34. The Challenges…. • Targets are not clearly defined • Focus is on “fun” activities and projects rather than the learning targets • Culminating task (product, performance, or test) is not aligned with stated instructional targets • Time spent on unit is not relational to weight of unit learning targets in context of PA Standards for the year/course

  35. Here at DTSD.. • Goal is to achieve consistency with unit maps, K-12 • In format and content • Plan – to develop a Unit Map guidebook • Your thoughts?

  36. In Summary • Define an instructional unit • Describe the components of an instructional unit • Try it!

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