EDUC 4464 – J/I Methods Class 19 January 9/11, 2008

Bell Work:FYI: You may want to sit with

others who are in your novel unit group for Language Arts.

1. Why do teachers plan in units? Discuss.

(educative question @ synthesis / evaluative)Dr. J. Barnett

Setting Up a Unit:

Units are created to meet a

Big Idea______________________________

__________________

_____

_

Theme Based, Strand Based, Skill Based or Concept Based

Dr. J. Barnett

What are the enduring understandings in this area of the curriculum? What is the big message? What other Big Ideas could this unit fit in?

Grade 9 – HIF10 Social Science and HumanitiesSOV.01 Grade 9 Self and Others Overall Expectations •

describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people

SOV.02 Grade 9 Self and Others Overall Expectations • analyze strategies to develop and maintain effective relationships

SOV.03 Grade 9 Self and Others Overall Expectations • apply practical skills to perform daily-living tasks that meet the needs of self and family

SOV.04 Grade 9 Self and Others Overall Expectations • demonstrate a growing awareness of the need to be responsible and to contribute to the family

(educative question at Analysis level of Bloom’s)

Dr. J. Barnett

Setting up a Unit1. Decide on the big idea – enduring understanding

2. Think of an activity the students can do to demonstrate this big idea. This can take one class or a week if desired. Plan it out. This is the last class. How would you assess this? Make your assessment tool(s). How many expectations can you hit in having the students do this?

3. Take the expectations you isolated – these each need to be taught - they become the expectations for the lessons in the unit

4. Plan the first class – an introduction – include brainstorming, a KWL, a large group web… Something to assess the students’ current knowledge and introduce the topic – also have a hook & introduce final task (give out assessment tool)

5. What order will you tackle the expectations / lessons? Plan the order then start creating individual lessons. You can hit other expectations which fit as well and can add these in as they dawn on you.Dr. J. Barnett

Before I continue…. I am about to start to familiarize you with the

Curriculum Unit Planner - please make notes. Do not follow along on the planner!

You will feel I covered this quickly but….– From experience, I could spend hours on familiarizing

you will this using lecture format and you will not feel comfortable using it

– It is the type of learning which best occurs with hands-on trial and error ….

Application 1: Go through the tutorial (rest of my slide show)

Application 2: Go into the planner – as you are sitting with your LA novel study groups, feel free to use the rest of this class as a work period for creating this assignment in the planner. If you have a question, ask a friend then ask me. I’m here to help . If not ready, read Chp 7 in Dynamic Classroom.Dr. J. Barnett

Application Part AApplication Part A

TutorialTutorial

Dr. J. Barnett

• (Wiggins and McTighe, 1998) Enduring Understanding

/ Expectations

Teaching

Lesson P

lanning

Same for

Unit Planning

Assessment

What I need to teach & how

I can teach it – The Actual Lesson

What they need to know before I can begin

CUMULATIVE CUMULATIVE TASKTASK

SUBTASKSSUBTASKS

PRIORPRIOR KNOWLEDGEKNOWLEDGE

Preassessment

Content & Strategies

Application

Connecting the planner to what

you already know

Big Idea

Dr. J. Barnett

4. The Authoring Section4. The Authoring Section

8

Menu

4.1 New Unit (create/copy/convert)4.1 New Unit (create/copy/convert)4.2 Edit an existing unit4.2 Edit an existing unit4.3 Unit export/import4.3 Unit export/import4.4 Manage my units (lock/delete)4.4 Manage my units (lock/delete)4.5 Create blackline masters4.5 Create blackline masters4.6 Other Authoring information4.6 Other Authoring information

GET TO KNOW THE PLANNER. Use the tools in the Authoring

Section to design, share, adapt, and manage units.

Up until now when you have entered the Unit Planner you have clicked on L for Library. This time click on A.

The Authoring section grants access to all of these tasks. Click on 4.1 New Unit.Dr. J. Barnett

Get started as an author Get started as an author by:by:

1.1. Create a new unit in one Create a new unit in one of three environments.of three environments.

2.2. Copy and edit a unit from Copy and edit a unit from the Library.the Library.

3.3. Convert a unit from a Convert a unit from a simpler to a more complex simpler to a more complex environment.environment.

2

1

3

Here you can:

FYI: From this page you can also…Dr. J. Barnett

These elements are organized by a consistent set of These elements are organized by a consistent set of navigational tabsnavigational tabs across all of the across all of the authoring environmentsauthoring environments..

PAGE 1 UNIT INFOCover

UNIT INFOInside

OVERVIEWExpectns

OVERVIEWPage 2

Unit Info

Unit Overview

PAGE 2SUBTASK

List

SUBTASKPage 1

ANALYSISExpectns

Analysis

Subtasks

We can plan in any of the three environments:

Dr. J. Barnett

OPTIONS: OUTLINER LITE OPEN

Subtasks: 5 unlimited unlimited

Expectations per subtask:

6 8 unlimited

Teaching/Learning Strategies:

3 3 5

Groupings: 3 3 5

Assessment Strategies:

3 3 5

Recording Devices: 3 3 5

Number of resources:

15/per unit 17/per subtask unlimited

Length of Unit: 2 pages total 10 pages plus2 pages per subtask

expands or contracts to fit contents

But OPEN gives you the most freedom and choice…

It is also the least restrictive as it adjusts to your unitDr. J. Barnett

Go to Go to OpenOpen format format

– – Tab One: Unit InformationTab One: Unit Information

Unit Info Unit title: Does the title indicate what the unit is about?

Unit Subtitle: Does the subtitle identify the discipline or the focus of the unit? (i.e., curricular subject)

Unit Preferences: Is the unit locked or unlocked?

Author Information: Include all the authors of your unit here.

SAY YES TO THE PROMPT when you do this later on

Do this before you start entering data etc…

Dr. J. Barnett

What you see is the unit overview – a What you see is the unit overview – a lot of this will be completed after you lot of this will be completed after you are done the unitare done the unit

CLICK ON THE NEXT TABCLICK ON THE NEXT TAB

Dr. J. Barnett

– – Tab Two: Unit OverviewTab Two: Unit Overview

Unit Overview

Holding Tank for Expectations

-Rationale

-How will the unit develop the essential skills and knowledge

-Describe the related real-life or simulated situation

-For a Catholic unit provide a rationale and click the +

Brief overview overview of 2-3 paragraphs

In 2 or 3 sentences describe the final assessment

What knowledge and skills do the students need to begin this unit?

See Overview Section

Technology

Co-op

Antidiscrimination

Health & Safety

Development

Demonstrate understanding or the ability to follow rules/routines

Advice

The Lessons

CLICK ON THE NEXT TAB

Dr. J. Barnett

Remember: In the CUP, lessons Remember: In the CUP, lessons are called subtasks.are called subtasks.

Dr. J. Barnett

– – Tab Three: SubtasksTab Three: Subtasks - The Lessons - The Lessons

Subtasks

2 or 3 sentences on how the learning focuses on specific knowledge or skills

Which expectations apply?

The detailed teaching and learning strategies you will use

Assessment strategy and the recording device

Special needs & ESL considerations

What do you need to do the subtask?

Any extras – for example how do you need to modify the classroom

What went well and what needs to be changed?

GO TO THE THIRD TAB

Dr. J. Barnett

– – Tab Four: AnalysisTab Four: Analysis

Analysis

The Analysis section of the Planner provides counts and lists of the expectations (both selected and assessed), resources (listed both by type and by subtask), and strategies (teaching/learning, assessment, student groupings and recording devices). The Analysis section deals with a single unit.

For an analysis across several units, use the Program/Profile utilities which are accessible from the Main Menu. Program/Profile provides utilities which allow authors to create a framing structure for the units which they have created. At the elementary level, this structure is a grade (or grades for split classes) program. At the secondary level, it is a course profile. The Program or Profile is an overarching frame for the curriculum, a shell which ensures that the curriculum addresses all expectations, employs varied strategies, provides rich learning experiences, and makes use of a variety of resources.

GO TO TAB FOURYou don’t

have to worry too

much about this part for

now.

Dr. J. Barnett

Application Part BApplication Part B

Using the handout, Using the handout, go into the unit go into the unit

planner.planner.Note:

p. 1 - deals with unit planning in general

p. 2 - a sheet with which to start your planning

pp. 3-5 – detailed, step-by-step directions for planning in the CUPDr. J. Barnett

Homework TaskIf you haven’t done this:Go to http://www.ocup.org/Bookmark the site. Have a look

around the site. You may want to find a unit in your teachable subject and have a look at the set-up.

Read Chp. 7 in Dynamic Classroom (may help with your novel unit task)

For next class, we will be going outside during the second half. Please bring

appropriate clothing Dr. J. Barnett