“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey

Phase II Class project Saint Peter’s College North Plainfield Regional Center Phase II Class project Creating a challenge-based, instructional, cross-content, collaborative, Web 2.0 unit of study through the lens of a core ethical value (character education).

What is a challenge-based learning unit? emerging educational Web 2.0 resources Your emerging learning styles Leverage your current devices with teaching and learning.

A sample outline for a unit from Mac Learning.

Member photos here with content area listed Art Core Value

THE SIX PILLARS OF CHARACTER EDUCATION / PROFICIENCIES TRUSTWORTHINESS Students will develop appreciation of trustworthiness. Students will understand that genuine sincerity; personal morality and trust in deeds and words must be realized in order to demonstrate trustworthiness. CIVIC VIRTUE / CITIZENSHIP Students will develop appreciation of civic virtue and citizenship. Students will understand the importance of not only knowledge and respect for the law, but the duty to give to society more than one takes. RESPONSIBILITY Students will develop an appreciation of responsibility. Students will understand how all behaviors are accountable and those rights require responsibilities to participate as active citizens in our democratic constitutional system of government RESPECT Students will develop appreciation of respect. Students will understand that genuine respect requires that we all have a moral obligation to honor the essential worth and dignity of the individual, including oneself. We have a responsibility to be the best we can be in all situations. CARING Students will develop appreciation of caring. Students will understand that caring is the heart of ethics and is demonstrated in how we show our emotional concern toward all people. JUSTICE / FAIRNESS Students will develop appreciation of justice and fairness. Students will understand that a just and fair person considers all points of view, listens to others and balances truths in light of evidence.  

Description of Learners What is the purpose of the unit? Duration of Unit Grade Level Description of Learners What is the purpose of the unit? (What will the students be able to do and remember) Unit Assessment 2 MC and 1 OEQ for each content area within the unit

Develop a Wordle that includes elements of the unit per respective content area

Each member of the group develops a lesson plan for their content and includes an aligned NJCCCS / CCS standard for each component of the unit.

Hunter Model 1.  Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. 2.  Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3.  Input - The vocabulary, skills, and concepts the teacher will impart to the students 4.  Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. 5.  Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6.  Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7.  Independent Practice - The teacher releases students to practice on their own based on #3-#6. 8.  Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today".

1.  Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. video image article question link

Make at least two connections Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. Make at least two connections to other content areas

Input - The vocabulary, skills, and concepts the teacher will impart to the students

Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words.

Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do.

Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?

Independent Practice - The teacher releases students to practice on their own based on #3-#6.

Create a sample of a finished product Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". Create a sample of a finished product

Group determines which best standard(s) is aligned with the unit plan.

Rubric for the project created by group. RUBISTAR.COM

Special education modifications to unit Why stop here....how about....... Special education modifications to unit Cooperative learning in lessons reading strategies Developmental theories cited Questioning techniques Multiple intelligences applied Mentoring log citation (Danielson) podcast resource in lessons

Upload this presentation into Google Doc’s How to get started....... Upload this presentation into Google Doc’s from our class resource folder, share with members develop an online dialogue.........record and place in project....