MAIN MENU 1. Introduction 2. The Outliner Environment 3. The Lite Environment 4. The Open Environment Adapting Units Within and Between Environments Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 1

4. The Open Environment 4.1 Think big! 4.2 Extend unit plans 4.3 Save time eventually 4.4 Create a full picture 4.5 Find, click, describe, elaborate 4.6 Expand previous work 4.7 Create/organize resources 4.8 Manage all units 4.9 Save and collaborate 4.10 Preview and print Menu 2

Click buttons to instantly add data 4.1 Think big! © Queen’s Printer for Ontario, 2002 Click buttons to instantly add data Enter information in fields that expand to fit your text. Develop ideas fully in a template that makes the most of all elements of the planning process.

4.2 Extend unit plans © Queen’s Printer for Ontario, 2002 Develop your unit comprehensively by describing a full range of strategies and considerations.

4.2 Extend unit plans © Queen’s Printer for Ontario, 2002 Purple dots mark Open Units. (Green dots mark Outliner units and Blue dots mark Lite Units). This description might provide ideas about prior knowledge assessment for activities in the arts Explore sample Open units on CD or the Planner web site to get new ideas. The Web Index provides descriptions to find unit components before download.

4.3 Save time eventually Unit Info © Queen’s Printer for Ontario, 2002 Unit Info Design a unit using clear tabs and buttons that lead directly to a comprehensive set of planning elements. Get help when you chose. Complete fields in the order that best suits your task. Unit Overview Subtasks Analysis

4.4 Create a full picture © Queen’s Printer for Ontario, 2002 A colleague could add a subtask from another unit here. A colleague could add new subtasks here. Make a detailed plan of your unit and its subtasks that is ready to share, in whole or in part, with colleagues and parents. A colleague could reorder subtasks here.

4.5 Find, click, describe, and elaborate © Queen’s Printer for Ontario, 2002 Identify expectations by subject or keyword and describe teaching/learning and assessment strategies in greater detail. Add key ideas from the Planner’s Teaching Companions and elaborate on cross-curricular planning considerations.

4.6 Expand previous work © Queen’s Printer for Ontario, 2002 Create a full electronic library of your best work. In the Open environment, text boxes expand to fit your contents.

4.7 Create/organize resources © Queen’s Printer for Ontario, 2002 2 1 2 2 3 Create and attach handouts (1). Make an unlimited bibliography of resources (2) using handy templates (3).

4.8 Manage all units © Queen’s Printer for Ontario, 2002 Coordinate units for a whole term or year using the Planner’s Program/Profile environment.

4.9 Save and collaborate © Queen’s Printer for Ontario, 2002 The Planner automatically saves your unit in the Planner Library (“My Work”). Send the unit to colleagues in a zipped format and collaborate online to develop its components (see section 6).

4.10 Preview and print © Queen’s Printer for Ontario, 2002 Outliner unit prints as 2 pages + analysis Lite unit prints as 10 pages + 2 pages per subtask + analysis Open unit prints to fit contents. Preview and print a draft or finished unit in an attractive format that accommodates the length of your work.

Making the Most of the Planner’s Authoring Environments Thank you for viewing this presentation: Making the Most of the Planner’s Authoring Environments For other presentations go to www.ocup.org Menu Exit © Queen’s Printer for Ontario, 2002 14