MAIN MENU 1. Principles of instructional design 2. The Planner as a design tool Steps in unit planning Effective units Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 1

3. Stages in Unit Planning 3.1 Getting ready and first steps 3.2 Overall and specific expectations 3.3 Catholic Student Graduate Expectations (Catholic Schools) 3.4 Clustering expectations 3.5 Cross-disciplinary connections 3.6 Culminating activity 3.7 Teaching/learning strategies 3.8 Assessment strategies 3.9 Adaptations 3.10 Resources Menu 2

3.1 Getting ready and first steps © Queen’s Printer for Ontario, 2002 “Guides to Designing Units” PDF for Outliner, Lite, and Open Environments To plan effective units, print the Authoring Guides from the Help section of the Planner

3.1 Getting ready and first steps © Queen’s Printer for Ontario, 2002 “Making the Most of the Planner” PDF for Outliner, Lite, and Open Environments Also check the Planner website – www.ocup.org – for the latest documents to help you.

3.1 Getting ready and first steps © Queen’s Printer for Ontario, 2002 Authoring Template PDF for Outliner Environment Authoring Template PDF for Rubric with Three Criteria Authoring Template PDF for Lite and Open Environments The Help section of the Planner provides paper-and-pencil templates for individuals and groups who prefer offline planning tools.

3.1 Getting ready and first steps © Queen’s Printer for Ontario, 2002 2 1 The Planner provides a Scratchpad to type in initial ideas and drafts. Text from earlier word-processed documents can be copied and stored in the Scratchpad (1) and pasted into any Planner field (2) .

3.1 Getting ready and first steps © Queen’s Printer for Ontario, 2002 The next slides examine how the Planner helps the planning process, using “The Arts in Motion” – a public school unit for Grade 6 – as an example.

3.2 Overall and specific expectations © Queen’s Printer for Ontario, 2002 Begin with the Unit Overview. Choose overall and specific expectations for the strand(s) you want to address.

3.2 Overall and specific expectations © Queen’s Printer for Ontario, 2002 They will form a “Holding Tank” from which to choose expectations for each subtask.

3.3 Catholic Student Graduate Expectations (Catholic Schools) © Queen’s Printer for Ontario, 2002 3.3 Catholic Student Graduate Expectations (Catholic Schools) + Add Catholic Expectations Teachers in Catholic Schools may refer to and add Catholic Student Graduate Expectations (the CGEs) to provide a Catholic perspective on the unit.

3.4 Clustering expectations © Queen’s Printer for Ontario, 2002 Use the Find feature to cluster expectations based on: concepts that reside at the heart of the subject/discipline the underlying focus, goals, or purpose of the curriculum the overall expectations or key learnings

3.4 Clustering expectations © Queen’s Printer for Ontario, 2002 Map these clusters onto the Achievement Chart for that subject to address the categories. (The Planner electronically stores Achievement Charts as subject/course rubrics.)

3.5 Cross-disciplinary connections © Queen’s Printer for Ontario, 2002 1 Determine meaningful connections to other subject areas/expectations. This can be done by broadening a search of expectations (1) using the Find feature.

3.6 Culminating activity © Queen’s Printer for Ontario, 2002 1 2 Design a culminating activity (1) and scoring rubric (2) and/or checklist to accompany the culminating task.

3.6 Culminating activity © Queen’s Printer for Ontario, 2002 3 2 2 2 2 2 2 2 2 1 Design down from the culminating activity (1) to sequential subtasks (2) and initial assessment subtask (3) (if appropriate).

3.7 Teaching/learning strategies © Queen’s Printer for Ontario, 2002 1 2 The Planner’s Teaching/ Learning Strategies (1) and Student Groupings (2) databases will help you create varied strategies where students are provided with opportunities to demonstrate their knowledge/ skills independently and cooperatively.

3.7 Teaching/learning strategies © Queen’s Printer for Ontario, 2002 3 4 5 1 2 Use the Teaching/Learning Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

3.8 Assessment strategies © Queen’s Printer for Ontario, 2002 1 2 Develop a range of Assessment Strategies (1) and Recording Devices (2) to ensure that students are assessed for grade level expectations rather than by generic evaluation of their progress.

3.8 Assessment strategies © Queen’s Printer for Ontario, 2002 4 5 3 1 2 Use the Assessment Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

Incorporate remediation, accommodations and extensions as required. 3.9 Adaptations © Queen’s Printer for Ontario, 2002 Incorporate remediation, accommodations and extensions as required.

3.9 Adaptations © Queen’s Printer for Ontario, 2002 4 5 Special Education 3 1 2 Use the Special Education Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

3.10 Resources © Queen’s Printer for Ontario, 2002 Gather and prepare teaching/learning resources and materials for the subtasks and culminating tasks.

3.10 Resources © Queen’s Printer for Ontario, 2002 The Planner will automatically order resources alphabetically by type for the whole unit and within each each subtask.

The Planner and Instructional Design Thank you for viewing this presentation: The Planner and Instructional Design For other presentations go to www.ocup.org Menu Exit © Queen’s Printer for Ontario, 2002 24