August 2010 Mary Moss So, You Want to Plan a Module… A Guide for NYC iSchool Teachers

Presentation Identifier.2 Information Classification as Needed What you’ll need to get started: The module idea or topic (which we will usually have developed through a collaborative, all-faculty brainstorm session) that has been “approved” through the following checklist: Does it provide an opportunity to teach concepts and big ideas related to our content requirements? Is it meaningful and engaging for students? Does it inspire student interest and engagement? Does it require students to interact with the real world – problem or people? Does it give students the opportunity to deeply investigate content from multiple perspectives and through multiple lenses? Does it create an opportunity for students to influence their world through an authentic and meaningful contribution? Resources that you want to use (sources, experts, sites to visit, etc.) Calendar and course meeting dates The module planning template (available in Google docs)

Presentation Identifier.3 Information Classification as Needed Step 1: Determine the Final Product What will the final product be? Is it authentic? Is it doable? Is it tangible? What does the final product look like? What are some models or examples that are similar to what you envision? Remember to not only look at similar student work, but to also look for real world examples (even if the content is different) How will the final product be presented or delivered? Who will your audience be? What technical or logistical support will you need in order to make this happen?

Presentation Identifier.4 Information Classification as Needed Step 2: Design the Final Product Take some time to analyze and evaluate the models or examples you have chosen What elements inform the genre/formatting? What qualities make these examples good? Now, in the planning document, develop the rubric for the final product For the purposes of developing the syllabus, we suggest using a checklist format, outlining the required elements and the relative weight of each component We do suggest using a more traditional/complete syllabus when guiding students through the evaluation of examples, as they create their own products, and then as they revise and prepare their products for presentation

Presentation Identifier.5 Information Classification as Needed Step 3: Outline the Learning Objectives Looking closely at the model/examples and rubric for the final product, determine (and begin listing on the chart): The big ideas/understandings that you think students will get out of this module experience and the big ideas you want to emphasize: What broader concepts do you want students to remember 20 years from now? The specific content that students will need to learn and understand in order to complete the final product at a high level of quality The skills that students will need to learn and practice in order to complete the final product at a high level of quality

Presentation Identifier.6 Information Classification as Needed Step 4: Brainstorm Spend some time making a list of the ideas you have for: Background activities, readings/literature to help students better understand the context of the challenge Preparatory or scaffolding activities to help students prepare for the work involved in the final product Experts or collaborators you’d like to involve; both virtual and face-to-face connections you want to make Trips, resources, readings, media clips, etc. you’d like to include

Presentation Identifier.7 Information Classification as Needed Step 5: Map the Major Activities Begin planning backward from the culminating event for the final product Remember to leave extra time for finalizing products, working out technical glitches, catching up from missed classes Remember to make time to work with students on presentation skills (including a “dress rehearsal” for any public presentation you’re planning), editing/revisions, peer feedback Note dates of any pre-arranged trips, visitors, or other module events – refer to your “brainstorm” list and think about the most appropriate time during the module to utilize a particular resource or activity Indicate days needed for overview of background and discussion of context at the beginning of the Module

Presentation Identifier.8 Information Classification as Needed Step 6: Map the Weekly Plans Again, begin planning backward from the culminating event for the final product With the major activities mapped out, and beginning with the end of the Module in mind, fill in the Module plan with the skills first – thinking about what students will need to be able to do to produce each subsequent task After mapping the skills, insert content lessons where appropriate and authentically needed for the task (or where the content will provide a good way for students to practice with or develop the skill) For each day, you should focus on at least one skill and at least one content-based topic (noting that earlier classes may be more content-heavy and later classes may be more skill- heavy)

Presentation Identifier.9 Information Classification as Needed Step 7: Map the Students’ Process What scaffolding, systems, and structures will you need to put in place to help students complete this challenge successfully? Deadlines, benchmarks, and check-ins to help build capacity for managing long-term projects Guides, templates, examples needed for tasks Research notebooks or other information management systems (index cards, reference logs, etc.) Student-maintained progress logs for accountability Teacher-maintained conference logs for accountability and assessment Group management structures – roles, contracts, action plans, progress checks, team-building, trouble-shooting Technical assistance or co-teaching with Tech Coordinator Now, integrate these activities into your Module Calendar

Presentation Identifier.10 Information Classification as Needed Step 8: Determine Assessments How will you assess whether each student “got” the big ideas/understandings? How will you assess whether each student understood the content you intended for them to master? How will you assess whether each student acquired the skills you intended for them to learn? Throughout the Module and at the end Through formal and informal assessment Relative weight in determining grades When/how often/how will you provide students with feedback? What support have you built to help students when you noticing they (or their group) are struggling? Now, include these structures or activities into your Weekly Plans

Presentation Identifier.11 Information Classification as Needed Step 9: Communicate Your Expectations Develop your course syllabus using the Module sample template Think about the relative weight of group versus independent activities in determining the grade Think about which activities and assignments count towards Mastery, and which should be included in the Effort and Non-Academic Factors categories The final product must be part of the “mastery” grade Set up your course Moodle page Establish a “block” for each week or topic Include deadlines for major activities Use consistent language across each “block” Post resources, templates, samples, links, etc

Presentation Identifier.12 Information Classification as Needed Step 10: Plan Daily Lessons Look at the iSchool’s academic calendar and the course schedule and attach specific dates to the weekly plans you mapped out If co-teaching the module, think strategically about the order of activities and who would be best to teach which lessons Using the Challenge-Based Lesson Plan template, plan out your daily lessons, paying particular attention to: Daily connection of lesson to final product Integration of content, skill, and application of new understandings to the final product in each daily lesson Students knowing explicitly what they learned that day, what they accomplished, how those things are relevant to the final product, and what they need to do next

Presentation Identifier.13 Information Classification as Needed Discussion and Questions