IBL Second Unit ITS REAL Area 5 LTC

Acknowledgements  Vickie DeWitt  Area 5 LTC Director  Helper  Sandy Martin  Presenter  Deb Greaney ITS REAL Grant Coordinator

For Your Comfort…  Facilities  Please turn off/vibrate all cells/pagers  One voice in the air at a time  Please take care of yourself  Parking lot

Workshop Overview Day 1  Review IBL/Reading Infusion process  Evaluate and modify first IBL unit Day 2  Finish revisions if needed  Begin work on 2 nd unit  Concept map  Essential question…. Day 3  Complete IBL template

The Process….  Topic selection and creation of concept map  Write the essential question for the unit  Online research  Quick “reminder” of components and their criteria  Completing template sections  Review by coach and marking complete on checklist of each section

Any Living Thing Create your concept map!

Essential Questions  Essential questions are the essence of what students need to examine and know by the end of the unit  Essential questions can be answered differently by different people  Essential questions can be investigated at different levels

Gallery Walk  In teams, review each concept map around the room.  Take post-it notes and write an essential question for that map  Stick your suggested question post-it on the back of the concept map  Gather your map and post-its and write your essential question

Template Section 3: Goals/Standards  BENCHMARK  Concepts that students need to know for the rest of their lives.  Concepts that students use to build an understanding of the world.  Concepts that allow students to scaffold to new understanding and add to their schema.  Show connections between concepts on map

Know and apply concepts that describe how living things interact with their environment State Goal 12, Standard B Know and apply concepts that explain how living things function, adapt and change State Goal 12, Standard B Any Living Thing

Power Verbs for Benchmarks  Remember: Recognizing, Recalling  Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining  Apply: Executing, implementing  Analyze: Differentiating, organizing, attributing  Evaluate: checking, critiquing  Create: generating, planning, producing Remember: If you write a benchmark at a higher cognitive level, you most likely will also be working at a higher knowledge level.

Template Section 3 Goals Standards Benchmarks  Match standards & benchmarks to concept map  Make sure they reflect understanding of the connections/relationships between major concepts  Copy the complete ILS goal & standard (  Benchmarks  Address content at multiple levels of Bloom’s Taxonomy  Written using higher level power verbs  Review by coach and marking complete on checklist

Template Section 5: Individual Assessment  Each benchmark is assessed individually AND COMPLETELY!  Assessments are guides to student progress  Can be used by teams to create part of FTP

CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance  = outcome is assessed (Number refers to assessment)  Emily Alford, 1998 Return to your local benchmarks and standards. Ask yourself:: “How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)?” Select a format for checking student knowledge. use ration and proportion and draw to scale create a garden design using measurements given for area at a scale of 5:1; graph location of plants in courtyard using given coordinates

Template Section 5 Individual Student Assessments  Make sure that each assessment aligns to one of the benchmarks.  Make sure each benchmark is completely assessed.  Make sure you have a target/method match  Review by coach and marking complete on checklist

Template Section 2: Final Team Performance  Created for a real audience & has a real use  Constructed in sections throughout the unit to allow students to apply & synthesize new knowledge & skills as they are learned  Reflects mastery of all benchmarks  Is a synthesis of individual & team work, not a collection of individual pieces  Students use technology in order to communicate & demonstrate learning

Template Section 2 Final Team Performance  Identify the final team product students will be creating  In teams, discuss how you might break the FTP into pieces that students can work on after each benchmark  Fill out an FTP organizer for your unit  Review by coach and marking complete on checklist

Template Section 1: Encountering the Issue  Hook  Opening activity  Is of personal relevance/interest to students  Allows ALL to participate  Introduces the “big ideas” of the unit  Authentic Connection  Letter, Invitation, Challenge  Audience awareness  Describes FTP (final team performance/product)  Has standards/benchmarks embedded

Template Section 1 Hook and Authentic Connection  Identify the Hook activity for your unit  Create your Authentic Connection  Letter  Invitation  Challenge  Review by coach and marking complete on checklist

Research!  Online exploration of topic  Increase teacher understanding and awareness  Location of online resources and varied teaching & learning activities: “Ask an Expert”, virtual field trips, experiments, simulations, web quests  Open a word document and copy and paste the URLs into it for inclusion later

Template Section 4: TEACHING &LEARNING EVENTS Activities in which students will participate to help them reach the benchmarks and develop the product. Activities in which students will participate to help them reach the benchmarks and develop the product.

Important Points About T/L Events 1.Your T/L events are just a sentence or two. Lesson plans are written later. 2.Every T/L Event should tie directly to at least one of your benchmarks. 3.T/L Events can be science experiments, interviews, field trips, demonstrations, simulations, text book work, video, Webquests, software. 4.Some of your T/L Events will be used as individual assessments. 5.Technology should be used throughout your teaching and learning events.

First TLE-Task Analysis  Answers the questions, “What do we need to know?” and “What do we need to do?”  Completed using the letter, invitation, challenge (Authentic Connection)

Second TLE - Opening Vocabulary Activity Making Connections with Words   Vocabulary knowledge is the single most important factor contributing to reading comprehension J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores   Your unit must have an opening and ongoing vocabulary activities

Third TLE - Jigsaw  Investigating Information  Begin with Jigsaw to build background knowledge  Add questions to Task Analysis

CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance  = outcome is assessed (Number refers to assessment)  Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments students read letter and complete task analysis opening/ongoing vocabulary activity inquiry begins with students seeking information from a variety of sources jigsaw information in teams, organize and share with class Benchmark activity Benchmark activity determined coal usage In modeling the opening we: brainstormed appliances calculated costs received the letter Individual assessment teams create slides, pictures, text…for FTP Students continue asking questions & seeking answers Ongoing vocabulary work

Stages of Inquiry in the Classroom Reasoning with Information evaluating, creating, judging, inferring, visualizing making decisions Encountering the Issue getting the “big idea” making connections Task Analysis defining the task asking questions Investigating Information seeking, organizing, analyzing, applying to project Acting on Decisions synthesizing communicating findings Making Connections  Text to text, text to self, text to world  Open and closed word sorts Inferring and Visualizing  creating models  using text clues and prior knowledge  using implicit and explicit information to reach conclusions Synthesizing  text to text, self and world  applying to new settings and contexts  in your head Asking Questions  Right there, think and search  Author and you, in your head Determining Importance  Features, structures of text  Note taking, graphic organizers  Facts to main ideas, summaries Making Connections  Text to text, text to self, text to world  Open and closed word sorts

Template Section 4 Teaching and Learning Events  Activities that will lead students to mastery of the benchmarks  Color code to match to benchmarks  Include all inquiry & reading strategies  Use Reading Strategy Guide to choose appropriate activities  Review by coach and marking complete on checklist

Your Second Unit is Done!  Electronic copy saved by your coach  Paper copy and checklist turned in