Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Intel ® Teach Program Essentials Course Module 2: Planning My Unit

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 2 Where We Were Module 1: Teaching with Projects Project-based learning and unit design

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 3 Module 2: Planning My Unit Topics: Curriculum-Framing Questions and ongoing student-centered assessment Key Activities: Review portfolio components Create Unit Portfolio wiki page Create a publication on projects Identify 21st century skills for your unit Develop initial unit ideas Reflect on learning in your blog Where We Are Essential Question How can technology be used most effectively to support and assess student learning? Module Questions How can Curriculum-Framing Questions help support my students' learning? How can I plan ongoing student-centered assessment?

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 4 Where We Are Going Module 3: Making Connections The Internet to support teaching and learning Module 4: Creating Samples of Learning Student project outcomes (presentation, publication, wiki, blog) Module 5: Assessing Student Projects Formative and summative assessment Module 6: Planning for Student Success Student support and self-direction Module 7: Facilitating with Technology Teacher as facilitator Module 8: Showcasing Unit Portfolios Sharing learning

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 5 Module 2: Planning My Unit Activity 1: Addressing Standards (page 2.01) In a project-based or student-centered learning environment, students show they are meeting standards through products or performances by: Solving engaging problems Convincing others that they understand the material Standards-based projects require students to delve deeply into content.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 6 Module 2: Planning My Unit Activity 1: Addressing Standards Step 1: Identifying Standards (page 2.02) 1.Review the Standards and Objectives Rubric available in the Portfolio Assessment folder on the Curriculum Resource CD. 2.Open your Unit Plan. 3.Go to or directly to your state’s standards Web site. 4.Tag/bookmark the page. 5.Copy and paste potential standards into your Unit Plan.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 7 Module 2: Planning My Unit Activity 1: Addressing Standards Step 2: Creating Learning Objectives (pages 2.02 – 2.04 ) 1.Review your standards. 2.Review 21st century skills. 3.Select one to three skills that are the most relevant for your unit. Incorporate the selected skills into the objectives you write for your Unit Plan. 4.Refer to the Standards and Objectives Rubric as you develop your objectives. 5.Highlight higher-order thinking words. 6.Revise objectives, if necessary.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 8 Module 2: Planning My Unit Activity 2: Developing Curriculum-Framing Questions to Engage Students Step 1: Understanding Essential, Unit, and Content Questions (pages 2.05 – 2.06) 1.Discuss the presentation on Essential, Unit, and Content Questions. 2.View the Curriculum-Framing Questions Rubric.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 9 Module 2: Planning My Unit Activity 2: Developing CFQs Step 1: Understanding Essential, Unit, and Content Questions (cont.) (page 2.07) Using an Online Collaborative Web Site to Practice CFQs 1.Go to the online collaborative site. [Insert URL] 2.Follow the instructions to create an online account. 3.Discuss Brainstorming Questions. 4.As a whole group, fill in the first row on the spreadsheet. 5.In small groups, complete one or two more sets of Essential, Unit, and Content Questions with one person recording the brainstormed questions on the spreadsheet.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 10 Module 2: Planning My Unit Activity 2: Developing CFQs Step 2: Drafting My CFQs (pages 2.08 – 2.09) 1.Review your standards and objectives. 2.Write a first draft of your CFQs. 3.Using the Curriculum-Framing Questions section of the Unit Plan Checklist, review the draft of your questions. 4.Revise your questions, if necessary. 5.Save the Unit Plan Checklist in the unit_plan folder of your Portfolio folder.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 11 Module 2: Planning My Unit Activity 2: Developing CFQs Step 3: Sharing CFQs (page 2.09) 1.Break into small groups and share the first draft of your CFQs. 2.Use the Curriculum-Framing Questions Rubric to provide feedback. 3.Take notes on the ideas provided by your colleagues. 4.Revise your questions based on feedback.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 12 Module 2: Planning My Unit Activity 3: Considering Multiple Methods of Assessment Step 1: Exploring Formative and Summative Assessments (page 2.10) 1.Read Assessment for Project-Based Learning. 2.Include assessment for five purposes: Formative Assessment –Gauging Student Needs –Encouraging self-direction and collaboration –Monitoring progress –Checking for understanding and encouraging metacognition Summative Assessment –Demonstrating understanding and skill

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 13 Module 2: Planning My Unit Activity 3: Considering Multiple Methods of Assessment Step 1: Exploring Formative and Summative Assessments (cont.) (pages 2.11 – 2.12) 1.Read about assessment strategies at Assessing Projects. 2.As you consider assessment strategies for your unit, brainstorm answers for the following questions: –What is the purpose of an assessment? –What methods are appropriate to meet the purpose? –What instrument is most effective? –When do I use the methods and instruments? –What do I do with the results?

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 14 Module 2: Planning My Unit Activity 3: Considering Multiple Methods of Assessment Step 2: Drafting an Assessment Timeline (pages 2.13 – 2.14) An Assessment Plan Ensures that a project stays focused on learning goals Outlines assessment methods and instruments Defines clear expectations and standards for quality in products and performances Defines project monitoring checkpoints and strategies 1.Draft your Assessment Timeline. 2.Be sure to include assessment strategies for all five purposes.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 15 Module 2: Planning My Unit Activity 4: Creating an Assessment to Gauge Student Needs Step 1: Tapping into Prior Knowledge (pages 2.15 – 2.16) 1.Review your notes about the strategies you are considering for gauging student readiness. 2.Browse sample presentations. Optional: View resources in the Intel ® Education Web site for additional information

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 16 Module 2: Planning My Unit Activity 4: Creating an Assessment to Gauge Student Needs Step 2: Planning My Assessment (pages 2.17 – 2.18) 1.Discuss questions with a partner. –What kind of information do you need to gather from your students? –How can your Essential and Unit Questions be used for gauging student needs? –In what ways can you gather information about your students’ higher order thinking and 21st century skills? –How will you use the information you collect? 2.Plan how you might collect and use this kind of information.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 17 Module 2: Planning My Unit Activity 4: Creating an Assessment to Gauge Student Needs Step 3: Creating My Assessment (pages 2.19 – 2.20) 1.Use word processing software to create your document. 2.Anticipate student answers to your assessment and include them in your assessment. 3.If desired, reword your assessment to –Engage more students –Gather more relevant information –Tap other knowledge 4.Use Gauging Student Needs Checklist to review your assessment.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 18 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 1: Planning My Presentation (pages 2.20 – 2.21) 1.Explore sample Unit Portfolio Presentations 2.Open your Unit Plan and draft your Unit Summary. 3.Think about questions for your Unit Portfolio Presentation: –What do you want to learn by creating this unit? What about this unit makes it suitable for helping you achieve your goals for the course? You may want to refer to your learning goals on page –How will project-based approaches, ongoing assessment, and Curriculum-Framing Questions help your students meet 21st century learning goals?

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 19 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 2: Creating an Outline for My Presentation (page 2.21) Create an outline for slides in your presentation to include: Unit summary Vision of what you hope to accomplish in the unit, both for yourself and for your students How the gauging student needs assessment will help you and your students plan for upcoming activities in the unit Other information, such as your Curriculum-Framing Questions, that would help your group members support you as you develop your unit

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 20 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 2: Creating an Outline for My Presentation (cont.) (page 2.22) Add a slide to summarize your gauging student needs assessment: What do you want to learn from your students? How will the assessment information help you and your students plan for upcoming activities in the unit? What feedback or additional ideas would you like?

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 21 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 3: Adding the Basics to My Presentation (page 2.23) Embed your assessment and your Unit Plan in your presentation and set them to open from the presentation. Add basic features to your presentation. Step 4: Enhancing My Presentation (page 2.24) Add additional design features. Step 5: Uploading to My Wiki (Optional) (pages 2.24 – 2.25) Create a wiki subpage to share your presentation.

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 22 Module 2: Planning My Unit Activity 6: Reflecting on My Learning Step 1: Reviewing the Module (pages 2.25 and 2.31) Key Points Curriculum-Framing Questions: An Essential Question, Unit Questions, and Content Questions Assessments for project-based units should: –Be embedded throughout the learning cycle –Assess the important objectives of the unit –Engage students in assessment processes –Use a variety of assessment strategies that: oGauge student needs oEncourage self-direction and collaboration oMonitor progress oCheck for understanding and encourage metacognition oDemonstrate understanding and skill Module Questions How can Curriculum-Framing Questions help support my students' learning? How can I plan ongoing student-centered assessment?

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 23 Module 2: Planning My Unit Activity 6: Reflecting on My Learning Step 2: Blogging My Journey (page 2.25) Create a blog entry in your personal blog site, paste in the following prompt, and write your response: This module has helped me think about using standards, CFQs or formative assessment in the following ways:

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 24 Module 2: Planning My Unit Planning Ahead Activity 1: Broadening My Understanding of Essential Questions Step 1: Creating Project Ideas for an Essential Question (pages 2.26 – 2.28) 1.Brainstorm new project ideas for a single Essential Question. 2.Brainstorm other units that could connect to your existing Essential Question. Step 2: Revising My CFQs (optional) (page 2.29)

.Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 25 Looking Ahead Topics: The Internet to support teaching and learning Key Activities Share ideas for meeting standards with projects Review copyright laws and fair use Create Works Cited document Integrate the use of Internet resources into unit to support research, communication, collaboration, problem solving, and/or other 21st century skills Use online collaborative Web site to share unit ideas Reflect on learning in your blog Module 3: Making Connections Module Questions: How can I use the Internet to support my teaching and students' learning? How can I ensure responsible and appropriate use of the Internet?

. Copyright © 2008 Intel Corporation. All rights reserved. Intel and Intel  Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.