1. MAIN MENU 1. Principles of instructional design
2. The Planner as a design tool
Steps in unit planning
Effective units
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2. 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
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3. 3.1 Getting ready and first steps
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“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

4. 3.1 Getting ready and first steps
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“Making the Most of the Planner” PDF for Outliner, Lite, and Open Environments
Also check the Planner website – – for the latest documents to help you.

5. 3.1 Getting ready and first steps
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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.

6. 3.1 Getting ready and first steps
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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) .

7. 3.1 Getting ready and first steps
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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.

8. 3.2 Overall and specific expectations
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Begin with the Unit Overview. Choose overall and specific expectations for the strand(s) you want to address.

9. 3.2 Overall and specific expectations
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They will form a “Holding Tank” from which to choose expectations for each subtask.

10. 3.3 Catholic Student Graduate Expectations (Catholic Schools)
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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.

11. 3.4 Clustering expectations
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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

12. 3.4 Clustering expectations
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Map these clusters onto the Achievement Chart for that subject to address the categories. (The Planner electronically stores Achievement Charts as subject/course rubrics.)

13. 3.5 Cross-disciplinary connections
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Determine meaningful connections to other subject areas/expectations. This can be done by broadening a search of expectations (1) using the Find feature.

14. 3.6 Culminating activity
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Design a culminating activity (1) and scoring rubric (2) and/or checklist to accompany the culminating task.

15. 3.6 Culminating activity
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Design down from the culminating activity (1) to sequential subtasks (2) and initial assessment subtask (3) (if appropriate).

16. 3.7 Teaching/learning strategies
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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.

17. 3.7 Teaching/learning strategies
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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.

18. 3.8 Assessment strategies
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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.

19. 3.8 Assessment strategies
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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.

20. Incorporate remediation, accommodations and extensions as required.
3.9 Adaptations
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Incorporate remediation, accommodations and extensions as required.

21. 3.9 Adaptations
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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.

22. 3.10 Resources
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Gather and prepare teaching/learning resources and materials for the subtasks and culminating tasks.

23. 3.10 Resources
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The Planner will automatically order resources alphabetically by type for the whole unit and within each each subtask.

24. The Planner and Instructional Design
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The Planner and Instructional Design
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