2. Animation Power Framing slides with headers and footers Animating menus Animating boxes Matching Effects with message Deconstructing objects for sequential animation Playing with the whole slide The concluding slide

3. The Planner and Instructional Design Training Presentation # 3 Ontario Curriculum Unit Planner © Queens Printer for Ontario, 2002

4. Menu © Queens Printer for Ontario, 2002 3 Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0 This presentation will explore: –principles of instructional design –application of these principles in designing effective instructional units using the Planner The menu that follows outlines the key components of this presentation. Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0 This presentation will explore: –principles of instructional design –application of these principles in designing effective instructional units using the Planner The menu that follows outlines the key components of this presentation.

5. MAIN MENU 1. Principles of instructional design 2. The Planner as a design tool 3. Steps in unit planning 4. Effective units 1. Principles of instructional design 2. The Planner as a design tool 3. Steps in unit planning 4. Effective units 4 Click a Subtitle to jump to that section. Click the Spacebar to go to next slide.

6. 1. Principles of instructional design 1.1 Planning and implementation 1.2 Key questions for planning 1.3 Expectation-based planning 1.4 Instructional elements 1.1 Planning and implementation 1.2 Key questions for planning 1.3 Expectation-based planning 1.4 Instructional elements 5 Menu

7. © Queens Printer for Ontario, 2002 6 1.1 Planning and implementation Successful learning experiences require effective planning and implementation.

8. Menu © Queens Printer for Ontario, 2002 7 1.2 Key questions for planning Three questions are key for planning. * (Ralph W. Tyler, Basic Principles of Curriculum and Instruction,1949) Three questions are key for planning. * (Ralph W. Tyler, Basic Principles of Curriculum and Instruction,1949) 1.What do I want students to learn?* 2. What evidence will I accept of that learning?* 3. How will I design instruction for effective learning for all?

9. Menu © Queens Printer for Ontario, 2002 8 1.3 Expectation-based planning In implementing the Ontario curriculum, teachers should plan programs based on the expectations. Key QuestionsOntario Curriculum 1.What do you want students to learn? ACHIEVEMENT LEVELS 2. What evidence will you accept of that learning? EXPECTATIONS 3. How will you design instruction for effective learning for all? TEACHING/LEARNING STRATEGIES RESOURCES

10. Menu © Queens Printer for Ontario, 2002 9 1.3 Expectation-based planning Expectations-based planning shifts the emphasis from teacher designing by objectives to student achievement of expectations. Based on material by Thames Valley District School Board Topic / Theme / Resources Teaching / Learning Strategies Assessment and Evaluation Expectations Topic / Theme / Resources Expectations Teaching / Learning Strategies Assessment and Evaluation Topic / Theme / Resources Expectations Teaching / Learning Strategies Assessment and Evaluation Awareness Practising Incorporation

11. Menu © Queens Printer for Ontario, 2002 10 1.3 Expectation-based planning Secondary Task Rubric from Exemplars Elementary Achievement Chart Elementary Task Rubric from Exemplars Expectation-based planning that keeps assessment in mind (e.g., achievement charts, task-specific rubrics, exemplars) helps to provide observable and measurable criteria to enable us to know it when we see it. Secondary Achievement Chart

12. Menu © Queens Printer for Ontario, 2002 11 1.4 Instructional elements To plan effective units, consider the following instructional elements: 1. Begin with the curriculum expectations to focus on desired results, i.e., what we want students to learn. To plan effective units, consider the following instructional elements: 1. Begin with the curriculum expectations to focus on desired results, i.e., what we want students to learn. Expectations

13. Menu © Queens Printer for Ontario, 2002 12 Expectations 1.4 Instructional elements 2. Design units around performance- based tasks (and criteria) that encourage meaningful and authentic learning experiences for students. Performance Tasks and Criteria

14. Menu © Queens Printer for Ontario, 2002 13 1.4 Instructional elements 3. Incorporate appropriate assessment and evaluation that lead to improvement and provide the evidence needed to demonstrate achievement. Assessment and Evaluation Expectations Performance Tasks and Criteria

15. Menu © Queens Printer for Ontario, 2002 14 1.4 Instructional elements 4. Develop appropriate teaching/ learning strategies that provide rich experiences and success for all. Teaching/ Learning Strategies Assessment and Evaluation Expectations Performance Tasks and Criteria

16. Menu © Queens Printer for Ontario, 2002 15 1.4 Instructional elements 5. Focus on topics and themes that address key concepts, big ideas, and enduring understandings. Gather a variety of resources to support the learning. Topic / Theme / Resources Expectations Teaching/ Learning Strategies Assessment and Evaluation Performance Tasks and Criteria

17. 2. The Planner as a design tool 2.1 The structure of the Planner 2.2 The design-down approach 2.3 Flexible data entry 2.1 The structure of the Planner 2.2 The design-down approach 2.3 Flexible data entry 16 Menu

18. © Queens Printer for Ontario, 2002 17 2.1 The structure of the Planner Designing units and programs/profiles is made easy by the Planners structure, which reflects the elements of expectation-based design. Topic / Theme / Resources Expectations Teaching / LearningStrategies AssessmentEvaluation Performance Tasks and Criteria

19. Menu © Queens Printer for Ontario, 2002 18 2.1 The structure of the Planner These elements are organized by a consistent set of navigational tabs across all of the authoring environments. PAGE 1 UNIT INFO Cover UNIT INFO Inside OVERVIEW Expectns OVERVIEW Page 2 Unit Info Unit Overview PAGE 2 SUBTASK List SUBTASK Page 1 ANALYSIS Expectns Analysis Subtasks

20. Menu © Queens Printer for Ontario, 2002 19 2.1 The structure of the Planner For instance, the four main tabs of the Open Environment help you navigate logically from general unit information and overview (1) to subtask detail and analysis (2). Analysis Subtasks DETAIL DETAIL subtasks, expectations, strategies, adaptations, and resources. ANALYSE ANALYSE expectations, strategies, and resources. 2 Unit Overview Unit Info IDENTIFY IDENTIFY title, subtitle and authors(s). SUMMARIZE SUMMARIZE subtasks, expectations, strategies and resources. 1

21. Menu © Queens Printer for Ontario, 2002 20 2.2 The design-down approach The Planner highlights the design-down model of the planning process – from culminating task to sequential subtasks or activities. Culminating Task Subtask 4 Assessment Subtask 1 Subtask 3 Subtask 2

22. Menu © Queens Printer for Ontario, 2002 21 2.2 The design-down approach Such a unit is said to be designed down and delivered up. Teacher Design Student Demonstration Culminating Task Subtask 4 Assessment Subtask 1 Subtask 3 Subtask 2

23. Thank you for viewing this presentation: The Planner and Instructional Design For other presentations go to www.ocup.org Thank you for viewing this presentation: The Planner and Instructional Design For other presentations go to www.ocup.org © Queens Printer for Ontario, 2002 22 MenuExit

24. Menu © Queens Printer for Ontario, 2002 23 1.1 What is the Planner? The Ontario Curriculum Unit Planner is a software application and resource library on CD-ROM – installed on Windows and Macintosh computers – designed to help teachers implement the Ontario curriculum.

25. Menu © Queens Printer for Ontario, 2002 24 1.1 What is the Planner? From 1998, the Ontario Ministry of Education has developed the Planner in cooperation with elementary and secondary teachers. Pilot versions and teacher feedback Official Version 2002 Field-test versions to schools Training to boards

26. Menu © Queens Printer for Ontario, 2002 25 1.2 How can the Planner help teachers? Special Ed ESL/ELD Groupings Teaching/ Learning Strategies Print Media Digital Units/ Profiles Policy Pedagogy Resources OSS Expectations Consideration s Choices into Action Report Card Exemplars Rubrics Performance Tasks Implementation of the Ontario curriculum requires knowledge of policy, assessment and evaluation practices, up-to-date pedagogy, and varied resources. Assessment Evaluation

27. Menu © Queens Printer for Ontario, 2002 26 All Ontario curriculum expectations Authoring templates & rubric maker Teaching Companions Analysis tools AppleWorks (Macintosh/PC) The Planner contains a comprehensive library of curriculum resources, planning and writing tools electronic databases. The Planner contains a comprehensive library of curriculum resources, planning and writing tools electronic databases. 1.2 How can the Planner help teachers?

28. Menu © Queens Printer for Ontario, 2002 27 1.2 How can the Planner help teachers? Teachers can access the Planners tools and resources on home and school computers – at the click of a button.

29. Menu © Queens Printer for Ontario, 2002 28 1.2 How can the Planner help teachers? The Planner enables teachers at all levels of experience to design, share, adapt, and manage excellent plans, units, and course profiles for classroom use. D D esign S S hare A A dapt M M anage Staci Rushton, Donna Cox (Project Leader) Renfrew DSB

30. Menu © Queens Printer for Ontario, 2002 29 2.1 Design templates Outlines unit in two pages Uses 8½ x 11 WYSIWYG format Expands to fit contents Use the Planners versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists. Combines units for year/course New in 3.0 Revised prompt text