1. EDUC 4464 – J/I Methods Class 19 January 9/11, 2008 Bell Work: FYI: You may want to sit with others who are in your novel unit group for Language Arts. 1.Why do teachers plan in units? Discuss. (educative question @ synthesis / evaluative) Dr. J. Barnett

2. Setting Up a Unit: Units are created to meet a Big Idea ______________________________ __________________ _____ _ Theme Based, Strand Based, Skill Based or Concept Based Dr. J. Barnett

3. What are the enduring understandings in this area of the curriculum? What is the big message? What other Big Ideas could this unit fit in? Grade 9 – HIF10 Social Science and Humanities SOV.01Grade 9 Self and OthersOverall Expectations describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people SOV.02Grade 9Self and OthersOverall Expectations analyze strategies to develop and maintain effective relationships SOV.03Grade 9Self and OthersOverall Expectations apply practical skills to perform daily-living tasks that meet the needs of self and family SOV.04Grade 9Self and OthersOverall Expectations demonstrate a growing awareness of the need to be responsible and to contribute to the family (educative question at Analysis level of Bloom’s) Dr. J. Barnett

4. Setting up a Unit 1.Decide on the big idea – enduring understanding 2.Think of an activity the students can do to demonstrate this big idea. This can take one class or a week if desired. Plan it out. This is the last class. How would you assess this? Make your assessment tool(s). How many expectations can you hit in having the students do this?Plan it outHow would you assess thisHow many expectations can you hit in having the students do this 3.Take the expectations you isolated – these each need to be taught - they become the expectations for the lessons in the unit 4.Plan the first class – an introduction – include brainstorming, a KWL, a large group web… Something to assess the students’ current knowledge and introduce the topic – also have a hook & introduce final task (give out assessment tool) 5.What order will you tackle the expectations / lessons? Plan the order then start creating individual lessons. You can hit other expectations which fit as well and can add these in as they dawn on you.expectations / lessons Dr. J. Barnett

5. Before I continue…. I am about to start to familiarize you with the Curriculum Unit Planner - please make notes. Do not follow along on the planner! You will feel I covered this quickly but…. –From experience, I could spend hours on familiarizing you will this using lecture format and you will not feel comfortable using it –It is the type of learning which best occurs with hands-on trial and error …. Application 1: Go through the tutorial (rest of my slide show) Application 2: Go into the planner – as you are sitting with your LA novel study groups, feel free to use the rest of this class as a work period for creating this assignment in the planner. If you have a question, ask a friend then ask me. I’m here to help. If not ready, read Chp 7 in Dynamic Classroom. Dr. J. Barnett

6. Application Part A Tutorial Dr. J. Barnett

7. (Wiggins and McTighe, 1998) Enduring Understanding / Expectations Teaching Lesson Planning Same for Unit Planning Assessment What I need to teach & how I can teach it – The Actual Lesson What they need to know before I can begin CUMULATIVE TASK SUBTASKS PRIORKNOWLEDGE PRIOR KNOWLEDGE Preassessment Content & Strategies Application Connecting the planner to what you already know Big Idea Dr. J. Barnett

8. 4. The Authoring Section 8 Menu 4.1 New Unit (create/copy/convert) 4.1 New Unit (create/copy/convert) 4.2 Edit an existing unit 4.2 Edit an existing unit 4.3 Unit export/import 4.3 Unit export/import 4.4 Manage my units (lock/delete) 4.4 Manage my units (lock/delete) 4.5 Create blackline masters 4.5 Create blackline masters 4.6 Other Authoring information 4.6 Other Authoring information GET TO KNOW THE PLANNER. Use the tools in the Authoring Section to design, share, adapt, and manage units. Up until now when you have entered the Unit Planner you have clicked on L for Library. This time click on A. The Authoring section grants access to all of these tasks. Click on 4.1 New Unit. Dr. J. Barnett

9. Get started as an author by: Get started as an author by: 1. Create a new unit in one of three environments. 2. Copy and edit a unit from the Library. 3. Convert a unit from a simpler to a more complex environment. 2 1 3 Here you can: FYI: From this page you can also… Dr. J. Barnett

10. These elements are organized by a consistent set of navigational tabs across all of the authoring environments. 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 We can plan in any of the three environments: Dr. J. Barnett

11. OPTIONS:OUTLINERLITEOPEN Subtasks:5unlimited Expectations per subtask: 68unlimited Teaching/Learning Strategies: 335 Groupings:335 Assessment Strategies: 335 Recording Devices:335 Number of resources: 15/per unit17/per subtaskunlimited Length of Unit:2 pages total10 pages plus 2 pages per subtask expands or contracts to fit contents But OPEN gives you the most freedom and choice… It is also the least restrictive as it adjusts to your unit Dr. J. Barnett

12. Go to Open format Go to Open format – Tab One: Unit Information Unit Info Unit title: Does the title indicate what the unit is about? Unit Subtitle: Does the subtitle identify the discipline or the focus of the unit? (i.e., curricular subject) Unit Preferences: Is the unit locked or unlocked? Author Information: Include all the authors of your unit here. SAY YES TO THE PROMPT when you do this later on Do this before you start entering data etc… Dr. J. Barnett

13. What you see is the unit overview – a lot of this will be completed after you are done the unit What you see is the unit overview – a lot of this will be completed after you are done the unit CLICK ON THE NEXT TAB Dr. J. Barnett

14. – Tab Two: Unit Overview Unit Overview Holding Tank for Expectations -Rationale -How will the unit develop the essential skills and knowledge -Describe the related real-life or simulated situation -For a Catholic unit provide a rationale and click the + Brief overview overview of 2-3 paragraphs In 2 or 3 sentences describe the final assessment What knowledge and skills do the students need to begin this unit? See Overview Section Technology Co-op Antidiscrimination Health & Safety Development Demonstrate understanding or the ability to follow rules/routines Advice The Lessons CLICK ON THE NEXT TAB Dr. J. Barnett

15. Remember: In the CUP, lessons are called subtasks. Dr. J. Barnett

16. – Tab Three: Subtasks - The Lessons Subtasks 2 or 3 sentences on how the learning focuses on specific knowledge or skills Which expectations apply? The detailed teaching and learning strategies you will use Assessment strategy and the recording device Special needs & ESL considerations What do you need to do the subtask? Any extras – for example how do you need to modify the classroom What went well and what needs to be changed? GO TO THE THIRD TAB Dr. J. Barnett

17. – Tab Four: Analysis Analysis The Analysis section of the Planner provides counts and lists of the expectations (both selected and assessed), resources (listed both by type and by subtask), and strategies (teaching/learning, assessment, student groupings and recording devices). The Analysis section deals with a single unit. For an analysis across several units, use the Program/Profile utilities which are accessible from the Main Menu. Program/Profile provides utilities which allow authors to create a framing structure for the units which they have created. At the elementary level, this structure is a grade (or grades for split classes) program. At the secondary level, it is a course profile. The Program or Profile is an overarching frame for the curriculum, a shell which ensures that the curriculum addresses all expectations, employs varied strategies, provides rich learning experiences, and makes use of a variety of resources. GO TO TAB FOUR You don’t have to worry too much about this part for now. Dr. J. Barnett

18. Application Part B Using the handout, go into the unit planner. Note: p. 1 - deals with unit planning in general p. 2 - a sheet with which to start your planning pp. 3-5 – detailed, step-by-step directions for planning in the CUP Dr. J. Barnett

19. Homework Task If you haven’t done this: Go to http://www.ocup.org/http://www.ocup.org/ Bookmark the site. Have a look around the site. You may want to find a unit in your teachable subject and have a look at the set-up. Read Chp. 7 in Dynamic Classroom (may help with your novel unit task) For next class, we will be going outside during the second half. Please bring appropriate clothing Dr. J. Barnett