IntegratorIntegratorSession 1Session 1Summer 2009Summer 2009

Unit DesignUnit Design

IntegratorIntegratorEnduring UnderstandingsEnduring Understandings

Integrating technology into higher Integrating technology into higher order curriculum improves student order curriculum improves student achievement.achievement.

Today’s students are digital learners who Today’s students are digital learners who learn best from a digital teacher.learn best from a digital teacher.

IntegratorIntegratorEssential QuestionsEssential Questions

How do you create a unit following How do you create a unit following Understanding by Design principles?Understanding by Design principles?What transforms discrete learning into an What transforms discrete learning into an enduring understanding?enduring understanding?How do you create an essential question?How do you create an essential question?How does assessment inform instruction?How does assessment inform instruction?How do I incorporate technology to How do I incorporate technology to improve student achievement?improve student achievement?

Inspiration TemplateInspiration Template

Integrator processIntegrator process Process templateProcess template Program summaryProgram summary

ExemplarsExemplars UnitUnit iMovie/WebsiteiMovie/Website Student ExamplesStudent Examples

Foundation of your UnitFoundation of your Unit

Unit concept - something new or previously Unit concept - something new or previously developed and needs technologydeveloped and needs technologyWorking from the Power Standards, identify the Working from the Power Standards, identify the concepts, processes and skills students historically concepts, processes and skills students historically struggle with on MAP.struggle with on MAP.Connect Power Standards to the curriculum and Connect Power Standards to the curriculum and instructional materials.instructional materials.Follow the unit design template to design Follow the unit design template to design instruction that addresses the data.instruction that addresses the data.Monitor progress through classroom assessments.Monitor progress through classroom assessments.

Enduring Understanding for UnitEnduring Understanding for Unit

Transforming concept into Enduring Transforming concept into Enduring Understanding/Big IdeaUnderstanding/Big Idea Enduring understandings represent a big idea Enduring understandings represent a big idea

having enduring value beyond the classroom. having enduring value beyond the classroom. They are umbrella-like organizers…what you They are umbrella-like organizers…what you want your students to remember thirty years want your students to remember thirty years from now-and longer. Wiggins, McTighefrom now-and longer. Wiggins, McTighe

Aspects of Aspects of Enduring UnderstandingEnduring Understanding

Go beyond discrete facts or skills to focus on Go beyond discrete facts or skills to focus on larger concept, principles or processeslarger concept, principles or processesGive Give meaning and importancemeaning and importance to facts and to facts and skillsskillsApplicable to new situations within or beyond the Applicable to new situations within or beyond the subjectsubjectWritten in terms and vocabulary students can Written in terms and vocabulary students can understandunderstandBeyond knowledge, affective component, “Aha Beyond knowledge, affective component, “Aha moment”, “moral of the story”moment”, “moral of the story”

How to Generate How to Generate Enduring UnderstandingEnduring Understanding

List major ideas concepts that come to List major ideas concepts that come to mind relative to a course or topicmind relative to a course or topicAnalyze the intent of your objectives and Analyze the intent of your objectives and benchmarksbenchmarksSynthesize the related concepts to a more Synthesize the related concepts to a more generalized big ideageneralized big ideaProject into the mind of your student in the Project into the mind of your student in the futurefuture

Concept to Enduring UnderstandingConcept to Enduring Understanding

ExplorationExplorationPlanetsPlanetsNative American CultureNative American CultureMartin Luther KingMartin Luther KingWorld War IIWorld War IIRainforestRainforestNumber PatternsNumber PatternsAmerican symbolsAmerican symbols

Your turn!Your turn!

What concept have you thought about as What concept have you thought about as the foundation for your unit?the foundation for your unit?

What are the possible enduring What are the possible enduring understandings for that concept?understandings for that concept?

Use Aspects of Enduring Understanding Use Aspects of Enduring Understanding as “Litmus Test”as “Litmus Test”

What are Essential Questions?What are Essential Questions?

Critical, global, abstract, overarching Critical, global, abstract, overarching questions that drive teaching and learning questions that drive teaching and learning within a unit of study. They within a unit of study. They press learners to think beyond what they press learners to think beyond what they

already knowalready know are the focus of learning and the central are the focus of learning and the central

questions of inquiryquestions of inquiry represent the understanding that teachers represent the understanding that teachers

most want their students to take away from a most want their students to take away from a unit or activity.unit or activity.

What Essential ?’s do for What Essential ?’s do for Curriculum DevelopmentCurriculum Development

Create a focus for the unit, go to the heart of the Create a focus for the unit, go to the heart of the disciplinediscipline

Point clearly and explicitly toward a big idea Point clearly and explicitly toward a big idea

Point to key inquiries and core ideas of a Point to key inquiries and core ideas of a disciplinediscipline

Reveal richness and complexity of a subjectReveal richness and complexity of a subject

Enhance, encourage and enable cross-discipline Enhance, encourage and enable cross-discipline connectionsconnections

Characteristics ofCharacteristics ofEssential QuestionsEssential Questions

Have no one obvious “right” answerHave no one obvious “right” answer

Are open-ended, non-judgmental, Are open-ended, non-judgmental, meaningful and motivationalmeaningful and motivational

Framed to provoke and sustain student Framed to provoke and sustain student interestinterest

Require you to “make a decision” or “plan Require you to “make a decision” or “plan a course of action”a course of action”

****Avoid “What is” questions****Avoid “What is” questions

Sample CurriculumSample Curriculumwith EQ’swith EQ’s

Using Clusty.com or Ask.com do a search Using Clusty.com or Ask.com do a search for Essential question + ________for Essential question + ________Sample sitesSample sites

http://www.greenville.k12.sc.us/league/esques.htmlhttp://www.greenville.k12.sc.us/league/esques.html http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/http://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/

ccrites/essentialquestions.htmlccrites/essentialquestions.html http://www.usd266.com/depart/curriculum/teachers/finearts/http://www.usd266.com/depart/curriculum/teachers/finearts/

indexfinearts.htmlindexfinearts.html http://www.derry.k12.nh.us/dvs/staff/cmccallum/http://www.derry.k12.nh.us/dvs/staff/cmccallum/

curricmap_essential.htmcurricmap_essential.htm Kent School District – Kindergarten CurriculumKent School District – Kindergarten Curriculum Middle School Art CurriculumMiddle School Art Curriculum

Your turn!Your turn!

Divide the unit into lesson conceptsDivide the unit into lesson concepts

Draft an essential question for each Draft an essential question for each conceptconcept

Test each questionTest each question

Test your essential questions?Test your essential questions?

Cannot be answered satisfactorily in one Cannot be answered satisfactorily in one sentencesentence

Concept-based, not fact basedConcept-based, not fact based

Open-endedOpen-ended

Provocative and multi-layeredProvocative and multi-layered

Higher Order-analysis, synthesis, Higher Order-analysis, synthesis, evaluationevaluation

Lesson TopicsLesson Topics

Essential question should be focus of each Essential question should be focus of each lessonlessonFoundation questions may be used for lower Foundation questions may be used for lower level skills taught in first lesson of unitlevel skills taught in first lesson of unit Foundation question is one whose answer provides Foundation question is one whose answer provides

the facts used to answer the essential question.the facts used to answer the essential question. EQ-Should wetlands in the United States be EQ-Should wetlands in the United States be

preservedpreserved FQ- What is a wetland?FQ- What is a wetland? FQ-What are the reasons for saving wetlands?FQ-What are the reasons for saving wetlands? FQ-Who is destroying wetlands?FQ-Who is destroying wetlands?

Are you creating an?Are you creating an?

Assessment OF Learning (Summative)Assessment OF Learning (Summative) How much have students learned as of a How much have students learned as of a

particular point in time?particular point in time?

Assessment FOR Learning(Formative) :Assessment FOR Learning(Formative) : How can we use assessment to help students How can we use assessment to help students

learn more? learn more?

Types of Acceptable EvidenceTypes of Acceptable Evidence(Remember Activ Votes)(Remember Activ Votes)

Checklist (Formative)Checklist (Formative)Unit test (Summative)Unit test (Summative)Holistic Scoring guide (Formative/Summative)Holistic Scoring guide (Formative/Summative)Analytic Scoring guide (Formative)/Summative)Analytic Scoring guide (Formative)/Summative)Student products (Summative)Student products (Summative) Powerpoint presentationPowerpoint presentation Kid Pix Slide showKid Pix Slide show iPhoto Slide ShowiPhoto Slide Show iMovieiMovie WebsiteWebsite

Writing Performance ObjectivesWriting Performance Objectives

Blooms objective stemsBlooms objective stems

Who, what, when, to what extent, degree Who, what, when, to what extent, degree of accuracyof accuracy

Technology IntegrationTechnology Integration

Elective courses will provide examples of Elective courses will provide examples of technology integration to improve student technology integration to improve student learninglearning

Incorporate 5 different types of technologyIncorporate 5 different types of technology

Choose your elective courses based on Choose your elective courses based on what you want your student products to bewhat you want your student products to be

Unit and Lesson Unit and Lesson TemplatesTemplates

How to accessHow to access

Unit template Unit template

Lesson templatesLesson templates BasicBasic ReadingReading WritingWriting Reading/writingReading/writing

Next stepsNext steps

Plan your unitPlan your unitRegister for your 5 electivesRegister for your 5 electivesAttend your electivesAttend your electivesWork on drafting your unitWork on drafting your unitConference with your ITS/Tech Dept/Curr. Spec, Conference with your ITS/Tech Dept/Curr. Spec, and peer - remember to document thisand peer - remember to document thisWhen you believe you are ready to teach, When you believe you are ready to teach, assemble your review committeeassemble your review committeeRevise unit as needed to receive Ready to Revise unit as needed to receive Ready to Teach StatusTeach Status