1 The Planner and Instructional Design 2000-2001 Pilot Year ONTARIO MINISTRY OF EDUCATION © Queen’s Printer for Ontario, 2001 Training Presentation # 2 Curriculum Unit Planner 2 HOME MENU Click chapter titles at right to view each section. Click the spacebar to activate each slide. Click the navigation buttons to advance to the desired slide. The Planner and Instructional Design • Principles of Instructional Design • The Planner and Instructional Design • Designing Elementary Units • Designing Secondary Units
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
The Planner andInstructional Design
2000-2001 Pilot Year ONTARIO MINISTRY OF EDUCATION© Queen’s Printer for Ontario, 2001
Training Presentation # 2
Curriculum Unit Planner
2
HOMEMENU
Click chapter titles atright to view eachsection.
Click the spacebar toactivate each slide.
Click the navigationbuttons to advance tothe desired slide.
The Planner and Instructional Design
• Principles of Instructional Design• The Planner and Instructional
Design• Designing Elementary Units• Designing Secondary Units
2
3
HOMEMENU
Principles ofInstructional Design
The Planner and Instructional Design
4
HOMEMENU
What PRINCIPLESshould we follow todesign meaningful
learning experiencesfor our students?
3
5
HOMEMENU1. Successful learning depends on what
happens in the classroom.
6
HOMEMENU2. Successful learning experiences require
effective planning and implementation.
4
7
HOMEMENU3. There are three key questions for planning.
1.What do youwant students
to learn?*
2. What evidencewill you accept of
that learning?*
* Ralph W. Tyler. Basic Principles of Instructional Design. 1949
3. How will youdesign instruction
for effectivelearning for all?
8
HOMEMENU4. Classroom planning reflects curriculum priorities.
Key Questions New Ontario Curriculum
ACHIEVEMENTLEVELS
2. What evidencewill you accept of
that learning?
Determineacceptableevidence
EXPECTATIONS1.What do you wantstudents to learn?
Identify desiredresults
Classroom Planning*
* Grant Wiggins and Jay McTighe. Understanding by Design. 1999
3. How will youdesign instruction
for effectivelearning for all?
Plan learningexperiences and
instruction
TEACHING/LEARNINGSTRATEGIES
RESOURCES
5
9
HOMEMENU5. Instruction should be planned and
implemented around five elements.
Topic /Theme /
Resources
Expectations
Teaching /Learning
Strategies
Assessmentand
Evaluation
PerformanceTasks and
Criteria
10
HOMEMENU
6. Make learning meaningful and authenticthrough performance-based demonstrationand criteria-based assessment.
PerformanceTasks and
Criteria
6
11
HOMEMENU7. Design down with the end (desired results) in
mind.
Expectations
PerformanceTasks and
Criteria
12
HOMEMENU8. Design assessment/evaluation to be valid andreliable and to lead to improvement:
Expectations Assessmentand
Evaluation
PerformanceTasks and
Criteria
7
13
HOMEMENU9. Design teaching/learning strategies for rich
experiences and success for all.
Expectations
Teaching /Learning
Strategies
Assessmentand
Evaluation
PerformanceTasks and
Criteria
14
HOMEMENU
10. Focus on essential and enduring questions.Gather and create a variety of qualityresources to support the learning.
Topic /Theme /
Resources
Expectations
Teaching /Learning
Strategies
Assessmentand
Evaluation
PerformanceTasks and
Criteria
8
15
HOMEMENU
11. The planning of learning experiences is aprocess whereby teachers can reflect andredesign.
Topic /Theme /
Resources
Expectations
Teaching /Learning
Strategies
Assessmentand
Evaluation
PerformanceTasks and
Criteria
16
HOMEMENU
12. Using observable and measurable criteria foreach expectation will ensure we “know it whenwe see it.”
KNOWLEDGE/UNDERSTANDING
• classify• compare• define• identify• locate• structure
THINKING/INQUIRY
• analyse• assess• conclude• predict• question• research
COMMUNICATION
• clarify• describe• explain• present• respond• write
APPLICATION
• apply• connect• create• modify• produce• use
9
17
HOMEMENU
The Planner andInstructional Design
The Planner and Instructional Design
18
HOMEMENU
How does theSTRUCTURE of the
Curriculum Unit Plannersupport the design ofmeaningful learning
experiences?
10
19
HOMEMENU
The structure of Curriculum Unit Planner reflectsthe elements of effective Performance-BasedDesign.
Topic /Theme /Resources
Expectations
Teaching /Learning
Strategies
AssessmentEvaluation
PerformanceTasks and
Criteria
20
HOMEMENU
Designing a Unit: Design Backwards
The Planner helps you BACKMAP your unit fromthe culminating task to sequential subtasks.
Teac
her D
esig
n Student Demonstration
Culminating Task
Subtask 4
Assessment Subtask 1
Subtask 3
Subtask 2
11
21
HOMEMENU
1. Initial assessment : check research skills
2. Read / brainstorm
3. Develop group works skills
4. Identify issue
5. Develop research skills
6. Research issue
7. Organize information
8. Develop presentation skills
9. Design presentation
10. Practice / rehearse
11. Culminating task:present the issue
Here is an EXAMPLE of aperformance-basedassessment (e.g.,presentation of researchon a key issue) designeddown i.e., “backwards.”
22
HOMEMENU
In each authoringenvironment ...
Unit Overview
Unit Info
Analysis
Subtasks
PAGE 1
PAGE 2
UNIT INFOCover
UNIT INFOInside
OVERVIEWExpectns
OVERVIEWPage 2
SUBTASKList
SUBTASKPage 1
ANALYSISExpectns
elements areclearly structuredand electronicallylinked.
12
23
HOMEMENU
The following is a button-by-buttondescription of the planning elements of thePlanner’s OPEN environment.
24
HOMEMENU
Identifycoveringinformation.
Title • Subtitle • Grade
Board Type • Panel • UnitStatus • Unit Length
Name • Mail Address •Telephone • Email Address• Original Author(s)
13
25
HOMEMENU
Decide whatyou wantstudents tolearn.
“Holding Tank”ofexpectations from policystandards.
26
HOMEMENU
Identify howlearningexperiencesare meaningfuland authentic.
Rationale • Motivation • “Real-Life”(authentic) context •Catholic GraduateExpectations
14
27
HOMEMENU
Describeoverall featuresof the learningexperience.
Overview of contents andfocus • Key ideas, issues,questions • Sequence ofactivities
28
HOMEMENU
Createmeaningfuland authenticapplication/demonstrationof learning.
Brief description of finalsubtask and itsassessment.
15
29
HOMEMENU
Assess whatfoundationalknowledge andskills studentsneed at thebeginning of theunit to achievesuccess.
Brief list of knowledge andskills for initial assessmentin first subtask.
30
HOMEMENU
Select or createappropriateresourcesneeded for theunit’s overallsuccess.
Print • Media • Electronic •Human
16
31
HOMEMENU
Choose ProgramConsiderations,such as ChoicesInto Action.
A checklist/database ofplanning considerations forall disciplines.
Use this field to makecross-curricularconnections andcollaborations.
32
HOMEMENU
Identifyappropriatehuman andmaterial supportsneeded for theunit’s overallsuccess.
Advice • Suggestions •Reminders • Collaborations
17
33
HOMEMENU
Outline thesubtasks necessaryto develop theknowledge andskills needed tosuccessfullycomplete theculminating task.
List of subtasks, lessons,or activities in order ofdelivery.
34
HOMEMENU
Create subtasksthat develop theknowledge andskills needed tosuccessfullycomplete theculminating task.
Brief description of eachsubtask.
Expectations from policystandards specific to eachsubtask.
18
35
HOMEMENU
Match the bestteaching/learningstrategies tosupport studentsin meeting the taskexpectations.
Teaching/LearningStrategies • Groupings •Roles • Audiences
36
HOMEMENU
Match valid andreliable strategiesto assess andreport studentachievement inmeeting theidentified skills andknowledge.
Assessment Strategies •Recording Devices.
19
37
HOMEMENU
Consider whataccommodationsare needed to helpall studentsachieve theexpectations.
Accommodations forindividual students• Gender concerns• Learning styles• Special Education strategies• ESL/ELD strategies.
38
HOMEMENU
Select and createa range ofresourcesnecessary tosupport teachingand learning.
Print • Media • Electronic •Human
20
39
HOMEMENU
Providebackground andsuggestions tosupport teachingand learning.
Advice • Suggestions •Reminders • Collaborations• Catholic GraduateExpectations
40
HOMEMENU
Reflect on thestudents’achievement inmeeting the Unit’sexpectations andsuggest areas forimprovement of theunit.
Personal notes:• changes• improvements• questions• future concerns
21
41
HOMEMENU
Analyse the unit’sdesign to highlightstrengths andareas for change.
Set of subtask expectations •Count of expectations bothintroduced and assessed
List by title and by type •Count by type
Count of teaching/learningand assessment strategies.
42
HOMEMENU
DesigningElementary Units
The Planner and Instructional Design
22
43
HOMEMENU
In the followingunit written in theOPEN environmentfor GRADE 7GEOGRAPHY, wewill explore thecontent created foreach of theelements (fields).
Unit Overview
Unit Info
Analysis
Subtasks
IDENTIFY title, subtitle andauthors(s).
SUMMARIZE tasks, subtasks,expectations, strategies andresources.
DETAIL tasks, subtasks,expectations, strategies andresources.
ANALYSE expectations,strategies and resources.
44
HOMEMENU
Title • Subtitle • Grade
23
45
HOMEMENU
Board Type • Panel • Unit Status • Unit Length
46
HOMEMENU
Name • Mail Address • Telephone • EmailAddress • Original Author(s)
24
47
HOMEMENU
“Holding Tank”of expectations from policystandards.
48
HOMEMENU
Rationale • Motivation • “Real-Life”(authentic)context • Catholic Graduate Expectations
25
49
HOMEMENU
Overview of contents and focus • Key ideas,issues, questions • Sequence of activities
50
HOMEMENU
Brief description of final subtask and itsassessment.
26
51
HOMEMENU
Brief list of knowledge and skills for initialassessment in first subtask.
52
HOMEMENU
Print • Media • Electronic • Human
27
53
HOMEMENU
A checklist/database of planningconsiderations for all disciplines.
54
HOMEMENU
Advice • Suggestions • Reminders •Collaborations
28
55
HOMEMENU
List of subtasks, lessons, or activities in orderof delivery.
56
HOMEMENU
Brief description of each subtask.
29
57
HOMEMENU
Expectations from policy standards specificto each subtask.
58
HOMEMENU
Teaching/Learning Strategies • Groupings •Roles • Audiences
30
59
HOMEMENU
Assessment Strategies • Recording Devices
60
HOMEMENU
Accommodations for individual students• Gender concerns • Learning styles • SpecialEducation strategies • ESL/ELD strategies.
31
61
HOMEMENU
Print • Media • Electronic • Human
62
HOMEMENU
Advice • Suggestions • Reminders •Collaborations • Catholic Graduate Expectations
32
63
HOMEMENU
Personal notes:• changes • improvements • questions• future concerns
64
HOMEMENU
Set of subtask expectationsCount of expectations both introduced andassessed
33
65
HOMEMENU
List by title and by type • Count by type
66
HOMEMENU
Count of teaching/learning and assessmentstrategies.
34
67
HOMEMENU
You could have chosen to design yourElementary unit using the two pageOUTLINER environment ...
68
HOMEMENU
… or the Planner’s 10+ page LITE environment.Design elements are similar in structure andpurpose, and are convertible from OUTLINER toLITE, and from LITE to OPEN.
35
69
HOMEMENU
You can use the Planner’s PROGRAM featuresto link units for term/year planning, combinedgrade planning, and analysis.
70
HOMEMENUThe Planner can help you develop, share andmanage units and programs using a curricularprocess of adaptation and improvement.
TeachingPlanning
LearningAssessing
36
71
HOMEMENU
Saving TimeWorking TogetherStrengthening PracticeBuilding Knowledge
The Curriculum Unit Planner
72
HOMEMENU
DesigningSecondary Units
The Planner and Instructional Design
37
73
HOMEMENU
In the followingunit written in theOPEN environmentfor GRADE 10MUSIC, we willexplore the contentcreated for each ofthe elements(fields).
Unit Overview
Unit Info
Analysis
Subtasks
IDENTIFY title, subtitle andauthors(s).
SUMMARIZE tasks, subtasks,expectations, strategies andresources.
DETAIL tasks, subtasks,expectations, strategies andresources.
ANALYSE expectations,strategies and resources.
74
HOMEMENU
Secondary teachers may begin the designprocess by either creating a new unit fromthe Authoring menu ...
38
75
HOMEMENU
… or by using the Profile’s Placeholderenvironment to map out units for a specificcourse.
76
HOMEMENU
Title • Subtitle • Grade
39
77
HOMEMENU
Board Type • Panel • Unit Status • Unit Length
78
HOMEMENU
Name • Mail Address • Telephone • EmailAddress • Original Author(s)
40
79
HOMEMENU
“Holding Tank”of expectations from policystandards.
80
HOMEMENU
Rationale • Motivation • “Real-Life”(authentic)context • Catholic Graduate Expectations
41
81
HOMEMENU
Overview of contents and focus • Key ideas,issues, questions • Sequence of activities
82
HOMEMENU
Brief description of final subtask and itsassessment.
42
83
HOMEMENU
Brief list of knowledge and skills for initialassessment in first subtask.
84
HOMEMENU
Print • Media • Electronic • Human
43
85
HOMEMENU
A checklist/database of planningconsiderations for all disciplines.
86
HOMEMENU
Advice • Suggestions • Reminders •Collaborations
44
87
HOMEMENU
List of subtasks, lessons, or activities in orderof delivery.
88
HOMEMENU
Brief description of each subtask.
45
89
HOMEMENU
Expectations from policy standards specificto each subtask.
90
HOMEMENU
Teaching/Learning Strategies • Groupings •Roles • Audiences
46
91
HOMEMENU
Assessment Strategies • Recording Devices
92
HOMEMENU
Accommodations for individual students• Gender concerns • Learning styles • SpecialEducation strategies • ESL/ELD strategies.
47
93
HOMEMENU
Print • Media • Electronic • Human
94
HOMEMENU
Advice • Suggestions • Reminders •Collaborations • Catholic Graduate Expectations
48
95
HOMEMENU
Personal notes:• changes • improvements • questions• future concerns
96
HOMEMENU
Set of subtask expectationsCount of expectations both introduced andassessed
49
97
HOMEMENU
List by title and by type • Count by type
98
HOMEMENU
Count of teaching/learning and assessmentstrategies.
50
99
HOMEMENU
You could have chosen to design yourSecondary unit using the two page OUTLINERenvironment ...
100
HOMEMENU
… or the Planner’s 10 + page LITE environment.Design elements are similar in structure andpurpose, and are convertible from OUTLINER toLITE, and from LITE to OPEN.
51
101
HOMEMENU
You can use the Planner’s PROFILE/OUTLINEfeatures to link units for term/year planning,combined grade planning, and analysis.
102
HOMEMENUThe Planner can help you develop, share andmanage units and profiles using a curricularprocess of adaptation and improvement.
TeachingPlanning
LearningAssessing
52
103
HOMEMENU
Saving TimeWorking TogetherStrengthening PracticeBuilding Knowledge
The Curriculum Unit Planner
Thank you forviewing this
presentation.
Related Documents
