Transcript Presented by Sherah B. Carr, Ph.D. Mercer University - Tift College of Education E-mail: [email protected] Web Site: www.teachingwithpurpose.com © 2006 Sherah B.

Presented by
Sherah B. Carr, Ph.D.
Mercer University - Tift College of Education
E-mail: [email protected]
Web Site: www.teachingwithpurpose.com
© 2006 Sherah B. Carr, Ph.D.
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Prior knowledge check
Rationale for changes in unit and lesson format
New pieces that need explanation
New unit plan format
New lesson plan format
Strategy ideas
Resources
Summarizing
Questions/Feedback
© 2006 Sherah B. Carr, Ph.D.
Work with your group to create a
“Wall of Knowledge”
with vocabulary and key concepts
that you think about when designing and
implementing unit and lesson plans.
© 2006 Sherah B. Carr, Ph.D.
• Bringing Mercer up-to-date with Georgia Performance
Standards model
• Nation wide emphasis on concept attainment & higher
order thinking
• Model based on effective teacher research & latest
understandings from neuroscience
– Robert Marzano
– Eric Jensen
• Schools in metro area adopting state model or similar
models that use components in Mercer format
• Mercer wanted more consistency in lesson and unit
formats in coursework and field experience
© 2006 Sherah B. Carr, Ph.D.
Some key changes…
Defining Key Understandings
Content Map for Students
Essential Questions
Assessment Designed Before Lessons
Begin with end in mind – hence “backward design”
Performance Assessments - GRASPS
Sequencing/Pacing Calendar
© 2006 Sherah B. Carr, Ph.D.
• Helps teachers determine key concepts.
• Organizes and focuses on conceptual understandings.
• Allows students a look at the big picture of content learning.
• Structures and paces instruction.
• Provides common teaching content when shared among
grade level and resource personnel.
• Provides a framework for previewing and reviewing content.
© 2006 Sherah B. Carr, Ph.D.
Part I – Unit Overview
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Title of Unit and Grade level
Subject/Content Area(s)
Topic/Skill
Summary/Abstract (brief overview of
curricular concepts and unit goals)
• Unit Design Status (First Draft, Revised
Draft, Final Copy, or Adjusted After Use)
See sample Plant Power Unit – page 1
© 2006 Sherah B. Carr, Ph.D.
Part II - Identify Desired Results
(Stage One Understanding by Design)
• QCC/GPS Standards Correlations and/or
National Standards - must reflect grade
level/content area(s)
• Enduring Understandings – Big Ideas
• Essential Questions considered
• Knowledge and Skills
– Students will know…
– Students will do…
• Content Map - Key unit understandings,
essential questions and vocabulary created for
students in a graphical format
© 2006 Sherah B. Carr, Ph.D.
Start with curriculum content for your grade level
GPS standards – Georgia Performance Standards
http://www.georgiastandards.org/
Other options to correlate curriculum may include:
Curriculum maps
Scope and sequence guides with textbooks
System standards – such as Gwinnett AKS
National Standards
NCTM – National Council for Teachers of Mathematics
NCTE – National Council for Teachers of English
NSES – National Science Education Standards
NCSS – National Council for the Social Studies
NETS – National Educational Technology Standards
© 2006 Sherah B. Carr, Ph.D.
Enduring Understandings
• What are the big ideas?
• What conceptual understanding do you
want students to learn in your unit?
• What are concepts that students can
transfer to other topics or content areas?
• What are the understandings you want
them to remember after the unit is over?
See Plant Power Unit – Enduring Understandings – page 2
© 2006 Sherah B. Carr, Ph.D.
Know and Do
• What do you want students to know?
• What do you want them to do?
• See examples in sample unit page 2
© 2006 Sherah B. Carr, Ph.D.
What makes weather a system?
Understand that:
• Patterns in weather allow us to predict weather.
• Understanding cause/effect relationships are helpful
in predicting weather
Know:
• Names of common weather instruments
• Steps in the water cycle
• Vocabulary: precipitation, meteorologist, air mass,
air pressure
Be able to do:
• Read weather maps
• Explain cloud formation
• Use a variety of resources to conduct research
© 2006 Sherah B. Carr, Ph.D.
Developing Your Content Map
What are
the key
concepts
?
What are the
key
vocabulary in
the unit?
© 2006 Sherah B. Carr, Ph.D.
Subject:
Topic:
Grade Level:
Unit Topic:
Unit Essential Question:
Concept
Lesson
essential
question(s)
Concept
Concept
Concept
Concept
Lesson
essential
question(s)
Lesson
essential
question(s)
Lesson
essential
question(s)
Lesson
essential
question(s)
Key Vocabulary:
See content map in sample unit page 3
© 2006 Sherah B. Carr, Ph.D.
Content Map: Third Grade – Earth Science - Rocks and Soil
Key Learning(s): Understand what the earth is made of and how rocks and soil play a major role in our lives.
Unit Essential Question(s): What is our earth made of?
Concepts:
Characteristics of
Minerals
Igneous,
Metamorphic,
and
Sedimentary
Rock Cycle
Hardness of
Rocks
Characteristics
of soil
Characteristics
of fossils
Un-Covering
fossils
How do we
find the
hardness of a
rock or
mineral?
What are the
three types of
soil and how are
they different?
What are
fossils?
What is a
paleontologist?
Mohs Scale
Mineralologist
Sand
Loam
Clay
Extinct
Fossil
paleontologist
Lesson Essential Questions:
What are
minerals
and how
do we
classify
them?
What are the
3 types of
rocks and how
do I identify
them?
What is the
cycle of a
rock?
Vocabulary:
Luster
Hardness
Texture
Igneous
Metamorphic
Sedimentary
Cycle
© 2006 Sherah B. Carr, Ph.D.
What do I know about shapes?
Kinds
Words
Sorting
Circle
Square
Rectangle
Triangle
Oval
© 2006 Sherah B. Carr, Ph.D.
Drawing
Using
Part III – Determine Acceptable
Evidence (Stage Two
Understanding by Design)
• Evidences of Learning (formative and
summative such as observations, work
samples, summarizers, quizzes and tests)
• Student self assessment and reflection
• Performance Task - GRASPS (goal, role
audience, situation, product performance
and purpose, standards & criteria for
success) Criteria includes rubric for
assessing task
© 2006 Sherah B. Carr, Ph.D.
You tell me…
Window Pane It!
What are examples of these
evidences of learning?
Formative
Summative
Self
Assessment
Performance
Task
© 2006 Sherah B. Carr, Ph.D.
• GOAL:
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GRASPS
Provide a statement of the task.
Establish the goal, problem, challenge, or obstacle in the task.
ROLE:
Define the role of the students in the task.
State the job of the students for the task.
AUDIENCE:
Identify the target audience within the context of the scenario.
Example audiences might include a client or committee.
SITUATION:
Set the context of the scenario.
Set up and explain a real life situation for using skills from unit.
PRODUCT:
Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA:
Provide students with a clear picture of success including a sample
product.
Identify specific standards for success.
Include a rubric to assess the product or performance.
© 2006 Sherah B. Carr, Ph.D.
Part IV – Plan Learning Experiences and
Instruction (Stage Three Understanding
by Design) Instructional Sequence Chart
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Shows scope and sequence of key unit
understandings and/or essentials
questions for ten instructional days.
Number of days may vary depending on the
scope of your concepts
See Linear Planning Plant Power Unit – pages 5-6
© 2006 Sherah B. Carr, Ph.D.
Planning Learning Experiences
Instructional Sequence/Pacing Chart
Teacher: ______________ Unit Title: ________________________________ Subject/Topic: __________________ Grade: ____
Monday
Tuesday
Wednesday
Thursday
Friday
•Hook
•Check for prior
knowledge
•Do the K-W
in K-W-L
•Introduce unit
content map and
key vocabulary
•Summative unit
assessment
•Culminating unit
activity
•Do the L in
K-W-L
•Teacher
reflection
© 2006 Sherah B. Carr, Ph.D.
Consider Levels of Thinking
Skills in Your Unit
Your unit should include
opportunities for students to
acquire new knowledge, perform higher
level thinking and use content
authentically
through performance or product.
© 2006 Sherah B. Carr, Ph.D.
Consider the WHERETO elements
• Where? Why? What?
• Hook/Hold – Prior knowledge check
• Equip – Communication/Technology Demonstrates how
instructional technology and communication will be built
into the unit.
• Rethink /Revise
• Evaluate/Reflection
• Tailor – Differentiated Instruction Shows ways that needs
of all learners will be tailored by modifying content,
process or product. Shows integration of multiple
intelligences.
• Organize – Managing the Learning Environment
Shows how issues such as distribution of materials,
group work, room arrangement, time management and
transitions will be handled in the unit.
Community Involvement - Shows how parent/community
involvement will be incorporated into the unit.
© 2006 Sherah B. Carr, Ph.D.
THREE-STEP INTERVIEW
This activity can be used to share information such
as reviewing a paragraph or summarizing a
video section or lecture.
(1) Students form pairs; one student interviews the
other.
(2) Students switch roles.
(3) The pairs links with a second pair. This fourmember learning team then discusses the
information or insights gleaned from the initial
paired interviews.
© 2006 Sherah B. Carr, Ph.D.
Let’s try it!
• Find a partner
• Decide who will be 1 & 2
• 1’s ask 2’s – What were the main things
you just learned?
• Switch
• 2’s ask 1’s - What were the main things
you just learned?
• Find another pair – share ideas with each
other
© 2006 Sherah B. Carr, Ph.D.
Mercer Lesson Plan Format
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Title/Grade Level/Subject/Topic:
Standards Correlation: QCC/GPS and National Standards where applicable
Enduring Understanding:
Essential Question:
Key Knowledge: (The students will know that…)
Key Skills: (Students will be able to…)
Materials and Resources:
Introduction: (Activating hook/Check for prior knowledge)
Step-by-step procedures:
– Teaching strategies to organize the lesson and deliver instruction
– Tailor/differentiate instruction/learning styles and multiple intelligences
– Guided practice
– On-going evaluating/checking for understanding and student reflection
Closure/summarizing/linking:
Teacher Reflection:
See two sample lessons in Plant Power Unit – pages 6-9
© 2006 Sherah B. Carr, Ph.D.
Extra Ideas
• Ways to Introduce/Activate
• Ways to Bring Closure/Summarize
© 2006 Sherah B. Carr, Ph.D.
Part V
Unit Materials/Resources
• Reference in APA format
– See examples on page 10 of sample unit
– Note web resources – include retrieved date
and URL
– Note Music CD’s
© 2006 Sherah B. Carr, Ph.D.
Resources for You!
• Live Text sample lesson and unit forms
• Check out my web site
– www.teachingwithpurpose.com
– Look under purposeful lesson section
• Resource handout
© 2006 Sherah B. Carr, Ph.D.
Give me a hand!
Five most important
things you learned
or reviewed
today!
Now share with a
partner or small
group!
© 2006 Sherah B. Carr, Ph.D.
© 2006 Sherah B. Carr, Ph.D.
Thanks for your
participation!
Sherah B. Carr, Ph.D.
Assistant Professor
Atlanta Tift College of Education
E-mail: [email protected]
Web site: www.teachingwithpurpose.com
© 2006 Sherah B. Carr, Ph.D.