planner and instructional design - sympatico planner and instructional design 4 menu home ... *...

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


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.


Criteria

6

11

HOMEMENU7. Design down with the end (desired results) in

mind.

Expectations


Criteria

12

HOMEMENU8. Design assessment/evaluation to be valid andreliable and to lead to improvement:

Expectations Assessmentand

Evaluation


Criteria

7

13

HOMEMENU9. Design teaching/learning strategies for rich

experiences and success for all.

Expectations

Teaching /Learning

Strategies

Assessmentand

Evaluation


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


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


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


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


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


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


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


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


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


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


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


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.

planner and instructional design - sympatico planner and instructional design 4 menu home ... *...

Documents