The framework we are utilizing is adapted from "Understanding by Design" by Grant Wiggins and Jay McTighe with a bit of Mike Schmoker's Focus and Results Now mixed in...
StEp 1: FRAMEWORK Aug 4-15
General Vision by Department | |
File Size: | 15 kb |
File Type: | docx |
STEP 2: Power Standards/Essential Questions Aug 18-Sept 5
Power Standards = No more than 30-50% of identified Standards which must be learned to MASTERY level.
What content standards and program goals will the unit address?
Look to instructional guidance from DoE and the next level teacher to help identify essential skills and knowledge.
Essential Questions = Understandings and applications to ensure RELEVANCE and TRANSFER
What long-term, independent accomplishments are desired?
What thought-provoking questions will foster inquiry, meaning, and carryover to other units, subjects, and real-world situations?
What content standards and program goals will the unit address?
Look to instructional guidance from DoE and the next level teacher to help identify essential skills and knowledge.
Essential Questions = Understandings and applications to ensure RELEVANCE and TRANSFER
What long-term, independent accomplishments are desired?
What thought-provoking questions will foster inquiry, meaning, and carryover to other units, subjects, and real-world situations?
Step 3: Assessments AUG 18-Sept 5
Performance Tasks: Summative and Formative
What assessment criteria will provide concrete evidence of Mastery of Standards?
How will you assess understanding and transfer of essential questions??
Steps 2 and 3 should take no more than about 1 hour per course if you're familiar with your course standards.
What assessment criteria will provide concrete evidence of Mastery of Standards?
How will you assess understanding and transfer of essential questions??
Steps 2 and 3 should take no more than about 1 hour per course if you're familiar with your course standards.
Team Review SEPT 8-17
Make adjustments based on feedback
STEP 4: FoCUSED OBJECTIVES TBD: SePT-NOV
Scope and Sequence - organized around Power Standards
What basic facts and concepts should students be able to recall?
What discrete skills do students need to know?
What important ideas do students need to grasp?
What inferences need to be made?
What basic facts and concepts should students be able to recall?
What discrete skills do students need to know?
What important ideas do students need to grasp?
What inferences need to be made?
STEP 5: learning activities TBD: SEPT-nov
Determine the learning plan.
Application of pedagogy to content: How are students engaged in learning?
How to differentiate?
What struggles will be predictable and need to be overcome?
Application of pedagogy to content: How are students engaged in learning?
How to differentiate?
What struggles will be predictable and need to be overcome?
TEAM Review TBD: NOV-DEC
Make adjustments based on feedback
EXAMPLEs and FORMATs
Need some examples as food-for-thought???
- Draft Templates Nov 2012.v2
- UbD Brief Prompted Template 2011-12
- DG.UbD_TemplateV2_OnePg
- http://www.squidoo.com/lesson-plan-template
- http://pinterest.com/luv2teach/lesson-plans/
- http://pinterest.com/ginger_watkins/lesson-planning-and-templates/
- http://ims.ode.state.oh.us/ode/ims/lessons/FAQ/is_there_a_planning_template.asp
- http://template.aea267.iowapages.org/lessonplan/