PROCEDURE FOR DEVELOPING UNIT PLANS ( Isolated or Integrated) Dr. N. Maynes Steps to Notes re: Isolated Notes re: Integrated Development Unit Development Unit Development 1. Determine which Developing the guideline governs the Integrated course you intend to plan. Classroom suggests starting with Social Studies Remember that the Language and Arts Guidelines are organized by skills, rather than topics, as is the case with other guidelines, so they can be easily integrated. Careful records need to be kept to ensure that all expectations for Language and Arts Guidelines are addressed at least once during the year. 2.Develop a large page Leave the largest amount of Leave the largest amount of with 4 concentric circles on room in the third circle room in the third circle it. from the center for from the center for Activities. Activities. 3.List the subject and all If Language and Arts are OVERALL being used to integrate, you EXPECTATIONS for the choose the strand(s) from subject(s) in the second each guideline and the circle from the center. overall expectations you wish to address in this unit. 4 .After examining the This may b e the same as This is likely to be broader OVERALL the unit title given in the in context than the title of EXPECTATIONS that you guideline. any one unit from the have listed in the second guidelines you are using. It circle, decide on a theme should encompass most or for your unit. Record the all of the Overall Theme in the center circle. Expectations you have listed. 5.Examine all of the More than one Culminating OVERALL Task may be needed to EXPECTATIONS you capture the focus of all have identified for the unit. Expectations for the unit. Decide on a Culminating Task(s) that allows students to demonstrate their learning of most or all of the Overall Expectations.Write this in the outside circle. 6. List all of the sub-skills This list is likely to be your students will need to longer for an Integrated know to be able to Unit since the Culminating successfully do the Task reflects more Culminating Task. Write expectations. these below the Culminating Task in point form. 7.Now you are ready to State the activities as a The same process is used to start developing activities ( description of a product, develop activities in both an OCUP calls these “sub- achieved through a process isolated and an integrated tasks”) for your unit. To with both the product and unit. develop the most process coming from the comprehensive activities, Bloom’s Taxonomy page. you need to keep in mind: * the culminating task Example: Create a diorama * the sub-skills needed to (product) to illustrate achieve the (process)…. CulminatingTask * the Specific Focus activities on Higher Expectations for the Order Thinking Skills ( e.g., guideline unit(s) being Application, Analysis, used Synthesis, Evaluation) and Complex Skills ( e.g., Record these activities in Comparison, Decision the third circle. Making, etc.) 8.Once all activities have One activity may address been developed, check several expectations when activities against the the unit is integrated. OVERALL EXPECTATIONS to ensure that you have addressed all expectations thoroughly. You may want to draw coloured arrows from each activity to each expectation it addresses to show the connections. 9. Decide on the order in Note: Each activity that Same as for an isolated which activities will be students do is a unit. addressed and put a Consolidation or number beside each to Application of knowledge indicate its order. or skills previously addressed in a lesson where you have “Established the New Learning” through modelling. One or more lessons will eventually be developed to bring students to the point where they can demonstrate their learning by doing these activities. 10. Decide on whether you will address these activities as a whole class at the end of specific lessons or whether you will set up one or more ACTIVITY CENTERS that students can rotate through to complete tasks that demonstrate their learning. 11. Decide on a management strategy to structure centers if you have decided to use them ( e.g., temporary displays at a specific spot that students visit at a designated time or portable boxes that can be moved to a specific spot as needed. 12. If you are using The OCUP identifies 5 Recording Devices to help you Centers, decide on : keep track of students’ progress. These include: * a rotation tracking 1.anecdotal records 2. checklists 3. rating scales technique you will use to 4. rubrics 5. learning logs designate time for each student to be at each center Note: A rubric builder can be accessed through “All to complete tasks Programs; Education Menu; e-teacher; “start21” * a Recording Device you will use to keep track of Developing the Dynamic Classroom provides many students’ achievement at excellent examples of how to manage and track center each activity. activity ( pp. 77 to 92 and p.133) ONCE YOU HAVE COMPLETED PLANNING TO THIS STAGE, YOU CAN START WORKING IN THE ONTARIO CURRICULUM UNIT PLANNER (OCUP)TO FURTHER DEVELOP YOUR UNIT, INCLUDING ALL LESSONS, OR YOU CAN CONTINUE TO DEVELOP LESSONS BY HAND.
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