PROCEDURE FOR DEVELOPING UNIT PLANS by Hp1B2m

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									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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