© 2006 Sherah B. Carr, Ph.D. Presented by Sherah B. Carr, Ph.D. Mercer University - Tift College of...

© 2006 Sherah B. Carr, Ph.D.

Presented by Sherah B. Carr, Ph.D.

Mercer University - Tift College of Education

E-mail: [email protected]

Web Site: www.teachingwithpurpose.com


• 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


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.


• 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


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


• 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.


Part I – Unit Overview

• 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


• 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

Part II - Identify Desired Results (Stage One Understanding by Design)


Start with curriculum content for your grade level

Other options to correlate curriculum may include:

Curriculum maps

Scope and sequence guides with textbooks

System standards – such as Gwinnett AKS

GPS standards – Georgia Performance Standards

http://www.georgiastandards.org/

National Standards

NCTM – National Council for Teachers of MathematicsNCTE – National Council for Teachers of EnglishNSES – National Science Education StandardsNCSS – National Council for the Social StudiesNETS – National Educational Technology Standards

http://www.georgiastandards.org/


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


Know and Do• What do you want students to know?

• What do you want them to do?

• See examples in sample unit page 2


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


Developing Your Content Map

What are the key

vocabulary in the unit?

What are the key

concepts?


Concept Concept Concept Concept Concept

Unit Topic:

Subject: Topic: Grade Level:

Unit Essential Question:

Lesson essential

question(s)

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


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:

Character-istics of Minerals

Igneous, Metamorphic

, and Sedimentary

Rock Cycle Hardness of Rocks

Characteristics of soil

Characteristics of fossils

Un-Coveringfossils

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?

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?

Vocabulary:

LusterHardnessTexture

IgneousMetamorphicSedimentary

Cycle Mohs ScaleMineralologist

SandLoamClay

ExtinctFossil

paleontologist


What do I know about shapes?

Kinds Words Drawing Using

Circle

Square

Rectangle

Triangle

Oval

Sorting


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


You tell me…Window Pane It!

What are examples of these

evidences of learning?

Formative Summative

Self Assessment

PerformanceTask


GRASPS• GOAL:

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.


Part IV – Plan Learning Experiences and Instruction (Stage Three Understanding by Design) Instructional Sequence Chart

–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


Planning Learning ExperiencesInstructional 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


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.


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.


THREE-STEP INTERVIEWThis 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 four-

member learning team then discusses the information or insights gleaned from the initial paired interviews.


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


Mercer Lesson Plan Format• 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


Extra Ideas

• Ways to Introduce/Activate

• Ways to Bring Closure/Summarize


Part VUnit 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


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

http://www.teachingwithpurpose.com/


Give me a hand!

Five most important things you learned

or reviewedtoday!

Now share with a partner or small

group!


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. Presented by Sherah B. Carr, Ph.D. Mercer University - Tift College of...

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Transcript of © 2006 Sherah B. Carr, Ph.D. Presented by Sherah B. Carr, Ph.D. Mercer University - Tift College of...