1 Linked Learning Summer Institute 2015 Planning Integrated Units.
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Transcript of 1 Linked Learning Summer Institute 2015 Planning Integrated Units.
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Linked Learning Summer Linked Learning Summer Institute 2015Institute 2015
Planning Integrated UnitsPlanning Integrated Units
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Day 2 – Day 3Agenda
• Ice Breaker – Team Building• Integrated Units – WHY?
• Integrated Unit Planning Process – An Overview
• Pre-Institute Integrated Unit Planning Items
• During Institute Integrated Unit Planning Items
• Post-institute Integrated Unit Planning Items
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Ice Breaker – Day 2
Marooned
You are marooned on an island. What five items would you have brought with you if you knew there was a chance that you might be stranded. Note that you are only allowed five items per team, not per person. You can write your team’s items on a flip chart and discuss and defend your choices with the whole group.
This activity helps team members learn about each other's values and problem solving styles and promotes teamwork.
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Ice Breaker – Day 3
Academy Team Line Ups
• Category shouted out• Be the quickest team to get in order
without talking, whispering, mouthing or pointing to letters!
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Course Integration – Course Integration – WHY?WHY?
• to make course material more engaging, encourage once reluctant learners to succeed in higher-level academic courses, and give students a running start at planning for college and their future careers.
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Course Integration – Course Integration – WHY?WHY?
• It looks like the real, thorny, and exciting problem solving that engages professionals in their daily work lives.
• It brings authenticity to students’ schoolwork, homework, and work-based learning situations.
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Integration - WHAT?
1. Instruction centers around a concept, issue, problem, topic, or experience in a career-themed context.
2. Students explore a set of topics in several standards-based academic disciplines connected by a unifying concept that reinforces learning and brings the curriculum to life in a meaningful way.
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The Foundation of MultidisciplinaryIntegrated Curriculum Units
• Cohort scheduling of students• Teacher professional development &
collaboration• Standards-based, college-preparatory academic
courses• Challenging career-technical courses & industry
partners• Supportive counselors• Academic supports for struggling students
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Overview: Planning an Integrated Unit
•Identify Potential Industry Partners•Course Scope & Sequence (Curriculum) Maps
•Sharing Course Scope & Sequence (Curriculum) Maps•Decide on Topic for Integrated Unit •Craft Essential Question and Key Questions per Course•Allocate Responsibilities & Revise Maps (Instructional Sequence) IF necessary•Create/Set Learning Scenario & Culminating Project
•Establish student assessments for the unit•Write Lesson Plans •Evaluate the Unit
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Pre Institute ItemsPlanning an Integrated Unit
• Identify Potential Industry Partners
• Course Scope & Sequence (Curriculum) Maps
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During Institute ItemsPlanning an Integrated Unit
• Sharing Course Scope & Sequence (Curriculum) Maps
• Decide on Topic for Integrated Unit • Craft Essential Question and Key
Questions per Course• Allocate Responsibilities & Revise
Maps (Instructional Sequence) IF necessary
• Create/Set Learning Scenario & Culminating Project
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Post Institute ItemsPlanning an Integrated Unit
• Establish student assessments for the unit
• Write Lesson Plans
• Evaluate the Unit
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Planning An Integrated Unit: Video
• ConnectEd Studios: Search ConnectEd Studios
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Discussion Questions
• How can integrated curriculum improve your school’s teaching and learning?
• What skills and concepts do you want to teach students with this type of experience that you cannot teach as well with traditional instruction?
• Other ideas? Concerns?
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Integrated Unit Planning Resources/Materials
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Pre-Institute Integration Steps
Step 1: Connect With Industry and
Postsecondary Partners
• Plan to consult with industry and postsecondary partners for help with identifying authentic connections, providing specialized instruction and mentoring, and evaluating student work.
Step 2: Creating and Sharing Curriculum and Performance
Maps• Examine the existing
scope and sequence of concurrent academic and CTE classes, then map out and share the performance measures for each class.
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Sharing Maps
• Sit with your grade level team
• Take turns sharing out your course map (start with the technical teacher)
• Ask each other clarifying questions about topics, outcomes, etc.
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Step 3: Decide on the Topic of the Integrated Unit
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How will you select a topic?
• In your grade level team –
- Look across the units of study and learning outcomes in your course maps to find connections between them
- Try to find an area in your course maps that allows for authentic integration across subject areas
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Example: Where could there be a connection here?
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Samples of Topics
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Step 4: Craft the Essential Question
• Once a topic has been selected, it’s time to frame your unit with an essential question that will drive instruction.
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What is an Essential Question?
• Fundamental query that directs and drives the search for understanding across the subject areas
• Everything in the integrated unit is studied with the goal of understanding and answering the EQ
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Characteristics of a Good EQ
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Characteristics of a Good EQ
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Characteristics of a Good EQ
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Sample EQs
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Drafting your EQ
• With your grade level team draft ONE EQ for your unit that – is open ended and engages
students– applies to each content area – will drive instruction in each
content area for the duration of the unit
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Step 5: Identify Key Questions
• Break down the overall concept of the essential question into smaller parts, often directly related to individual academic or CTE subjects.
• Answering the EQ requires students to address a variety of smaller, more targeted questions called KEY QUESTIONS
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Key Questions
• Break up the EQ into more manageable parts
• They relate disciplinary content and standards back to the EQ
• Each key question can be addressed in 2-3 lessons
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Unpacking the EQ
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Insert sample
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Step 6: Allocate Responsibilities
• Teacher collaboration is essential
• Identify and assign the roles and responsibilities for each team member, particularly the team leader, to ensure that development and enactment of the integrated unit moves forward.
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Step 7: Review and Revise the Instructional
Sequence - WHEN• Once the unit theme and
general content has been chosen, revisit the curriculum map to identify potential sequence adjustments that might bring relevant topics closer together in the school year.
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Step 8: Set the Learning Scenario & Final Project
• The learning scenario is a “hook” that will engage students in the problem.
• Discuss the culminating project for the unit and what will be done/taught in each course for students to complete the project.
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Step 9: Establish Student Assessments
• Determine appropriate formative and summative student assessments, including the culminating project. Ideally, the culminating project would allow students to demonstrate multidisciplinary content knowledge mastery.
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Step 10: Write Lesson Plans
• After initial overall unit planning is complete, individual subject lesson plans and instructional materials should be written and/or assembled for enactment and future reference.
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Step 11: Evaluate the Unit
• Once the various pieces are finished, step back and re-evaluate the unit as a whole.
• Use “The Six A’s of Instructional Design: For Project Based Learning” tool
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Overview: Planning an Integrated Unit
•Identify Potential Industry Partners•Course Scope & Sequence (Curriculum) Maps
•Sharing Course Scope & Sequence (Curriculum) Maps•Decide on Topic for Integrated Unit •Craft Essential Question and Key Questions per Course•Allocate Responsibilities & Revise Maps (Instructional Sequence) IF necessary•Create/Set Learning Scenario & Culminating Project
•Establish student assessments for the unit•Write Lesson Plans •Evaluate the Unit