Folks have been asking about expectations on the unit plan. As this is the first time the course has run, I don’t yet have a full-sized unit plan model to share. However, I can provide a template and some some sampling reference.
Here’s what I don’t want. Anyone familiar with UMF’s undergraduate program has seen the lesson plans and unit plans pre-service teachers create. Those are new educators still proving they have a grasp of the essentials. You folks are engaged professionals and don’t need to articulate four pages of detailed thinking around differentiation and learning styles and multiple intelligences as such. I’m expecting those considerations to be self-evident in your plans.
Here’s what I do want. A plan rich enough in detail that I can read it over and have a clear sense of how you are integrating digital storytelling, the goals of each lessons, clarity in the purpose of each lesson as a scaffold toward meeting the standards and demonstrating authentic understanding through student-generated products, and the tools by which you will measure the success of this. If you look over your lesson plans and think, “I could share these with a colleague and they would have a strong idea of what my students are doing,” then you are likely in good shape. If you look over your lesson plans and think, “I’d have to explain a lot of this in person,” then add some more detail.
I visualize one to two pages per lesson plan plus whatever rubrics or other materials you need to link. (I'm not counting pages to assess this work.)
Daily Objectives
One, two or three measurable objectives for the day. Bullet style. Keep Bloom’s taxonomy in mind.
Students will identify the atmosphere/mood created by a given piece of music.
Students will compare and contrast the atmospheric/mood effects of pairing different music selections with their slides
Alignment to Local Standards and/or Common Core
One, two or three standards you believe this lesson is working toward. It may be the lesson is around hitting a specific learning target or performance indicator. Copy and paste from the original. No narrative needed. If I have questions about alignment, I will ask. In an effective lesson plan, it will be self evident from the rest of the details.
Example:8th Grade GEOMETRYProve, understand, and model geometric concepts, theorems, and constructions to solve problems.A. Solve real-world and mathematical problems involving area, surface area, volume, and angle measure. (CCSS 6.G.A, 7.G.B)Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/03/PBLS_Mathematics_Standards.pdf
Your unit as a whole should be realistic in terms of how many standards you are working toward. More standards doesn’t mean a better unit plan. It is about the depth of understanding you are looking for with your students. At the same time, ten lessons around a single standard may not be in the best interests of your long range planning for your year.
Which standards nest well together? Which ones can be explored in the interest of the others?
Handy dandy reference tool:
Love the second page of this particular document because of the “phrases to avoid” section.
Formative Assessments
A description of what students will do during that class period to build toward an understanding of those standards and to meet the given objectives and how you will be measuring their success. These formative assessments may be anything from observation and oral feedback to exit tickets to blog posts. Consider this an opportunity to create -- or implement if you’ve already made them -- rubrics that can ease in these sorts of measurements and tracking of student achievement. What might a classroom participation rubric look like? What might an exit ticket rubric look like? How might that data help inform instruction?
Today students will explore the scientific process by creating visual pictographs that tell the story of an experiment.
1. We’ll start by reviewing the steps in the scientific process that I introduced to them in the first four classes using the slide deck I created on Google Presentation. (Link here.)2. I’ll introduce the concept of pictographs by using images from the Noun Project posted around the room in place of the objects that are typically there. Thus, where students would usually see our clock, instead they will seeAlarm Clock designed by Matt Brooks from the thenounproject.com
3. After a brief discussion of how images can include as much meaning as words and some other samples displayed on the projector, I will give students a few minutes to explore www.thenounproject.com.
4. After some exploring and sandbox time, I will show them how to set up an account and how to attribute the images they choose to use for our activity today.
5. For the rest of class today, they will be using images from The Noun Project, or self created images, to tell the story of an experiment from beginning to end of the scientific process. They can use the experiment I’ve walked them through earlier in the week, one they’ve seen from the YouTube playlist I’ve created of sample experiments (link here), or one of their own creating. I will encourage them to go with the sample I’ve walked them through in the interest of time, because I really want them focusing on how to tell an effective story through images. This should help them with their lab notebooks and creating quick visual information that makes sense when put in sequence.
They will be putting those pictograms in order on either a Google Docs word processing document, Pages document, Keynote slide deck or Google Presentation slide deck for easy sharing. If they create their own images, they will take pics of those images and put them into their product.
6. This is a formative assessment so I will be assessing student progress using my standard classroom participation rubric, observation and oral feedback. (Link here.) Students will be posting their experiment stories to their blogs as well, where I can provide more feedback. Our blogs are assessed using my blogging rubric. (Link here.)
Summative Assessment.
Big project. What are they building toward that demonstrates the culminating understanding of the content and how will you assess it? How are you working storytelling into that product?
Rubrics.
Create rubrics to assess student understanding. Provide them in your plan.
Keep alignment to standards and four-point scales in mind as you do so.
Consider the language of the rubric and your user: is this for your students to read and use or for your administrator?
Materials.
Reading, videos, audio content, tools you are using. A master list is helpful but not necessary if they are included in the lesson plans.
Student/User Impact Analysis
Here’s where you explain in a narrative (appx. 1 page) how you believe your unit will create a value added digital storytelling-fueled learning experience for your students/users. To what extent does your unit demonstrate the higher ends of the Puentedura’s SAMR model? To what extent have you provided an effective delivery of content and technology instruction per the TPACK model? This serves as a narrative self-assessment of your unit.
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