Goals for this session Develop a Learning Plan Create Schedule for Unit Implementation Become familiar with Writing to Learn strategies Slide 2 Writing to Learn - Writing Break What are your greatest hopes for your upcoming unit? What are your greatest concerns? Slide 3 HOOK AMT TECHNOLOGY DIFFERENTIATION Developing a Learning Plan Slide 4 A Hook Hook Essential Question OdditiesArtifactIssues Puzzling Scenario Survey / Opinionairre Slide 5 AMT A cquisition M eaning T ransfer Slide 6 A M T The goal seeks to help learners acquire factual information and basic skills Acquisition The goal seeks to help students construct meaning (come to an understanding of) important ideas and processes. Meaning The goal seeks to support the learners ability to transfer their learning autonomously and effectively in new situations Transfer Slide 7 Example: Language Arts/Reading Students group the words and consider, What do these words in common? Students memorize words from a vocabulary list. Students read a story containing the new words and explain the meaning in context. Students make a web of the words relationships and concepts. Students critique and edit a paper in which the new words are misused. Students use the recently learned words in various speaking and writing situations. M A T M M T Slide 8 What should be in the Learning Plan to improve these abilities? Thought provoking questions and challenges that require students to fit together the pieces of learning into generalizations. Opportunities for students to apply these generalizations in new (transfer) situations. Experiences that show how knowledge and skill are building blocks to support meaning making and transfer. Slide 9 The most challenging (i.e., widely missed) items on standardized tests are not questions requiring recall or basic skills. They invariably involve transfer - Wiggins and McTighe Slide 10 What does that look like in our units? How do you plan to deliver the content of your unit? What text resources are available? What technology resources are available? Are those materials organized and ready to go? Slide 11 What does that look like in our units? What will the process be to deliver the content of your unit? What learning experiences will enable the students to achieve results? Where will cooperative groups be most effective? What instructional strategies will be used to make meaning and transfer learning? Tools for Teaching Janet Allen Opportunities for Writing to Learn Where can you offer choice and/or support inquiry? Slide 12 RAFT An engaging, high level strategy that encourages writing across the curriculum. A way to encourage students to assume a role consider their audience write in a particular format examine a topic from a relevant perspective All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. Slide 13 13 The RAFT strategy All students are working towards the same KUDs, regardless of which RAFT they choose. Forces students to process information, rather than just writing out answers to questions. Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials Slide 14 A RAFT can Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest Be created by the students or by incorporating a blank row for that option Be used as introductory hooks into a unit of study Keep one column consistent while varying the other columns in the RAFT grid Carol Tomlinson Slide 15 Lesson Understanding: Compromise is a way we can cooperate. RoleAudienceFormatTopic Playground Equipment StudentsPosterHow to cooperate with others TeacherNew StudentRole-Play (Dialogue) How we cooperate in class Classroom ClockClassLetterWhat I notice when I watch you cooperate Slide 16 Collaborative Planning Time: Develop the Learning Plan Enduring Understandings Hook TechnologyDifferentiation AMT Creates anticipation and excitement for learning Increases engagement Meets individual needs Interrelates learning goals Slide 17 MondayTuesdayWednesdayThursdayFriday 2/13 2/17 2/20 2/24Vacation Week 2/27 3/2 3/5 3/9 3/12 3/16 3/19 3/23 3/26 3/30 4/2 4/6BWS K-4 Science FairBWS 5-8 Science FairEnd of Marking PeriodNo School 4/9 4/13Early Dismissal 4/16 4/20Vacation Week 4/23 4/27Half Day Data Day 4/30 5/4 Schedule for Unit Implementation Slide 18 Resources Tools for Teaching & More Tools for Teaching, Janet Allen Understanding by Design Guide to High Quality Units, Wiggins & McTighe Content Area Writing, Harvey Daniels www.coreplanner.com www.bishopwoodsschool.wikispaces.com Slide 19 Thank You!