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    Chapter 7

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    This document provides guidance for teachers on designing classroom units, including 9 steps: 1) Consider the suitability of topics, 2) Brainstorm ideas, 3) Formulate the unit focus with a thematic statement and guiding questions, 4) Design and sequence learning activities, 5) Incorporate government standards, 6) Plan a schedule, 7) Select resources, 8) Plan student assessment, and 9) Review the unit's effectiveness. The goal is to design integrated units with internal unity and external consistency that foster students' enduring understandings of key concepts.

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    Chapter 7

    Uploaded by

    api-354505091
    108 views2 pages
    This document provides guidance for teachers on designing classroom units, including 9 steps: 1) Consider the suitability of topics, 2) Brainstorm ideas, 3) Formulate the unit focus with a thematic statement and guiding questions, 4) Design and sequence learning activities, 5) Incorporate government standards, 6) Plan a schedule, 7) Select resources, 8) Plan student assessment, and 9) Review the unit's effectiveness. The goal is to design integrated units with internal unity and external consistency that foster students' enduring understandings of key concepts.

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    This document provides guidance for teachers on designing classroom units, including 9 steps: 1) Consider the suitability of topics, 2) Brainstorm ideas, 3) Formulate the unit focus with a thematic statement and guiding questions, 4) Design and sequence learning activities, 5) Incorporate government standards, 6) Plan a schedule, 7) Select resources, 8) Plan student assessment, and 9) Review the unit's effectiveness. The goal is to design integrated units with internal unity and external consistency that foster students' enduring understandings of key concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    108 views2 pages

    Chapter 7

    Uploaded by

    api-354505091
    This document provides guidance for teachers on designing classroom units, including 9 steps: 1) Consider the suitability of topics, 2) Brainstorm ideas, 3) Formulate the unit focus with a thematic statement and guiding questions, 4) Design and sequence learning activities, 5) Incorporate government standards, 6) Plan a schedule, 7) Select resources, 8) Plan student assessment, and 9) Review the unit's effectiveness. The goal is to design integrated units with internal unity and external consistency that foster students' enduring understandings of key concepts.

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    Chapter 7

    Planning Classroom Units


    1. A. A meaningful learning experience- bind students into a closer community.
    B. Improve teachers curriculum-planning skills(Choosing significant curriculum
    themes, enduring understandings and modes of knowledge)
    C. Join planning would bring primary and intermediate teachers in closer contact so
    they would share their insights and skills.
    2. Designing and adapting units is probably the most significant component of your
    curriculum planning. Even more than in yearly or daily planning, you must consider
    your intents carefully and establish how you will go about accomplishing them.
    3. You must keep asking yourself, where am I taking my students?
    4. An integral unit
    a. Has internal unity ( teacher direct all though and activity toward a unifying
    theme.)
    b. Has external consistency(it explicitly intends to attain some of the overall aims of
    the school and, where applicable, the goals of subject discipline)
    c. Include pertinent and meaningful aspects of reality that are relate to, and may
    even go beyond, the main discipline focus of the unit.(An integral unit is that it
    includes significant, natural inter-relations that exist between its central concepts and
    aspects of reality that may go beyond its main focus.)
    Footstep 7-1
    Nine steps in designing A unit
    1) consider the suitability of a proposed topic
    2) Brainstorm ideas, possible using a panning chart or web diagram
    3)Formulate your unit focus.
    4)Design, balance, and sequence learning activities. Include a motivational
    introductory activity and a culminating summative one.
    5) Review linkages with state or provincial standards and/or curriculum guides,
    adding or revising learning activities accordingly.
    6) Plan a schedule.
    7) select your resource.
    8) Plan student assessment.
    9) Review the effectiveness of your unit.
    1. Consider the significance and relevance of a Topic
    1) A unit on light may highlight wave theory as an important concept.
    2) A unit on government may emphasize justice as its key concept.
    3) A unit on World War II may focus on the problem of how to prevent war and its
    related atrocities.
    4) A unit on Africa may highlight issue such a poverty and malnutrition.
    5) A unit on contemporary music may involve concepts such as rhythm, tempo, and
    dynamics while also underscoring how music both reflects and shapes culture and its
    value.
    6)A unit on geometry may stress the concepts of axioms, postulates, and proof.
    Footstep 7-2
    2. Brainstorm Ideas
    1) Make a web
    2) Work out your worldview for the topic
    3 Consider which aspects of reality are part of the topic and issues.
    3. Formulate Your Unit Focus
    1) Thematic Statement
    A. The basic values, dispositions, and commitments that you want to foster.
    B. The enduring understandings, major concepts, and key skills that you want
    students to acquire.
    2) Guiding questions
    A. Help students to enduring understanding
    3) Intended Learning Outcomes(objectives)
    A. ILOs provides direction and balance for your choice of learning activities, your
    selection of resources, and your means of student assessment.
    B. Curriculum planning is not a linear process, and that as your thinking process,
    you will come back to and revise both your thematic statement and your ILOs.
    C. Learning outcomes include: Content outcomes, Ability outcomes, value and
    disposition outcomes, Expressive-creative outcomes
    4. Design and Choose Learning Activities
    1 Five columns to describe activities: A. Intended learning. B. Learning
    activities. C. Assessment. D. Resources. E. Linkage with government performance
    standards or outcomes.
    5. Incorporate Government Standards
    6. Plan a schedule
    7. Select resources
    8. Plan students assessment
    1) Make assessment of student learning an integral part of your unit design.
    2) Emphasize formative assessment feedback.
    3) As much as possible, align learning outcomes, learning activities, student products,
    and assessment strategies.
    4) Use varied assessment strategies.
    5) Use state standardized tests as only one of a broad array of assessment strategies.
    6) Remember that not all intended learning outcomes can be assessed immediately.
    Also, learning activities may have outcomes that are unintended.
    9. Review the Effectiveness of Your Unit.
    Reflection:
    This chapter teach how to as a effectively teacher in class. Teacher should design
    their classes and activities. Sometime, if teacher do not plan their class well, they will
    make students get struggling and lost the interesting for this class. Every activity,
    teacher should prepare well before class.

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