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Graduation Portfolio Modules

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Modules

Module 1 What is GPS?

Module 2 What are Performance Outcomes?

Module 3 How are Performance Outcomes Connected to Our Standards?

Module 4 What kind of Instruction Supports our Work?

Module 5 How do I Design Performance Tasks?

Module 6 How do we Design Units that Support this Work?

Module 7 What makes a High Quality Unit?

Module 8 How do we give Meaningful Feedback to Students?

Module 9 How do we connect this GPS work to our work across the network?

Module 10 How do Students Manage the Process?

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Unit Design

Module 6

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Objectives

Participants will be able to answer:• How do we design units that support this

work?

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Introduction

Discuss:• What are some great instructional units we

currently do across departments or schoolwide?

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Backplan from the Graduate Profile

• Review the graduate profile and performance outcomes– What kind of work should students be producing?– What kind of lessons should students participate

in?

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Components of a Unit Design

• Essential Understandings• Essential Questions• Strategies/Skills• Performance Outcomes• Other Outcomes• Assessments• Resources

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Essential Understanding & Questions

Essential Understandings Essential Questions

We are the authors of our identityWe each have unique qualitiesThe way that others view us does not define who we areOur story as a learner can be re-written

Who am I right now?What stories do I tell about myself?What stories do others tell about me?

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Strategies/Skills & Performance Outcomes

Strategies/Skills Performance Outcomes

Free WritingBrainstormingWriting Process (collection, drafting, revising, editing, publication)Close reading/analysis

Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance.Structure & Organization: Presents a clear controlling idea/thesis that guides the writing or presentation; demonstrates coherence and an internal structure that supports the whole document.Reflection & Advocacy: Uses language and multi-media to present a clear and compelling position of advocacy; reflects on new insights, changes in personal views or attitudes, resulting from analysis and inquiry.Command of Language: Demonstrates a command of language; uses digital technology, communication tools and/or networks appropriately to access, integrate, and present information.

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Other Outcomes, Assessments, & Resources

OUTCOMES ASSESSMENTS RESOURCES & RESEARCH

Difficulty in my past does not define who I am in my futureI have positive traits that are similar to well-known and accomplished people and/or characters I have unique abilities that enrich my community

A compilation CD that represents who they are as a person and as a learner.Each CD will contain:-Title-Symbol on cover-Liner notes that explain the process of making the CD-Titles of all songs and artists-“Letter to listener” explaining the CD

“Reading and Writing Territories” by Nancie AtwellSongs that tell stories about peopleCD covers from real albums

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Sequence the Instruction

• Once you set your outcomes and assessments, it’s time to identify the sequence of instruction

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Example of a SequenceOVERALL PLANS

Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook.Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessmentPart 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading.Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft.Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentationsPart 6: (publication): students share CDs through presentations and write reflection called “letter to listener”

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The Example All Put TogetherEssential

UnderstandingsEssential Questions Strategies/Skills Performance Outcomes

Individuals influence groups and groups influence individualsCulture is a determinate in individual behavior

How does our personality influence how we learn?What persuades us to make a choice?

Reader response Write & think aloudMaking connectionsVisualizingWriting a summaryOral presentation (prosody)

Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; analyzes author’s style and distinctive use of language reflective of a cultural view; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance.

OUTCOMES ASSESSMENT RESOURCES & RESEARCH OVERALL PLANS

Difficulty in my past does not define who I am in my future

I have positive traits that are similar to well-known and accomplished people and/or characters

I have unique abilities that enrich my community

A compilation CD that represents who they are as a person and as a learner.

Each CD will contain:

-Title-Symbol on cover-Liner notes that explain the process of making the CD-Titles of all songs and artists-“Letter to listener” explaining the CD

“Reading and Writing Territories” by Nancie Atwell

Songs that tell stories about people

CD covers from real albums

Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook.

Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessment

Part 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading.

Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft.

Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentations

Part 6: (publication): students share CDs through presentations and write reflection called “letter to listener”

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Intervention

• Build in time for review, re-teaching, and intervening

• An integrated unit has checkpoints, moments for feedback, and is flexible for making adjustments

• Student choice should also be a part of the plan

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Let’s Get to Work

• Identify the essential understandings• Identify the performance outcomes• Develop essential questions• Develop a summative assessment• Identify your strategies and skills• Identify your resources• Create a sequence that makes sense• Build in checkpoints and intervention ideas

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Planning TemplateEssential

UnderstandingsEssential

QuestionsStrategies/Skills Performance

Outcomes

OUTCOMES ASSESSMENT OVERALL PLANS RESOURCES & RESEARCH

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Classroom Follow-up

• How will we communicate these ideas to the student?– Advisory?– Content area courses?– Schoolwide?