Unit PlanningUnit Planning

REEP All Staff In-serviceREEP All Staff In-serviceSeptember 12, 2009September 12, 2009

REEP PROGRAM Clarendon Education Center 2801 Clarendon Blvd., Room 218 Arlington, Virginia 22201 Phone (703) 228-4200 FAX (703) 527-6966

In-service Series on Meeting In-service Series on Meeting all Students’ Needsall Students’ Needs

February 2008: community building and February 2008: community building and varying the tasks as strategies for varying the tasks as strategies for combo classescombo classes

May 2008: initial assessments and May 2008: initial assessments and grouping/ management strategiesgrouping/ management strategies

September 2008: individual goal setting September 2008: individual goal setting and student conferencing and student conferencing

January 2009: learning styles and January 2009: learning styles and learning stageslearning stages

Today and March 2010: unit planningToday and March 2010: unit planning

Today’s ObjectiveToday’s Objective

To increase knowledge and To increase knowledge and skills in designing units that skills in designing units that incorporate all four stages incorporate all four stages of the learning cycle:of the learning cycle:– MotivationMotivation– PresentationPresentation– PracticePractice– ApplicationApplication

AgendaAgenda

Welcome & IntroductionWelcome & Introduction Motivation: Video ClipMotivation: Video Clip Presentation: Needs AssessmentPresentation: Needs Assessment Practice: Unit Needs Assessment Practice: Unit Needs Assessment

ActivityActivity BREAKBREAK Presentation: Unit OverviewPresentation: Unit Overview Practice: Work Unit SketchPractice: Work Unit Sketch Application: Homework AssignmentApplication: Homework Assignment Reflection/EvaluationReflection/Evaluation

A Time I Really Needed A Time I Really Needed English English Afsheen Aslam Afsheen Aslam

(Pakistan)(Pakistan)

1.What language and life skills1.What language and life skills

does Afsheen need in this does Afsheen need in this situation?situation?

2. If planning instruction for the 2. If planning instruction for the Health unit, what other Health unit, what other information might you get from information might you get from Afsheen and her classmates?Afsheen and her classmates?

Pair Discussion:Pair Discussion:

Why do we do Why do we do needs assessment needs assessment (NA) at REEP?(NA) at REEP?

Why do we do needs Why do we do needs assessment (NA) at REEP?assessment (NA) at REEP?

Integral to our learner-centered Integral to our learner-centered philosophy-philosophy-

– Give learners’ a voice in their instructionGive learners’ a voice in their instruction– Positive feedback from students about NAPositive feedback from students about NA

MotivateMotivate – 1 – 1stst stage of learning cycle stage of learning cycle– Maximize retentionMaximize retention

Inform instructionInform instruction– Select and prioritize units/unit objectives Select and prioritize units/unit objectives – Determine previous knowledge/skills Determine previous knowledge/skills – Clarify group and individual goals/needsClarify group and individual goals/needs– Adapt materials/curricula to meet all Adapt materials/curricula to meet all

learners’ needslearners’ needs

Needs Assessment Needs Assessment (NA) Pair Discussion(NA) Pair Discussion

What has worked best at What has worked best at youryour

level re: NA tools, activities, level re: NA tools, activities,

processes? processes?

Why?Why?

An effective needs An effective needs assessment is…assessment is…

appropriateappropriate for the group of students. for the group of students. serves both a serves both a learning and learning and

information gathering purposeinformation gathering purpose.. practicalpractical: time required and : time required and

usefulness vs. information collected.usefulness vs. information collected. can becan be processedprocessed with the group so with the group so

that both teacher and learners are that both teacher and learners are aware of the expectations of others in aware of the expectations of others in the class.the class.

Focus of Unit Needs Focus of Unit Needs AssessmentAssessment 100 and 150: Students demonstrate 100 and 150: Students demonstrate

what they already know about the what they already know about the topic. topic.

200 and 250: Students determine what 200 and 250: Students determine what they need/want to study in the topic. they need/want to study in the topic.

300-650: Students choose and prioritize 300-650: Students choose and prioritize objectives. objectives.

Practice: Design a Unit Practice: Design a Unit Needs AssessmentNeeds Assessment

Directions:Directions:

- In level pairs, design a - In level pairs, design a work unit work unit needs needs assessment activity for the level you assessment activity for the level you teach.teach.

- Use the tools presented, or your own!Use the tools presented, or your own!- Complete the Practice Activity Form.Complete the Practice Activity Form.- Use the Needs Assessment Feedback Use the Needs Assessment Feedback

Form as a checklist to help guide you Form as a checklist to help guide you through the process.through the process.

BreakBreak

What do you remember What do you remember about learning styles?about learning styles?

LearningLearning Styles Styles DefinedDefined

• how a person is likely to perceive and process information and experiences

• individually unique, changing over time

• varies by complex interactions of physiology, psychology, environment, culture and situation.

-- Bernice McCarthy (1980)

Active Experimentation

Reflective Observation

Concrete Experience

Abstract Conceptualization

How we process

Framework for Framework for InstructionInstruction

Learning is a 4-stage cycleLearning is a 4-stage cycle

1.1. MotivationMotivation

2.2. PresentationPresentation

3.3. PracticePractice

4.4. ApplicationApplication

Motivation

Why?

Presentation

What?Practice

How?

Application

What if?

Build & Analyze Experience

Provide Information

Practice

Apply & Share

The cycle of learning in a single lesson is the same cycle that occurs in a unit.

MotivationCreate the experience

Analyze the experience

Tap into background knowledge/experience

MotivationExamplesInformation grids

Personality or habit “quizzes”

Group/pair discussion

Video

Stories

Field trips

Presentation

Introduce new information

Presentation Examples

Short explanations

Realia

Presentations of language structures

Readings

PracticeStudents work with new language and information in different ways

Practice ExamplesInfo grids

Writing activities (draft)

Worksheets

Songs

Line dialogues

Pair dictation

Cloze activities

Application

Students use language and information in a novel situation

Application Examples

Student projects

Oral presentations

“Published” writing

Another way to look at Another way to look at a unit…a unit…

PRESENTATION

PRACTICE

PRESENTATION

PRACTICE

PRESENTATION

PRACTICE

MOTIVATION

APPLICATION

Another way to look at Another way to look at a unit…a unit…

Unit Planning Case Unit Planning Case StudyStudy

Cycle ScheduleWks. 1 - 2: Getting StartedWks. 3-4: CommunityWks. 5-7.5: HealthWks. 7.5-9: WorkWks. 10-10.5: TelephoneWks. 10.5-12: Final Reflections and Review

Read the level 200/250 case Read the level 200/250 case studystudy

Getting all your ducks Getting all your ducks in a row…in a row…

What questions do you need to ask What questions do you need to ask yourself as you start planning?yourself as you start planning?

PeoplePrinted Materials

Accessible via REEPworld.org

Got Resources?Got Resources???

Unit Planning PracticeUnit Planning Practice

Work in same level pairsWork in same level pairs Review the case study for your Review the case study for your

level(s)level(s) Choose a unit organizational tool Choose a unit organizational tool

or create your ownor create your own Think about available resourcesThink about available resources Sketch out a plan for the work unitSketch out a plan for the work unit

Questions? Challenges? Questions? Challenges? New Ideas?New Ideas?

What about…? What about…?

ASSESSMENT???ASSESSMENT???

Application: HomeworkApplication: Homework

Between now and the next Between now and the next inservice:inservice:– Conduct a unit needs assessment.Conduct a unit needs assessment.– Sketch out and teach a unit Sketch out and teach a unit

incorporating the four stages of incorporating the four stages of learning.learning.

– Use tools and activities you Use tools and activities you learned about today or on your learned about today or on your own.own.

Unit PlanningUnit Planning

REEP All Staff In-serviceREEP All Staff In-serviceSeptember 12, 2009September 12, 2009