WEEK 1.

UNIT PLANNING

SPED 510 Reading & Writing Across the Continuum

Unit Planning

Unit Questions1. What are the challenges of providing

“access to the general curriculum” to the students we serve?

2. What are the learning difficulties we should consider and how can we accommodate them in our instructional planning?

3. How would I design an instructional unit in science, social studies, or other content areas to reach all learners, including those who struggle with literacy skills?

Unit Planning

The material in this unit on unit planning is taken from Lenz, B. K., & Deshler, D. D. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson.

The Challenge

A. Federal mandate: “Access to the general curriculum”

B. Challenges in general curriculum:

1. Vocabulary: rapid introduction of new terms

2. Density of new concepts in content area instruction

3. Assumption of prior knowledge; abstract concepts not defined.

The Challenge

C. Heavy reliance on textbooks and text materials

1. Text conventions: headings, subheadings, charts & graphs, italics, pronunciation guides, previews & summaries, glossaries

2. Structure: different organization (vs. narrative: i.e., enumerative, problem-solution-effect, compare/contrast)

3. Inconsiderate text (e.g., location of main idea)

4. Readability (not controlled)

The Challenge

D. Importance of a repertoire of comprehension strategies and study skills

Two-pronged Approach

A. Modify the environment

• Build a cooperative community

• Use effective planning routines

• Enhance content learning

B. Teach students learning strategies

Unit Planning

Select critical outcomes and shape the critical questions

Map critical contentAnalyze for learning difficultiesReach enhancement decisionsTeach strategicallyEvaluate masteryRevisit outcomes

Select critical outcomes and shape the critical questions

1. Problem: Amount of information Depth vs. breadth

2. Teacher’s role: Standards Curriculum guides Enduring understanding

Select critical outcomes and shape the critical questions

3. Focus on outcomes vs. content Topics vs. concepts and ideas

that give meaning and apply to real life

“Backward design”

Select critical outcomes and shape the critical questions

4. Focus on “big ideas” Wiggins & McTighe, 1998

Enduring understanding

Important to know and do

Worth being familiar with

Select critical outcomes and shape the critical questions

Select critical outcomes and shape the critical questions

Select critical outcomes and shape the critical questions

Example: Causes of the Civil War

PRACTICE ACTIVITY 1

Page 4

With your partner, think about the content outcomes on the left. Then sort them into the 10% (approx.) that all students should know and demonstrate, those (about 30%) that most students should understand, and those that some students will know and demonstrate (in the column on right).

Shape the critical questions

6. Translate outcomes into critical questions.

Purpose of critical questions: Preview content Highlight big ideas Set a purpose for reading and discussion Study aid

Small set of big idea questions

Shape the critical questions

Questions that require deep thinkingExamples:Explanation: Examples – Demonstrate

understanding of a concept by giving examples (and/or non-examples) of a concept or principle

Explanation: Hierarchy – Identifying which of a series or parts of a whole is most important, and why

Rank – Organize information according to some comparative value (e.g., size, number, priority)

Compare/contrast – Listing both similarities and differences between two (or more) related concepts

Shape the critical questions

Examples (continued):Process – Describes events in the order in which they

happen(ed)Causality – Describes events in terms of causes and

effects or outcomesProblem and Solution – Identification of a

challenging situation and its resolution (proposed or demonstrated).

Should help students not only think about the content, but how content is meaningful or important.

PRACTICE ACTIVITY 2

With your partner, choose three “big idea” outcomes from Practice Activity 1 and translate them into three critical questions. Then indicate what cognitive relationship they require (explanation, compare/contrast, causality, etc.).

Map the critical content

Graphic representation of content Why?

A good content map is: Limiting Connected and hierarchical Linear Labeled Simple

Map the critical content

Example:

Map the critical content

Example:

Map the critical content

How to construct a unit map (Zimmaro & Cawley, 1998):

Identify the idea or ideas you want to map.Arrange concepts in a pattern (three-level).Use a shape such as a rectangle or circle to

enclose each idea or concept. Use straight lines to link related terms. Label each line to identify the relationship.Rework the map until it is clearest.

PRACTICE ACTIVITY 3

With your partner(s), choose one of the unit topics below. Then brainstorm subtopics that might be covered in that unit and, following the above steps, create a 3-tiered unit map.

Transportation The Water Cycle

The Electoral Process Energy Resources

Analyze for learning difficulties

1. Get to know your students.a. Will content be sufficiently relevant?b. Will students have necessary

background knowledge?c. Which abstract concepts will be difficult

for them?2. Many students with learning challenges

will have difficulty because of their unique or common learning differences.

PRACTICE ACTIVITY 4

With your partner, see if you can generate five learning challenges that your students might have with content area material as it is usually presented.

Analyze for learning difficulties

Many students with learning problems have difficulty:

Relating new information to prior knowledge Seeing the big ideas Translating big ideas into concepts that make

sense to them Identifying how information is structured Employing metacognitive strategies Managing time

Reach enhancement decisions

Content enhancement

A way of teaching in which critical parts of the content are emphasized and lessons are transformed in a manner that promotes student learning.

Reach enhancement decisions

Content enhancement requires that:

Both group and individual needs are valued and met

The integrity of the content is maintained

Critical aspects of the content are transformed

Instruction is carried out in partnership with students.

Reach enhancement decisions

Teaching practices that help:

Establishing context (last unit, next unit, bigger picture)

Providing and using a unit mapMaking unit relationships explicitSelf-test questionsUnit schedule

Teach strategically

CUEDO

REVIEW

CUE: Preview unit using unit organizerExplain the ways you’ll be teachingState your expectations

Unit Organizer

Teach strategically

DO:a. Explicit instruction:

Step-by-step Consistent, simple, repetitious languageUse of graphic organizers and other

multisensory aidsMultiple examplesFrequent opportunities for response and

practiceClear, specific feedback and reteachingCumulative review

Teach strategically

Teach strategically

REVIEW:Reviewing the unit

How does this unit add to our knowledge of living things?

The Unit Organizer has a sentence definition of ecology. How would you describe ecology?

What are some important ideas in this unit?Which ideas are clearest to you? What

questions do you still have?

Two last steps:

Evaluate mastery

Assessment should be tied to unit objectives (critical questions).

Focus should be shifted from competence of student to successfulness of teaching.

and…

Revisit outcomes