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Gps mod 7 v2.1

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  • NOTES  TO  THE  TRAINER:   For  more  details,  see  the  Field  Guide. The sample unit elements used here are from a 9 th grade ELA curriculum. You may want to change the examples based on the audience. You may also choose to have sample units available from other schools or consultants in the network. Welcome  participants.     Provide  a  brief  overview  of  the  module .   Description:  Presentation  of  the  design  and  components  of  the  GPS  Learning  System   provides  participants  the  basic  understanding  of  the  importance  of  high-quality,   college  ready  work  and  how  to  incorporate  expectations  for  global  competencies.   This Module focuses on designing units of study. It requires participants already understanding the basics of the performance outcomes, the graduate profile, and the instructional approach.
  • Units represent a sequence of instruction that incorporates one of more performance tasks, allowing students to produce work showcasing their progress towards developing global competencies and college readiness.
  • Discuss how curriculum is already organized. Are there units, chapters, sections, themes? What is the common language for how instruction is sequence and organized? Which units stand out? What’s already working? How are those sections of curriculum organized?
  • Review and have participants describe each of these components. Give concrete examples from their classrooms when possible. These are the basic components of a Unit Design vary and there are a number of planning templates available. Generally though, units include Essential Understandings Essential Questions Strategies/Skills Performance Outcomes Other Outcomes Assessments Resources
  • The Task Design checklist is a great way to reflect on your own task as well as give feedback to others.
  • Handout the summary page for the tuning protocol. Review the steps. Choose a set unit and

Gps mod 7 v2.1 Gps mod 7 v2.1 Presentation Transcript

  • Graduation Portfolio Modules 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?
  • Unit Design Module 7
  • Objectives
    • Participants will be able to answer:
    • How do we analyze an effective unit or task?
  • Introduction
    • Discuss:
    • What would expect to see or hear happening in an effective unit focused on developing global competencies and college readiness?
      • What would kids be doing?
      • What would teachers be doing?
      • What kind of work would you expect to see?
  • Components of a Unit Design
    • Essential Understandings
    • Essential Questions
    • Strategies/Skills
    • Performance Outcomes
    • Other Outcomes
    • Assessments
    • Resources
  • 3 Ways to Give and Get Feedback
    • Task Design Checklist
    • Annotated Task
    • Tuning Protocol
  • Task Design Checklist
  • Annotated Tasks
    • An annotated task gives notes and feedback about how it was designed and where it might be improved
    • Annotating your own task can be useful once you have completed it so it can be improved next year
  • How to Annotate a Task or Unit
    • Some people like to use highlighter, sticky notes, or track changes on a Word document
    • There is no best way, but these steps help:
      • Identify why that was originally chosen
      • Identify how the students responded
      • Make a recommendation to keep, change, or remove the idea
  • Sample of an Annotated Unit  My class needed some affirmation so this was a good focus ✪ This focus on “story telling” lead to a lot of good discussions about gossiping and perspective Next year it will make sense to focus more on perspectives and then jump into the way our societies influence our perspectives, so we can think globally  ✪ ✪ ✪    Perspectives
  • Annotate a Task or Unit
    • Select a task or unit from your own experience
    • Pick a method for annotating the task, with colors, coding, sticky notes, etc.
    • Follow these easy steps:
      • Identify why that was originally chosen
      • Identify how the students responded
      • Make a recommendation to keep, change, or remove the idea
  • Feedback for Others
    • The Tuning Protocol provides a way to give warm and cool feedback to colleagues about their work
    • Rather than making direct suggestions or trying to “fix” a task or unit, the focus is on inquiry and probing feedback
  • Use the Tuning Protocol
    • Review the steps to the Tuning Protocol
    • Select a piece of work for the group to discuss
    • Using the protocol, have a facilitator lead the group to “tune” the work
  • Classroom Follow-up
    • How will we communicate these ideas to the student?
      • Advisory?
      • Content area courses?
      • Schoolwide?