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REEP In-service Sept 2009: Unit Planning, Part 1


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A presentation by professional development coordinators at the Arlington Education and Employment Program (REEP), of the Adult Education Office within Arlington Public Schools. It includes needs assessment and unit planning techniques and tools, for instruction guided by the language and life skills objectives of the REEP Adult ESL curriculum (

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REEP In-service Sept 2009: Unit Planning, Part 1

  1. 1. Unit Planning REEP All Staff In-service September 12, 2009 REEP PROGRAM Clarendon Education Center 2801 Clarendon Blvd., Room 218 Arlington, Virginia 22201 Phone (703) 228-4200 FAX (703) 527-6966
  2. 2. In-service Series on Meeting all Students’ Needs <ul><li>February 2008: community building and varying the tasks as strategies for combo classes </li></ul><ul><li>May 2008: initial assessments and grouping/ management strategies </li></ul><ul><li>September 2008: individual goal setting and student conferencing </li></ul><ul><li>January 2009: learning styles and learning stages </li></ul><ul><li>Today and March 2010: unit planning </li></ul>
  3. 3. Today’s Objective <ul><li>To increase knowledge and skills in designing units that incorporate all four stages of the learning cycle: </li></ul><ul><ul><li>Motivation </li></ul></ul><ul><ul><li>Presentation </li></ul></ul><ul><ul><li>Practice </li></ul></ul><ul><ul><li>Application </li></ul></ul>
  4. 4. Agenda <ul><li>Welcome & Introduction </li></ul><ul><li>Motivation: Video Clip </li></ul><ul><li>Presentation: Needs Assessment </li></ul><ul><li>Practice: Unit Needs Assessment Activity </li></ul><ul><li>BREAK </li></ul><ul><li>Presentation: Unit Overview </li></ul><ul><li>Practice: Work Unit Sketch </li></ul><ul><li>Application: Homework Assignment </li></ul><ul><li>Reflection/Evaluation </li></ul>
  5. 5. A Time I Really Needed English Afsheen Aslam (Pakistan) <ul><li>1.What language and life skills </li></ul><ul><li>does Afsheen need in this situation? </li></ul><ul><li>2. If planning instruction for the Health unit, what other information might you get from Afsheen and her classmates? </li></ul>
  6. 6. Pair Discussion: Why do we do needs assessment (NA) at REEP?
  7. 7. Why do we do needs assessment (NA) at REEP? <ul><li>Integral to our learner-centered philosophy- </li></ul><ul><ul><li>Give learners’ a voice in their instruction </li></ul></ul><ul><ul><li>Positive feedback from students about NA </li></ul></ul><ul><li>Motivate – 1 st stage of learning cycle </li></ul><ul><ul><li>Maximize retention </li></ul></ul><ul><li>Inform instruction </li></ul><ul><ul><li>Select and prioritize units/unit objectives </li></ul></ul><ul><ul><li>Determine previous knowledge/skills </li></ul></ul><ul><ul><li>Clarify group and individual goals/needs </li></ul></ul><ul><ul><li>Adapt materials/curricula to meet all learners’ needs </li></ul></ul>
  8. 8. Needs Assessment (NA) Pair Discussion <ul><li>What has worked best at your </li></ul><ul><li>level re: NA tools, activities, </li></ul><ul><li>processes? </li></ul><ul><li>Why? </li></ul>
  9. 9. An effective needs assessment is… <ul><li>appropriate for the group of students. </li></ul><ul><li>serves both a learning and information gathering purpose . </li></ul><ul><li>practical : time required and usefulness vs. information collected. </li></ul><ul><li>can be processed with the group so that both teacher and learners are aware of the expectations of others in the class. </li></ul>
  10. 10. Focus of Unit Needs Assessment <ul><li>100 and 150: Students demonstrate what they already know about the topic. </li></ul><ul><li>200 and 250: Students determine what they need/want to study in the topic. </li></ul><ul><li>300-650: Students choose and prioritize objectives. </li></ul>
  11. 11. Practice: Design a Unit Needs Assessment <ul><li>Directions: </li></ul><ul><li>- In level pairs, design a work unit needs assessment activity for the level you teach. </li></ul><ul><li>Use the tools presented, or your own! </li></ul><ul><li>Complete the Practice Activity Form. </li></ul><ul><li>Use the Needs Assessment Feedback Form as a checklist to help guide you through the process. </li></ul>
  12. 12. Break
  13. 13. What do you remember about learning styles?
  14. 14. Learning Styles Defined <ul><li>how a person is likely to perceive and process information and experiences </li></ul><ul><li>individually unique, changing over time </li></ul><ul><li>varies by complex interactions of physiology, psychology, environment, culture and situation. </li></ul><ul><li>-- Bernice McCarthy (1980) </li></ul>
  15. 15. Active Experimentation Reflective Observation Concrete Experience Abstract Conceptualization How we process How we perceive
  16. 16. Framework for Instruction <ul><li>Learning is a 4-stage cycle </li></ul><ul><li>Motivation </li></ul><ul><li>Presentation </li></ul><ul><li>Practice </li></ul><ul><li>Application </li></ul>
  17. 17. 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.
  18. 18. Motivation <ul><li>Create the experience </li></ul><ul><li>Analyze the experience </li></ul><ul><li>Tap into background knowledge/experience </li></ul>
  19. 19. Motivation Examples <ul><li>Information grids </li></ul><ul><li>Personality or habit “quizzes” </li></ul><ul><li>Group/pair discussion </li></ul><ul><li>Video </li></ul><ul><li>Stories </li></ul><ul><li>Field trips </li></ul>
  20. 20. Presentation <ul><li>Introduce new information </li></ul>
  21. 21. Presentation Examples <ul><li>Short explanations </li></ul><ul><li>Realia </li></ul><ul><li>Presentations of language structures </li></ul><ul><li>Readings </li></ul>
  22. 22. Practice <ul><li>Students work with new language and information in different ways </li></ul>
  23. 23. Practice Examples <ul><li>Info grids </li></ul><ul><li>Writing activities (draft) </li></ul><ul><li>Worksheets </li></ul><ul><li>Songs </li></ul><ul><li>Line dialogues </li></ul><ul><li>Pair dictation </li></ul><ul><li>Cloze activities </li></ul>
  24. 24. Application <ul><li>Students use language and information in a novel situation </li></ul>
  25. 25. Application Examples <ul><li>Student projects </li></ul><ul><li>Oral presentations </li></ul><ul><li>“ Published” writing </li></ul>
  27. 27. Another way to look at a unit…
  28. 28. Unit Planning Case Study <ul><li>Read the level 200/250 case study </li></ul>Cycle Schedule Wks. 1 - 2: Getting Started Wks. 3-4: Community Wks. 5-7.5: Health Wks. 7.5-9: Work Wks. 10-10.5: Telephone Wks. 10.5-12: Final Reflections and Review
  29. 29. Getting all your ducks in a row… <ul><li>What questions do you need to ask yourself as you start planning? </li></ul>
  30. 30. Got Resources? People Printed Materials Accessible via ?
  31. 32. Unit Planning Practice <ul><li>Work in same level pairs </li></ul><ul><li>Review the case study for your level(s) </li></ul><ul><li>Choose a unit organizational tool or create your own </li></ul><ul><li>Think about available resources </li></ul><ul><li>Sketch out a plan for the work unit </li></ul>
  32. 33. Questions? Challenges? New Ideas?
  33. 34. What about…? <ul><li>ASSESSMENT??? </li></ul>
  34. 35. Application: Homework <ul><li>Between now and the next inservice: </li></ul><ul><ul><li>Conduct a unit needs assessment. </li></ul></ul><ul><ul><li>Sketch out and teach a unit incorporating the four stages of learning. </li></ul></ul><ul><ul><li>Use tools and activities you learned about today or on your own. </li></ul></ul>
  35. 36. Unit Planning REEP All Staff In-service September 12, 2009