Description of Unit:Basic Summary:This unit plan explores the African American experience after The U.S.Civil War. The first part focuses on Reconstruction, and the second onthe Jim Crow Era.In an effort to allow students to work at their own pace, and meet their I Eneeds for either ntervention or xtension, a plan was devised toorganize the content into manageable chunks. Student understandingon each chunk is evaluated by brief Formative Assessments.
Primary Content Learning Strategy:Screencast videos with a Picture in Picture window of the teacher serve as the maincontent acquisition tool for the unit. (We use the PiP feature because it seems toengage the students to see THEIR teacher talking to them.)Students are able to proceed at their own pace, allowing them to either receivenecessary face to face intervention, or individualized extension.Cornell style note guides that follow the format of the videos can be differentiated tomeet the specific needs of students (LEP, SPED, GT).A Class Sharing Blog can be made available to prompt student discussion of the learning in the units. This blog will be moderated by the teacher, but students will beencouraged to engage in a peer to peer approach of idea sharing that does NOT have tobe teacher directed. A primary source relating to the main themes contained in thevideos will be posted every couple days to encourage students to participate in unitrelevant conversation.Student Centered Student Centered Student Centered Student Centered Student
Is there more information available relating to the format of theunit??????YES!!!!!!! If interested you can contact me and I will be happy toshare.However this is NOT the place OR the time.Now we will move to see some data that reflects on the effect of andimpressions left by the unit.All of this data was gathered by analyzing anonymous Pre and Post Surveysgiven to the participating students.
S Ru ep sp eo ar r http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdft ci hng
“Students with cognitive and learning disabilities who weretaught the fundamentals of self-determination were morelikely to access mainstream curricula and achieve theiracademic and other goals, according to new research byKarrie Shogren, a professor of special education in theCollege of Education.” – College of Education, University of Illinois - 07/24/12http://news.illinois.edu/news/12/0724self-direction_KarrieShogren.html Supporting Research