9. Teacher Reflection Did we have a successful unit? How can we improve the assessments when we do the unit again? Did the students understand the central idea? How do we know?
10. Teacher Reflection Did students understand the concepts? How? Did students practice the skills? How? Did students develop the learner profile/attitudes? How?
11. Teacher Reflection What questions or inquiries did students pursue? Were there any student actions? Teacher notes?
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13. In your planning groups, look at, read and discuss the theme and description. Collect perspectives from colleagues.
14. Central Idea The central idea connects to the theme and description. The central idea is the thing we want students to understand. It should be relevant enough to spend 6 weeks of teaching time; and should link to a real world issue/situation.
15. Summative assessment is how you will check the students’ understanding of the central idea at the end of the unit .
16. Choose 3 concepts to guide the unit. The concepts will help us to explore the central idea
17. To guide the inquiry, we also use 3-4 lines of inquiry to guide and focus students through the 6 weeks
20. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? How do we know what students already know? What activities will we do find out our students’ prior knowledge?
21. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
22. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
23. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Learning activities that we will do throughout the unit to explore the central idea
24. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Activities and assessments are planned by all teachers, taught by all teachers and assessed by all teachers.
25. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Focus on the specific skills that can be practised during the 6 weeks.
26. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Attitudes and Learner Profile: which characteristics will students experience and how?
27. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? List specific resources: print, multi-media, internet, people and places in the school.
28. 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Provoking interest: how will we decorate the classroom? Where will we take students outside the school to further their understanding?
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35. 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9. Teacher notes Record any interesting student questions or student initiated research.
36. 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9. Teacher notes Record and specific actions by students as a result of the teaching & learning.
37. 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9. Teacher notes All teachers discuss and record a combined summary of the unit: any successes, challenges, problems and how we overcame the problems; any changes needed for next time?
