The Planner and Instructional Design

2. � Queen�s Printer for Ontario, 2002 2 Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0 This presentation will explore: principles of instructional design application of these principles in designing effective instructional units using the Planner The menu that follows outlines the key components of this presentation.

3. MAIN MENU  1. Principles of instructional design 2. The Planner as a design tool Steps in unit planning Effective units

4. 1. Principles of instructional design 1.1 Planning and implementation 1.2 Key questions for planning 1.3 Expectation-based planning 1.4 Instructional elements

5. � Queen�s Printer for Ontario, 2002 5 1.1 Planning and implementation Successful learning experiences require effective planning and implementation.

6. � Queen�s Printer for Ontario, 2002 6 1.2 Key questions for planning Three questions are key for planning. * (Ralph W. Tyler, �Basic Principles of Curriculum and Instruction�,1949)

7. � Queen�s Printer for Ontario, 2002 7 1.3 Expectation-based planning In implementing the Ontario curriculum, teachers should plan programs based on the expectations.

8. � Queen�s Printer for Ontario, 2002 8 1.3 Expectation-based planning Expectations-based planning shifts the emphasis from teacher designing by objectives to student achievement of expectations.

9. � Queen�s Printer for Ontario, 2002 9 1.3 Expectation-based planning Expectation-based planning that keeps assessment in mind (e.g., achievement charts, task-specific rubrics, exemplars) helps to provide observable and measurable criteria to enable us to �know it when we see it.�

10. � Queen�s Printer for Ontario, 2002 10 1.4 Instructional elements To plan effective units, consider the following instructional elements: 1. Begin with the curriculum expectations to focus on desired results, i.e., what we want students to learn.

11. � Queen�s Printer for Ontario, 2002 11 1.4 Instructional elements 2. Design units around performance- based tasks (and criteria) that encourage meaningful and authentic learning experiences for students.

12. � Queen�s Printer for Ontario, 2002 12 1.4 Instructional elements 3. Incorporate appropriate assessment and evaluation that lead to improvement and provide the evidence needed to demonstrate achievement.

13. � Queen�s Printer for Ontario, 2002 13 1.4 Instructional elements 4. Develop appropriate teaching/ learning strategies that provide rich experiences and success for all.

14. � Queen�s Printer for Ontario, 2002 14 1.4 Instructional elements 5. Focus on topics and themes that address key concepts, big ideas, and enduring understandings. Gather a variety of resources to support the learning.

15. 2. The Planner as a design tool 2.1 The structure of the Planner 2.2 The design-down approach 2.3 Flexible data entry

16. � Queen�s Printer for Ontario, 2002 16 2.1 The structure of the Planner Designing units and programs/profiles is made easy by the Planner�s structure, which reflects the elements of expectation-based design.

17. � Queen�s Printer for Ontario, 2002 17 2.1 The structure of the Planner These elements are organized by a consistent set of navigational tabs across all of the authoring environments.

18. � Queen�s Printer for Ontario, 2002 18 2.1 The structure of the Planner For instance, the four main tabs of the Open Environment help you navigate logically from general unit information and overview (1) to subtask detail and analysis (2).

19. � Queen�s Printer for Ontario, 2002 19 2.2 The design-down approach The Planner highlights the design-down model of the planning process � from culminating task to sequential subtasks or activities.

20. � Queen�s Printer for Ontario, 2002 20 2.2 The design-down approach Such a unit is said to be �designed down and delivered up.�

21. � Queen�s Printer for Ontario, 2002 21 2.2 The design-down approach The culminating task: incorporates summative assessment by which students can demonstrate the achievement of the skills and knowledge related to the expectations that they have practised and learned throughout the work of a unit; is often designed as an authentic, complex, and purposeful performance task (e.g., a portfolio, performance demonstration or test).

22. � Queen�s Printer for Ontario, 2002 22 2.2 The design-down approach Subtasks: incorporate formative assessment by which students can demonstrate achievement of skills and knowledge practiced throughout the unit; are the building blocks of the unit; are designed as a series of closely related lessons or activities by which students learn and practice new skills and knowledge generally applied in the unit�s culminating task.

23. � Queen�s Printer for Ontario, 2002 23 2.2 The design-down approach The initial assessment: determines student readiness to begin the work of a unit; assesses the key knowledge and skills that students need to have to engage successfully in the work of a unit.

24. � Queen�s Printer for Ontario, 2002 24 2.2 The design-down approach Here is an example of a unit called �Presentation of Research on a Key Issue� which has been planned using the design-down approach.

25. � Queen�s Printer for Ontario, 2002 25 2.3 Flexible data entry You can enter or edit data in any order and at any time for maximum flexibility. Here is a possible order: Unit Expectations (1), a rationale in the Unit Context; a summative assessment in the Culminating Task; a list of expectations from previous grades for Prior Knowledge; a list of available supporting resources in Unit-Wide Resources.

26. � Queen�s Printer for Ontario, 2002 26 2.3 Flexible data entry When you click the Question Mark (1) in any authoring template, a Map (2) opens to show the design stage you are currently working on. Click the highlighted box (3) to jump directly to that section (4) to enter data.

27. � Queen�s Printer for Ontario, 2002 27 2.3 Flexible data entry For flexibility in organizing subtasks: When activities are evaluated throughout the unit without a culminating task, write over default titles of subtasks as a series of sequential activities; When the last subtask task is reflective, reorder the culminating task as the penultimate subtask.

28. � Queen�s Printer for Ontario, 2002 28 2.3 Flexible data entry When units form a sequential series, design the culminating task for both units at the end of the sequence.

29. 3. Stages in Unit Planning 3.1 Getting ready and first steps 3.2 Overall and specific expectations 3.3 Catholic Student Graduate Expectations (Catholic Schools) 3.4 Clustering expectations 3.5 Cross-disciplinary connections 3.6 Culminating activity 3.7 Teaching/learning strategies 3.8 Assessment strategies 3.9 Adaptations 3.10 Resources

30. � Queen�s Printer for Ontario, 2002 30 3.1 Getting ready and first steps To plan effective units, print the Authoring Guides from the Help section of the Planner

31. � Queen�s Printer for Ontario, 2002 31 3.1 Getting ready and first steps Also check the Planner website � www.ocup.org � for the latest documents to help you.

32. � Queen�s Printer for Ontario, 2002 32 3.1 Getting ready and first steps The Help section of the Planner provides paper-and-pencil templates for individuals and groups who prefer offline planning tools.

33. � Queen�s Printer for Ontario, 2002 33 3.1 Getting ready and first steps The Planner provides a Scratchpad to type in initial ideas and drafts. Text from earlier word-processed documents can be copied and stored in the Scratchpad (1) and pasted into any Planner field (2) .

34. � Queen�s Printer for Ontario, 2002 34 3.1 Getting ready and first steps The next slides examine how the Planner helps the planning process, using �The Arts in Motion� � a public school unit for Grade 6 � as an example.

35. � Queen�s Printer for Ontario, 2002 35 3.2 Overall and specific expectations Begin with the Unit Overview. Choose overall and specific expectations for the strand(s) you want to address.

36. � Queen�s Printer for Ontario, 2002 36 3.2 Overall and specific expectations They will form a �Holding Tank� from which to choose expectations for each subtask.

37. � Queen�s Printer for Ontario, 2002 37 3.3 Catholic Student Graduate Expectations (Catholic Schools) Teachers in Catholic Schools may refer to and add Catholic Student Graduate Expectations (the CGEs) to provide a Catholic perspective on the unit.

38. � Queen�s Printer for Ontario, 2002 38 3.4 Clustering expectations Use the Find feature to cluster expectations based on: concepts that reside at the heart of the subject/discipline the underlying focus, goals, or purpose of the curriculum the overall expectations or key learnings

39. � Queen�s Printer for Ontario, 2002 39 3.4 Clustering expectations Map these clusters onto the Achievement Chart for that subject to address the categories. (The Planner electronically stores Achievement Charts as subject/course rubrics.)

40. � Queen�s Printer for Ontario, 2002 40 3.5 Cross-disciplinary connections Determine meaningful connections to other subject areas/expectations. This can be done by broadening a search of expectations (1) using the Find feature.

41. � Queen�s Printer for Ontario, 2002 41 3.6 Culminating activity Design a culminating activity (1) and scoring rubric (2) and/or checklist to accompany the culminating task.

42. � Queen�s Printer for Ontario, 2002 42 3.6 Culminating activity Design down from the culminating activity (1) to sequential subtasks (2) and initial assessment subtask (3) (if appropriate).

43. � Queen�s Printer for Ontario, 2002 43 3.7 Teaching/learning strategies The Planner�s Teaching/ Learning Strategies (1) and Student Groupings (2) databases will help you create varied strategies where students are provided with opportunities to demonstrate their knowledge/ skills independently and cooperatively.

44. � Queen�s Printer for Ontario, 2002 44 3.7 Teaching/learning strategies Use the Teaching/Learning Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

45. � Queen�s Printer for Ontario, 2002 45 3.8 Assessment strategies

46. � Queen�s Printer for Ontario, 2002 46 3.8 Assessment strategies Use the Assessment Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

47. � Queen�s Printer for Ontario, 2002 47 3.9 Adaptations Incorporate remediation, accommodations and extensions as required.

48. � Queen�s Printer for Ontario, 2002 48 3.9 Adaptations Use the Special Education Strategies in the Teacher Companions database to: browse subsections with drop-down menus copy and paste text into any Planner field bookmark a file as a resource print a record for reference search for text by keyword.

49. � Queen�s Printer for Ontario, 2002 49 3.10 Resources Gather and prepare teaching/learning resources and materials for the subtasks and culminating tasks.

50. � Queen�s Printer for Ontario, 2002 50 3.10 Resources The Planner will automatically order resources alphabetically by type for the whole unit and within each each subtask.

51. 4. Effective units 4.1 Quantitative analysis 4.2 Qualitative analysis 4.3 Testing, reflection, and revision 4.4 The Planner Community

52. � Queen�s Printer for Ontario, 2002 52 4.1 Quantitative analysis Use the Analysis summaries of the unit to check progress in addressing curriculum expectations.

53. � Queen�s Printer for Ontario, 2002 53 4.1 Quantitative analysis Use the Analysis summaries of the unit to check progress in using varied resource types.

54. � Queen�s Printer for Ontario, 2002 54 4.1 Quantitative analysis Use the Analysis summaries of the unit to check progress in using varied teaching, learning and assessment strategies.

55. � Queen�s Printer for Ontario, 2002 55 4.1 Quantitative analysis Creating programs and profiles in the Planner aggregates data from each component unit to check progress over a term or year.

56. � Queen�s Printer for Ontario, 2002 56 4.1 Quantitative analysis For instance, this profile tracks the selected and assessed expectations in each unit for the course English in Daily Life.

57. � Queen�s Printer for Ontario, 2002 57 4.2 Qualitative analysis Use the considerations for writing effective units, while you write or at the end, to analyse a unit qualitatively. Identical text for these considerations is found in the QuickHelp Map under the Question Mark (1) or the Guides for Designing a Unit (2).

58. � Queen�s Printer for Ontario, 2002 58 4.4 The Planner Community The Planner Project establishes a Planner Community of educators who are able to design, share, adapt, and manage excellent instructional materials for classroom use.

59. � Queen�s Printer for Ontario, 2002 59 4.4 The Planner Community Sharing units and programs/profiles fosters a cyclic planning process whereby teachers: design evaluate reflect redesign instructional materials together to meet the needs of all students.

60. � Queen�s Printer for Ontario, 2002 60 4.4 The Planner Community To encourage the design of effective units, the Planner provides all Ontario teachers with: a common format to share curriculum friendly environments to simplify planning flexibility in completing fields in any order a clear design to aid decision-making easy access to a wealth of resources analysis tools to evaluate work commissioned units to encourage excellence ways to foster privacy or collaboration

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