Tift College of Education Instructional Learning Unit Components

Areas for optional input for middle & secondary students

1.       Content Map - Under Part II  - Content map of the learning unit

Based on your standard, pull out the key conceptual ideas and/or understandings that you want your students to gain throughout the unit. You can choose to represent the hierarchy of these understandings in a meaningful fashion that makes your content clear to you and your students.  Some forms that this might take are:

·         A graphic organizer that visually shows how concepts fit together (content or concept map)

                Content Map Templates

                    Content Map Template - Sample 1

                    Content Map Template - Sample 2

                    Sample math content map on functions

o    See other examples – www.teachingwithpurpose.com/lesson.htm 

                    See sample units at bottom on Eighth Grade Linear Equations and Ninth Grade Economics

§  Cell Structure - http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cellstr.html

§  Physics - http://www.loudoncounty.org/ourpages/auto/2007/7/16/1184629741193/Nuclear%20physics%20content%20map.pdf

·         An outline of key concepts and sub concepts

o    http://www.sasked.gov.sk.ca/docs/mla/haiku.html

·         A chart that lays out the unit concepts in chart form

o    http://www.title3.org/Products/pallislu2.doc

2.       GRASPS – Under Part III – Determine Acceptable Evidence

The form of assessment that you want to represent here is a way for your students to show in an authentic, performance based scenario how they will apply one or more key concepts in your unit.  Typically these help students answer the question, “How will I use or apply this concept in real life?” You can choose to represent your performance assessment in a meaningful fashion that makes your content clear to you and your students. 

Some forms that this style of assessment might take are:

·         GRASPS Format (from Understanding by Design)

o    http://www.teachingwithpurpose.com/assessment.htm

·         Problem Based Task

o    http://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htm

o    http://www.sun-associates.com/lynn/pbl/pbl.html

·         Web Quest

o    http://eduscapes.com/sessions/butter/mhswebquests.htm

o    http://school.discoveryeducation.com/schrockguide/webquest/webquest.html

·         Experiment

·         Research Project

·         RAFT Project – Role, Audience, Format, Topic

o    http://daretodifferentiate.wikispaces.com/R.A.F.T.+Assignments

 

3.       WHERETO elements – Under Part IV – Plan Learning Experiences

In this section you are only required to include ways to integrate the following components into your unit:

·         Technology/Communication

o    http://www.wtvi.com/TEKS/

o    http://www.educationworld.com/a_tech/tech/tech146.shtml

·         Differentiated Instruction

o    http://daretodifferentiate.wikispaces.com/

·         Managing the Learning Environment

o    http://www.middleweb.com/1stDResources.html#anchor14666257

o    http://drwilliampmartin.tripod.com/classm.html

·         Parent/Community Involvement

o    http://www.k12.hi.us/~konawahs/92_ways_to_involve_families.htm

o    http://www.middleweb.com/mw/resources/MWRpublic.html

 

For each of these four components you need to write a brief paragraph explaining how you will include these features into your unit topic.