reep in-service sept 2009: unit planning, part 1
DESCRIPTION
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 (www.reepworld.org).TRANSCRIPT
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Unit PlanningUnit Planning
REEP All Staff In-serviceREEP All Staff In-serviceSeptember 12, 2009September 12, 2009
REEP PROGRAM Clarendon Education Center 2801 Clarendon Blvd., Room 218 Arlington, Virginia 22201 Phone (703) 228-4200 FAX (703) 527-6966
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In-service Series on Meeting In-service Series on Meeting all Students’ Needsall Students’ Needs
February 2008: community building and February 2008: community building and varying the tasks as strategies for varying the tasks as strategies for combo classescombo classes
May 2008: initial assessments and May 2008: initial assessments and grouping/ management strategiesgrouping/ management strategies
September 2008: individual goal setting September 2008: individual goal setting and student conferencing and student conferencing
January 2009: learning styles and January 2009: learning styles and learning stageslearning stages
Today and March 2010: unit planningToday and March 2010: unit planning
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Today’s ObjectiveToday’s Objective
To increase knowledge and To increase knowledge and skills in designing units that skills in designing units that incorporate all four stages incorporate all four stages of the learning cycle:of the learning cycle:– MotivationMotivation– PresentationPresentation– PracticePractice– ApplicationApplication
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AgendaAgenda
Welcome & IntroductionWelcome & Introduction Motivation: Video ClipMotivation: Video Clip Presentation: Needs AssessmentPresentation: Needs Assessment Practice: Unit Needs Assessment Practice: Unit Needs Assessment
ActivityActivity BREAKBREAK Presentation: Unit OverviewPresentation: Unit Overview Practice: Work Unit SketchPractice: Work Unit Sketch Application: Homework AssignmentApplication: Homework Assignment Reflection/EvaluationReflection/Evaluation
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A Time I Really Needed A Time I Really Needed English English Afsheen Aslam Afsheen Aslam
(Pakistan)(Pakistan)
1.What language and life skills1.What language and life skills
does Afsheen need in this does Afsheen need in this situation?situation?
2. If planning instruction for the 2. If planning instruction for the Health unit, what other Health unit, what other information might you get from information might you get from Afsheen and her classmates?Afsheen and her classmates?
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Pair Discussion:Pair Discussion:
Why do we do Why do we do needs assessment needs assessment (NA) at REEP?(NA) at REEP?
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Why do we do needs Why do we do needs assessment (NA) at REEP?assessment (NA) at REEP?
Integral to our learner-centered Integral to our learner-centered philosophy-philosophy-
– Give learners’ a voice in their instructionGive learners’ a voice in their instruction– Positive feedback from students about NAPositive feedback from students about NA
MotivateMotivate – 1 – 1stst stage of learning cycle stage of learning cycle– Maximize retentionMaximize retention
Inform instructionInform instruction– Select and prioritize units/unit objectives Select and prioritize units/unit objectives – Determine previous knowledge/skills Determine previous knowledge/skills – Clarify group and individual goals/needsClarify group and individual goals/needs– Adapt materials/curricula to meet all Adapt materials/curricula to meet all
learners’ needslearners’ needs
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Needs Assessment Needs Assessment (NA) Pair Discussion(NA) Pair Discussion
What has worked best at What has worked best at youryour
level re: NA tools, activities, level re: NA tools, activities,
processes? processes?
Why?Why?
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An effective needs An effective needs assessment is…assessment is…
appropriateappropriate for the group of students. for the group of students. serves both a serves both a learning and learning and
information gathering purposeinformation gathering purpose.. practicalpractical: time required and : time required and
usefulness vs. information collected.usefulness vs. information collected. can becan be processedprocessed with the group so with the group so
that both teacher and learners are that both teacher and learners are aware of the expectations of others in aware of the expectations of others in the class.the class.
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Focus of Unit Needs Focus of Unit Needs AssessmentAssessment 100 and 150: Students demonstrate 100 and 150: Students demonstrate
what they already know about the what they already know about the topic. topic.
200 and 250: Students determine what 200 and 250: Students determine what they need/want to study in the topic. they need/want to study in the topic.
300-650: Students choose and prioritize 300-650: Students choose and prioritize objectives. objectives.
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Practice: Design a Unit Practice: Design a Unit Needs AssessmentNeeds Assessment
Directions:Directions:
- In level pairs, design a - In level pairs, design a work unit work unit needs needs assessment activity for the level you assessment activity for the level you teach.teach.
- Use the tools presented, or your own!Use the tools presented, or your own!- Complete the Practice Activity Form.Complete the Practice Activity Form.- Use the Needs Assessment Feedback Use the Needs Assessment Feedback
Form as a checklist to help guide you Form as a checklist to help guide you through the process.through the process.
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BreakBreak
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What do you remember What do you remember about learning styles?about learning styles?
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LearningLearning Styles Styles DefinedDefined
• how a person is likely to perceive and process information and experiences
• individually unique, changing over time
• varies by complex interactions of physiology, psychology, environment, culture and situation.
-- Bernice McCarthy (1980)
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Active Experimentation
Reflective Observation
Concrete Experience
Abstract Conceptualization
How we process
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Framework for Framework for InstructionInstruction
Learning is a 4-stage cycleLearning is a 4-stage cycle
1.1. MotivationMotivation
2.2. PresentationPresentation
3.3. PracticePractice
4.4. ApplicationApplication
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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.
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MotivationCreate the experience
Analyze the experience
Tap into background knowledge/experience
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MotivationExamplesInformation grids
Personality or habit “quizzes”
Group/pair discussion
Video
Stories
Field trips
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Presentation
Introduce new information
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Presentation Examples
Short explanations
Realia
Presentations of language structures
Readings
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PracticeStudents work with new language and information in different ways
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Practice ExamplesInfo grids
Writing activities (draft)
Worksheets
Songs
Line dialogues
Pair dictation
Cloze activities
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Application
Students use language and information in a novel situation
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Application Examples
Student projects
Oral presentations
“Published” writing
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Another way to look at Another way to look at a unit…a unit…
PRESENTATION
PRACTICE
PRESENTATION
PRACTICE
PRESENTATION
PRACTICE
MOTIVATION
APPLICATION
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Another way to look at Another way to look at a unit…a unit…
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Unit Planning Case Unit Planning Case StudyStudy
Cycle ScheduleWks. 1 - 2: Getting StartedWks. 3-4: CommunityWks. 5-7.5: HealthWks. 7.5-9: WorkWks. 10-10.5: TelephoneWks. 10.5-12: Final Reflections and Review
Read the level 200/250 case Read the level 200/250 case studystudy
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Getting all your ducks Getting all your ducks in a row…in a row…
What questions do you need to ask What questions do you need to ask yourself as you start planning?yourself as you start planning?
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PeoplePrinted Materials
Accessible via REEPworld.org
Got Resources?Got Resources???
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Unit Planning PracticeUnit Planning Practice
Work in same level pairsWork in same level pairs Review the case study for your Review the case study for your
level(s)level(s) Choose a unit organizational tool Choose a unit organizational tool
or create your ownor create your own Think about available resourcesThink about available resources Sketch out a plan for the work unitSketch out a plan for the work unit
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Questions? Challenges? Questions? Challenges? New Ideas?New Ideas?
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What about…? What about…?
ASSESSMENT???ASSESSMENT???
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Application: HomeworkApplication: Homework
Between now and the next Between now and the next inservice:inservice:– Conduct a unit needs assessment.Conduct a unit needs assessment.– Sketch out and teach a unit Sketch out and teach a unit
incorporating the four stages of incorporating the four stages of learning.learning.
– Use tools and activities you Use tools and activities you learned about today or on your learned about today or on your own.own.
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Unit PlanningUnit Planning
REEP All Staff In-serviceREEP All Staff In-serviceSeptember 12, 2009September 12, 2009