NOTE: To add another table row, select “Layout” in Table Tools and then “Insert Above” or “Insert Below.” 4. Indicate how the Unit of Instruction elements link directly to the unit objectives. (Indicator 3.1) What will students be asked to do? (e.g., learner activities, student work samples, and assessments) Which unit objective does this support? NOTE: Place documentation in Appendices A, B, and C. NOTE: To add another table row, select “Layout” in Table Tools and then “Insert Above” or “Insert Below.” 5. Describe the process of formative assessment to inform change in instruction to meet student needs and summative assessment to evaluate student learning. (Indicator 7.2) What formative assessment(s) will you use? Describe how results of formative assessment(s) inform changes in instruction to meet student needs.
Appendix A: Lesson Sequence – This section should contain an overview or outline of unit lessons (scope and sequence). Appendix B: Sample Lesson Plans – This section should contain samples of at least three class periods of lesson plans, including lesson objectives, student activities, and differentiated instructional strategies. Appendix C: Sample Formative and Summative Assessments Appendix D: Sample Student Work – This section should contain a range of student work from an accelerated student to a struggling student. Appendix E: Resources & Materials REFERENCE NOTE FOR #2 and #3: Essential question(s) target the unit objective(s) and the UOI learning goal. These questions promote higher-level thinking and deep, enduring understanding. These cannot be answered in one sentence, and set the stage for further questions. These are open-ended, arguable, complex, meaningful to students’ real lives, and relate to problems in the classroom. These form the basis of inquiry-based learning. These serve as an umbrella for other guiding questions and are complex enough to be broken down into smaller, guiding questions. The following are examples of essential questions: What is identity? What is revolution? What is healthful eating? How should this be modeled? How are the four basic math operations related to each other? How do writers draw in readers? How do animals change? (Early Childhood Education) What are numbers? Childhood Education) Guiding question(s) are more detailed questions that support the essential question. These questions assist the learner in answering the essential question(s) and cannot be answered in one sentence. These questions promote quality discussions and may lead to new questions. The following are examples of guiding questions: Who caused this? Who is involved? Why did this happen? REFERENCE NOTE FOR #10: Note that this element is about using technology to enhance engagement and learning, not merely using technology. It is possible that technology could be extensively used, but in a perfunctory way that does not meet this criteria. Engagement could refer to behavioral, cognitive, or affective engagement. The latter may be more important for promoting learning, so be careful not to overemphasize behavioral engagement. Behavioral engagement refers to observable time-on-task, compliance, and participation in a learning activity. Cognitive engagement refers to mental effort, such as concentration, meaningful processing, and monitoring one’s thinking during a learning activity. Affective engagement refers to feeling interested, proud, excited, happy, and amused during a learning activity.