Units of Study

A "unit of study" involves organizing methods and materials focused around a central theme.

For example, thematic units might involve the study of : Ancient Rome, the Civil War, Red China, Civil Rights, Maps and Globes, etc...

Who usually writes "units of study?"

Generally, teachers choose to teach from units already written for them by ......?

Textbook authors/publishers !!! (It's OK) But remember, textbooks are written and published to SELL, not to teach.

However, there are certain benefits that come from writing your own, original units of study.

A quick "sales job" on why you might want to write some of your own units of study.

1. Professional satisfaction: Creative professionals enjoy seeing the "fruits of their labors" as they work.

2. Teaching a successful unit that YOU have authored is a very rewarding experience.

3. Custom Fit: You are the professional in the classroom. You know more about your students and their specific needs than the textbook publisher. You can "custom fit" a unit to best meet the interests and instructional needs of your students.

4. Interest Level: Teacher-made units are consistently more interesting and exciting to your students. Teachers are more likely to "sell" their own material than someone else's.

Question: If creating their own units is such a good idea, why don't more teachers do it?

Several factors come into play:

Time. It takes a good deal of time and effort.

Ease: It's easier to teach from existing material than to create it anew.

Confidence: Believe it or not, many teachers feel unqualified to create teaching materials. They shouldn't feel this way. They ARE qualified.

Steps of Unit Development: How to get there.

1. Decide on a topic. Choose something of INTEREST to you; something YOU can get excited about. Excitement is contagious!

Consider the following questions: What makes this material worth knowing?

How does it apply to the "real world" of the student?"

2. Write Unit Objectives "Begin with the end in mind." Covey

Carefully consider and write down specific things you want the students to learn and be able to do as a result of participating in this unit.

You may add to this list as the unit develops but have in mind the general, overall unit objectives.

3. Organize

Through brain-storming, webbing, or outlining, generate an overall structure for the unit. List the broad topics and sub-topics.

Think about the order in which the material will be presented. What should come first, next, last, etc...

4. Gather Materials: Getting your "stuff" together.

Search for materials that will be used to support your unit.

Books, brochures, artifacts, games, maps, travel posters, software, web-sites, video, etc... can all be used effectively.

Remember: Go beyond the textbook! There is a world full of information available. Use it!

5. Background Information: Setting the stage for learning.

Consider what students need to know before they begin the unit. For example: If you are teaching a unit over the country of India, make sure students understand the concept of "country" before you begin.

Consider your own knowledge. What do YOU need to know before teaching the unit. Remember: The more you know about something the more confidently you will teach it.

Keep in mind that your students will exhibit a great variety of "prior knowledge" as a class.

Some students will come to you knowing a great deal about the world through their experiences, parents, and travel opportunities.

Other students will have little background knowledge to lean on.

6. Activities to Reinforce Learning: "We learn best, that which we do."

Develop or find appropriate teaching/learning activities that encourage students to get actively involved in the learning process.

Games, simulation activities, debates, panel discussions, guest interviews, oral histories, experiments, etc... are all powerful tools in the hands of able teachers.

7. Evaluation: Measuring accomplishment of the objectives.

Plan for ways of determining the amount of student learning.

Answer the following questions: Did your students accomplish what you set out for them to learn? How do you know?

Consider using a number of different forms of evaluation.

Pencil and paper tests are fine; use them.

But also consider other ways your students can demonstrate their accomplishment of the objectives: Reports, art projects, panel discussions, oral presentations, etc...

8. Be Reflective: Evaluating the unit itself.

Good teachers are reflective in nature. In other words, they consider and review their own actions constantly seeking to improve.

Consider the following: What parts of the unit went well and held student attention, generated interest, and sparked enthusiasm?

What parts of the unit will you keep for next time? What parts need improvement/deletion?

___________________________

Lesson Planning: Oklahoma State Department of Education Model

Units of study are made up of individual lesson plans. Most public schools require teachers to submit such plans on a weekly basis.

Why lesson plan?

To help establish appropriate learning goals.

To guide and organize the lesson.

To help plan for effective evaluation.

4 BASIC CONSIDERATIONS IN LESSON PLANNING

1. WHAT WILL I TEACH? (OBJECTIVES)

2. HOW WILL I TEACH? (METHODOLOGY)

3. WHAT WILL MY STUDENTS DO?

4. HOW WILL I EVALUATE LEARNING?

OBJECTIVES: What are the students to learn and how are they to demonstrate their understanding?

Important: Share the lesson objective/s with your students. This gives them a sense of structure and a target toward which to strive.

SET INDUCTION

A glorified "university term" which basically means gettting the student "set" to learn.

In other words, gaining the learner's attention.

During this phase of the lesson, attempt to stimulate interest in the subject at hand. Ways of doing this include: demonstrations, discrepant events, interesting stories or examples, etc...
 

INSTRUCTION: TEACHING TO THE OBJECTIVE.

This is the heart of the lesson. It involves a description of the methods you will use to teach and accomplish the learning objectives. This may involve lecture, discussion, simulation, board work, video presentations, etc...During this phase of the lesson it is important to:

Involve ALL learners. (Even the reluctant ones)

Explain content clearly and thoroughly.

Give directions clearly.

Model the desired behaviors when possible.

Monitor student performance
 

GUIDED PRACTICE:  Requiring students to practice newly learned skills while under the direct supervision of the teacher. This may include worksheets, assignments, boardwork, games, etc...During this phase the teacher acts as facilitator, guide, mentor, helper.
 

INDEPENDENT PRACTICE; This involves allowing students to practice newly learned skills without direct supervision of the teacher. The teacher's role here is to monitor student performance and make adjustments based upon observations.
 

CLOSURE: THE WRAP-UP. Summarizing and tying together what has been taught. Fitting into context the lessons learned and making application (teaching for transfer).
 

EVALUATION: MEASURING THE INTENDED LEARNING OUTCOMES:  This part of the lesson involves making a determination how well the students achieved the intended learning. (Did they get it?)

The most common forms of assessment include pencil and paper tests/quizzes and written assignments.

Alternative assesment procedures include: oral reports, group projects, debates, skits, artistic presentations, etc...

NOTE: "Teacher observation" is a valid form of evaluation.

• However, to be most effective, these observations should be recorded whenever possible.
• If/when you use "teacher observation" as a part of the evaluation process, know what you are looking for, record it, and make students aware of their accomplishments (or lack of them).

 

Some lessons (the really good ones) require a lot of stuff (teaching materials).

Make a complete listing of all things needed to effectively teach the lesson and gather these prior to class.

Don't be shy if you need more stuff. Contact the principal, PTA, school board, and ASK.
 

SUPPLEMENTARY/ENRICHMENT ACTIVITIES: A LITTLE EXTRA

Exemplary lessons have follow-up activities that help "drive the point home" or reinforce the learning. This may come in the form of a video presentation, a guest speaker, field trip.

It may involve a homework assignment that allows the student to showcase his learning to his/her parents.

Warning !!! Take home work should allow the student to practice and/or showcase skills learned IN CLASS.

Do NOT send home assignments/activities that require students to use skills not taught or covered in class.

THE END (You wish......)