ANTONIO - TEMPLATE DU

LESSON PLANNING.how to design didactic units

REMEMBER WHAT WE SAW LAST WEEK!

This involves going beyond simply conveying knowledge to actively designing and managing a variety of learning situations that truly engage students and help them develop their own skills.

THERE IS A DIFFERENCE BETWEEN THE DESIGN OF THE CURRICULUM AND THE DEVELOPMENT OF THE CURRICULUM (ZABALZA)

ADMINISTRATION - TEACHING STAFF DESIGN - IMPLEMENTATION

CONSTRUCTION OF THE CURRICULUM IN A STAGGERED WAY(FLORENCIO LUENGO)

Educational Project and Curricular Concretion Didactic programming Lesson Planning

DIDACTIC UNITLearning-teaching-assessment process, formed by the curricular elements with a common axis (for example, a project or another integrating element), which will be developed for a number of sessions according to what students have to develop. The structure in didactic units allows us to organize the curriculum in shorter and easy-to-handle entities. LEARNING SITUATIONS Situations and activities which imply that students develop actions linked to the key competences and the area objectives which contribute to their acquisition and development. THE CURRICULAR DEVELOPMENT OF THE DU. (Definitions from PROENS)

LESSON PLANNING(PROENS)Learning sequence Selection of the curricular elements Planning: design of the learning situation

TEMPLATE USED AT CLAVES ED.Identification of the unit Curricular concretion Assessment Development of the learning situation

Number each DU Add an eye-catching title Number of sessions devoted to it Brief description: what is the final product? Justification What challenge do students have to face? What is the final product of the DU?

EXAMPLE

Elements of the curriculum assessed throughout this unit

• Are you breaking down the AC and the contents?

EXAMPLE

Which AC are you assessing? What is the minimum required for each one? Instruments: what you use to assess (portfolio, rubric, test...): instruments to collect information and instruments to analyse that information PROENS: written test and chart of descriptors Grading criteria for each AC

EXAMPLE

Grading criteria vs Assessment criteria The percentages given to the AC of each unit must be 100%

SDG

INTERDISCIPLINARITY When in the same DU / learning situation, contents from different areas, and thus, AC, are worked and even assessed. MULTIDISCIPLINARITY When implementing contents and/ or AC from other areas into the area of English, in this case. TRANSDISCIPLINARITY No clear division among the different disciplines (KC).

CROSS-CURRICULAR ELEMENTS

CROSS-CURRICULAR ELEMENTS

SUPPLEMENTARY ACTIVITIES MOTIVATION ACTIVITIES -------------- SUPPLEMENTARY ACTIVITIES VS EXTRACURRICULAR ACTIVITIES

DECREE 324/1996, JULY 26th, BY MEANS OF WHICH THE ORGANIC RUNNING OF SECONDARY EDUCATION SCHOOLS IS PASSED

SDG

Sequence (in order) of exercises and activities of the didactic unit.

Oral Visual Written etc

Oral Visual Written etc

Individual Pair Teamwork Big group

Personal Material Natural Meth.*

AC (or sub-criteria)

SDG

Sequence (in order) of exercises and activities of the didactic unit.

Oral Visual Written etc

Oral Visual Written etc

Individual Pair Teamwork Big group

Personal Material Natural Meth.*

AC (or sub-criteria)

E X A M P L E

SEM TEMPLATE

SDG

UDL

1. Multiple means of engagement 2. Multiple means of representation 3. Multiple means of action and expression

ATTENTION TO DIVERSITY Specific actions carried out with these students

HOW TO START THE DESIGN OF THE DIDACTIC UNITS?

AC >>> ACTIVITIESACTIVITIES >>> AC

BACKWARD DESIGN MODEL OF CURRICULAR DEVELOPEMENT

STEP 3

STEP 2

STEP 1

PLAN LEARNING EXPERIENCES AND INSTRUCTION: ACTIVITIES

HOW TO ASSESS? ASSESSMENT CRITERIA SELECTED

WHAT DO YOU WANT YOUR STUDENTS TO LEARN? WHAT'S THE GOAL?

Backward design is a framework for planning a lesson, weekly module, or an entire course. The term was introduced to curriculum design by Jay McTighe and Grant Wiggins in their book Understanding by Design (1998, 2005)

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Constructive Alignment (John Biggs (2014))

• Intentions for what students should learn and how they will demonstrate their achievement of those learning outcomes

• Creating assessment instruments that will allow students to demonstrate their attainment of the learning outcomes

• Designing teaching and learning activities so that students are optimally engaged in achieving these learning outcomes

Make sure the 3 elements of the backward design align with each other

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https://bit.ly/47liSQB

https://bit.ly/47liSQB

CRITERIA TO SEQUENCE AND TIME THE DIFFERENT ELEMENTS OF THE CURRICULUM

1.- The curriculum:

• Elements belonging to the 3 blocks
• Cross-curricular elements and SDG
• Multidisciplinarity, Interdisciplinarity, Transdisciplinarity
• UDL

2.- Class profile 3.- Desired results: what you want your students to learn? 4.- Learning activities and instructional materials: scaffolding

CHAPTER 7 LEARNING SITUATIONS AND CROSS-CURRICULAR ELEMENTS

WHAT TO WRITE IN THIS CHAPTER

7.1. LEARNING SITUATIONS: definition. We will understand by learning situations the curricular development of the DU. More than one didactic unit can be part of a learning situation. More than one learning situation can take place in the same DU*. One learning situation=one didactic unit 7.2.- CROSS-CURRICULAR ELEMENTS: definition. List of those which will be worked (according to the CC) 7.3.- SUPPLEMENTARY ACTIVITIES: definition. List the ones you are carrying out.

CHAPTER 9 DIDACTIC UNITS

WHAT TO WRITE IN THIS CHAPTER

• List of the didactic units and their weight
• Distribution of units per term
• Templates
• Legend if needed (Specific nomenclature used in the templates, if any)

1.- Title of each DU 2.- Brief description of each one 3.- The number of sessions devoted to each DU 4.- The weighting each DU has in the area 5.- The term when carrying out each DU

READY TO START DESIGNING YOUR DIDACTIC UNITS?