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Unit plan

blog

Before you start creating your plan

Design the evaluation criteria and their evidence from the beginning.

Get closer to the reality of your students.

Encourage your students to solve, investigate, reflect and create.

Avoid fireworks.

Organize the sequence arounda topic or concept.

Set learning goals.

Select the contents.

Divide the plan into phases: start,development and closure.

Organize content fromsimple to complex.

Advice

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Keep in mind from the beginning how you're going to evaluate this unit and what criteria you'll apply. And of course, remember to establish expectations and deliverables; what assignments do you want to set, and in what format do you want them? The activities that make up the unit plan should form a path towards a passing grade, which is why it's important to share from the get-go what you'll be expecting from students.

Contextualize learning materials and use real-world content. The unit plan should be able to answer the question "How will I use this knowledge in real life?".

Encourage your students to resolve, investigate, reflect, and create. Allow them to improvise. Open the floor up to debate and let them express their opinions freely.

Avoid fireworks in class. Be practical. Everything you do should aim to facilitate learning. Make it motivating and awesome but always meaningful.

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resources

Content

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Objectives

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Duration

00/00/0000-00/00/0000

Learningsessions

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Sequence tab // Sequence Title

Name Surname

Subject

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Sequence tab // Sequence Title

Evaluation criteria

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Evaluation evidence

Learning objectives

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3

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Intro

Development

Closure

Learning sessions

Learning session

Learning session

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Learning session

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Introduction

Previous knowledge trigger

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Introduction // Previous knowledge trigger

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Previousknowledgetrigger

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Introduction // Knowledge trigger

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Key idea

Key idea

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Key idea

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Key idea

Remember what you know

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go!

Check what you know

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Introduction // Quiz

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Introduction // Quiz

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Introduction // Quiz

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Introduction // Quiz

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Introduction // Quiz

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Introduction // Quiz

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1/5 CorrectLorem ipsum!

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4/5 CorrectLorem ipsum!

5/5 CorrectLorem ipsum!

Great!

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2

Intro

Development

Closure

Learning sessions

Learning session

Learning session

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Learning session

GO!

Check what you know

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Development // Quiz II

1

Learning session 3 // Quiz

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Learning session 3 // Quiz

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Learning session 3 // Quiz

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Learning session 3 // Quiz

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Great!

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1

3

2

Intro

Development

Closure

Learning sessions

Learning session

Learning session III

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Learning session II

start >

Closure

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Closure

Revision Lorem ipsum

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Title here

Title here

Title here

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go!

Check what youhave learned

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Closure // Quiz

Closure // Quiz

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continuE >

Rightanswer!

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Closure // Quiz

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continuE >

Rightanswer!

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Closure // Quiz

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continuE >

Rightanswer!

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Closure // Quiz

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continuE >

Rightanswer!

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Closure // Quiz

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continuE >

Rightanswer!

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back >

Tryagain...

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0/5 CorrectLorem ipsum!

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Great!

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Bibliography

01

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

02

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

05

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

06

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

03

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

04

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

Self appraisal

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Achieved

To improve

Drag your assessment of what has been learned to their position

Let’s keeplearning!

We will continue learning

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