IBL Second UnitIBL Second Unit

ITS REALITS REALArea 5 LTCArea 5 LTC

AcknowledgementsAcknowledgements Vickie DeWittVickie DeWitt

Area 5 LTC DirectorArea 5 LTC Director HelperHelper

Sandy MartinSandy Martin PresenterPresenter

Deb Greaney Deb Greaney ITS REAL Grant ITS REAL Grant

CoordinatorCoordinator

For Your Comfort…For Your Comfort… FacilitiesFacilities Please turn off/vibrate all cells/pagersPlease turn off/vibrate all cells/pagers One voice in the air at a timeOne voice in the air at a time Please take care of yourselfPlease take care of yourself Parking lotParking lot

Workshop OverviewWorkshop OverviewDay 1Day 1 Review IBL/Reading Review IBL/Reading

Infusion processInfusion process Evaluate and modify first Evaluate and modify first

IBL unit IBL unit Day 2Day 2 Finish revisions if neededFinish revisions if needed Begin work on 2Begin work on 2ndnd unit unit

Concept mapConcept map Essential question….Essential question….

Day 3Day 3 Complete IBL templateComplete IBL template

The Process….The Process…. Topic selection and creation of concept Topic selection and creation of concept

mapmap Write the essential question for the unitWrite the essential question for the unit Online researchOnline research Quick “reminder” of components and Quick “reminder” of components and

their criteriatheir criteria Completing template sectionsCompleting template sections Review by coach and marking complete Review by coach and marking complete

on checklist of each sectionon checklist of each section

EconomyGeography

TypesCulture (interactions)

Communities

community workers

goods and services

wants & needs

locationabsolute

relative

placehuman features

physical features

rural

urban

government

recreation

religion

housing

CharacteristicsTypes

HabitatsLife Cycle

Birds

DefencesPartsNiche

LocationConditions

Stages

Any Living Thing

Create your concept map!

Essential QuestionsEssential Questions Essential questions are the essence of Essential questions are the essence of

what students need to examine and know what students need to examine and know by the end of the unitby the end of the unit

Essential questions can be answered Essential questions can be answered differently by different peopledifferently by different people

Essential questions can be investigated Essential questions can be investigated at different levelsat different levels

Gallery WalkGallery Walk In teams, review each concept map In teams, review each concept map

around the room. around the room. Take post-it notes and write an essential Take post-it notes and write an essential

question for that map question for that map Stick your suggested question post-it on Stick your suggested question post-it on

the back of the concept mapthe back of the concept map Gather your map and post-its and write Gather your map and post-its and write

your essential questionyour essential question

Template Section 3: Template Section 3: Goals/StandardsGoals/Standards

BENCHMARKBENCHMARK Concepts that students need to know for Concepts that students need to know for

the rest of their lives.the rest of their lives. Concepts that students use to build an Concepts that students use to build an

understanding of the world.understanding of the world. Concepts that allow students to scaffold Concepts that allow students to scaffold

to new understanding and add to their to new understanding and add to their schema.schema.

Show connections between concepts on Show connections between concepts on mapmap

CharacteristicsTypes

HabitatsLife Cycle

Birds

DefencesPartsNiche

LocationConditions

Stages

Know and apply concepts that describe how living things interact with their environment

State Goal 12, Standard B

Know and apply concepts that explain how living things function, adapt and change

State Goal 12, Standard B

Any Living Thing

Power Verbs for Power Verbs for BenchmarksBenchmarks RememberRemember: Recognizing, Recalling: Recognizing, Recalling UnderstandUnderstand: Interpreting, exemplifying, : Interpreting, exemplifying,

classifying, summarizing, inferring, comparing, classifying, summarizing, inferring, comparing, explainingexplaining

ApplyApply: Executing, implementing: Executing, implementing AnalyzeAnalyze: Differentiating, organizing, attributing: Differentiating, organizing, attributing EvaluateEvaluate: checking, critiquing : checking, critiquing Create:Create: generating, planning, producing generating, planning, producing

Remember: If you write a benchmark at a higher cognitive level, you most likely will also be working at a higher knowledge level.

Template Section 3Template Section 3Goals Standards BenchmarksGoals Standards Benchmarks Match standards & benchmarks to concept mapMatch standards & benchmarks to concept map

Make sure they reflect understanding of the Make sure they reflect understanding of the connections/relationships between major conceptsconnections/relationships between major concepts

Copy the complete ILS goal & standard Copy the complete ILS goal & standard (www.isbe.net)(www.isbe.net)

BenchmarksBenchmarks Address content at multiple levels of Bloom’s Address content at multiple levels of Bloom’s

TaxonomyTaxonomy Written using higher level power verbs Written using higher level power verbs

Review by coach and marking complete on Review by coach and marking complete on checklistchecklist

Template Section 5: Template Section 5: Individual AssessmentIndividual Assessment Each benchmark is Each benchmark is

assessed individually assessed individually AND COMPLETELY!AND COMPLETELY! Assessments are guides Assessments are guides

to student progressto student progress Can be used by teams to Can be used by teams to

create part of FTPcreate part of FTP

CONTEXTGoals/Standards: (#’S)

CONTENT

Engaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed(Number refers to assessment)

Emily Alford, 1998

Return to your local benchmarks and standards. Ask yourself:: “How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)?”Select a format for checking student knowledge.

• use ration and proportion and draw to scale

• create a garden design using measurements given for area at a scale of 5:1; graph location of plants in courtyard using given coordinates

Template Section 5Template Section 5

Individual Student AssessmentsIndividual Student Assessments Make sure that each assessment aligns to one Make sure that each assessment aligns to one

of the benchmarks.of the benchmarks. Make sure each benchmark is completely Make sure each benchmark is completely

assessed. assessed. Make sure you have a target/method matchMake sure you have a target/method match Review by coach and marking complete on Review by coach and marking complete on

checklistchecklist

Template Section 2:Template Section 2: Final Team Performance Final Team Performance Created for a real audience & has a real useCreated for a real audience & has a real use Constructed in sections throughout the unit to Constructed in sections throughout the unit to

allow students to apply & synthesize new allow students to apply & synthesize new knowledge & skills as they are learnedknowledge & skills as they are learned

Reflects mastery of all benchmarksReflects mastery of all benchmarks Is a synthesis of individual & team work, not a Is a synthesis of individual & team work, not a

collection of individual piecescollection of individual pieces Students use technology in order to Students use technology in order to

communicate & demonstrate learningcommunicate & demonstrate learning

Template Section 2Template Section 2

Final Team PerformanceFinal Team Performance Identify the final team product students will be Identify the final team product students will be

creatingcreating In teams, discuss how you might break the In teams, discuss how you might break the

FTP into pieces that students can work on after FTP into pieces that students can work on after each benchmarkeach benchmark

Fill out an FTP organizer for your unitFill out an FTP organizer for your unit Review by coach and marking complete on Review by coach and marking complete on

checklistchecklist

Template Section 1:Template Section 1: Encountering the Issue Encountering the Issue

HookHook Opening activityOpening activity

Is of personal relevance/interest to studentsIs of personal relevance/interest to students Allows ALL to participateAllows ALL to participate Introduces the “big ideas” of the unitIntroduces the “big ideas” of the unit

Authentic ConnectionAuthentic Connection Letter, Invitation, ChallengeLetter, Invitation, Challenge

Audience awarenessAudience awareness Describes FTP (final team performance/product)Describes FTP (final team performance/product) Has standards/benchmarks embeddedHas standards/benchmarks embedded

Template Section 1Template Section 1

Hook and Authentic ConnectionHook and Authentic Connection Identify the Hook activity for your unitIdentify the Hook activity for your unit Create your Authentic Connection Create your Authentic Connection

LetterLetter InvitationInvitation ChallengeChallenge

Review by coach and marking complete Review by coach and marking complete on checkliston checklist

Research!Research! Online exploration of topicOnline exploration of topic

Increase teacher understanding and awarenessIncrease teacher understanding and awareness Location of online resources and varied Location of online resources and varied

teaching & learning activities: “Ask an Expert”, teaching & learning activities: “Ask an Expert”, virtual field trips, experiments, simulations, web virtual field trips, experiments, simulations, web questsquests

Open a word document and copy and paste Open a word document and copy and paste the URLs into it for inclusion laterthe URLs into it for inclusion later

Template Section 4: Template Section 4: TEACHING &LEARNING TEACHING &LEARNING EVENTSEVENTS Activities in which Activities in which

students will students will participate to help participate to help them reach the them reach the benchmarks and benchmarks and develop the product.develop the product.

Important Points Important Points About T/L EventsAbout T/L Events

1.1. Your T/L events are just a sentence or two. Your T/L events are just a sentence or two. Lesson plans are written later.Lesson plans are written later.

2.2. Every T/L Event should tie directly to at least Every T/L Event should tie directly to at least one of your benchmarks.one of your benchmarks.

3.3. T/L Events can be science experiments, T/L Events can be science experiments, interviews, field trips, demonstrations, interviews, field trips, demonstrations, simulations, text book work, video, simulations, text book work, video, Webquests, software. Webquests, software.

4.4. Some of your T/L Events will be used as Some of your T/L Events will be used as individual assessments.individual assessments.

5.5. Technology should be used throughout your Technology should be used throughout your teaching and learning events.teaching and learning events.

First TLE-Task AnalysisFirst TLE-Task Analysis Answers the Answers the

questions, “What do we questions, “What do we need to know?” and need to know?” and “What do we need to “What do we need to do?”do?”

Completed using the Completed using the letter, invitation, letter, invitation, challenge (Authentic challenge (Authentic Connection)Connection)

Second TLE - Opening Second TLE - Opening Vocabulary ActivityVocabulary Activity

Making Connections with WordsMaking Connections with Words

Vocabulary knowledge is the single most important factor contributing to reading comprehension J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997

Your unit must have an opening and ongoing vocabulary activities

Third TLE - JigsawThird TLE - Jigsaw Investigating Investigating

InformationInformation Begin with Jigsaw to Begin with Jigsaw to

build background build background knowledgeknowledge

Add questions to Task Add questions to Task AnalysisAnalysis

CONTEXTGoals/Standards: (#’S)

CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed(Number refers to assessment)

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

• students read letter and complete task analysis• opening/ongoing vocabulary activity• inquiry begins with students seeking information from a variety of sources • jigsaw information in teams, organize and share with class

Benchmark

• activity• activity• activity• activity

Benchmark • activity• activity•activity

• determined coal usage

In modeling the opening we:• brainstormed appliances

• calculated costs• received the letter

•Individual assessment •teams create slides, pictures, text…for FTP•Students continue asking questions & seeking answers•Ongoing vocabulary work

Stages of InquiryStages of Inquiry in the Classroom in the Classroom

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Encountering the Issue• getting the “big idea”• making connections

Task Analysis• defining the task• asking questions

Investigating Information• seeking, organizing, analyzing,• applying to project

Acting on Decisions• synthesizing • communicating findings

Making Connections Text to text, text to self, text to world Open and closed word sorts

Inferring and Visualizing creating models using text clues and prior knowledge using implicit and explicit information to reach conclusions

Synthesizing text to text, self and worldapplying to new settings and contextsin your head

Asking Questions Right there, think and search Author and you, in your head

Determining Importance Features, structures of text Note taking, graphic organizers Facts to main ideas, summaries

Making Connections Text to text, text to self, text to world Open and closed word sorts

Template Section 4Template Section 4Teaching and Learning EventsTeaching and Learning Events Activities that will lead students to Activities that will lead students to

mastery of the benchmarksmastery of the benchmarks Color code to match to benchmarksColor code to match to benchmarks Include all inquiry & reading strategiesInclude all inquiry & reading strategies Use Reading Strategy Guide to choose Use Reading Strategy Guide to choose

appropriate activitiesappropriate activities Review by coach and marking complete on Review by coach and marking complete on

checklistchecklist

Your Second Unit is Your Second Unit is Done!Done!

Electronic copy Electronic copy saved by your saved by your coachcoach

Paper copy and Paper copy and checklist turned inchecklist turned in