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The The Planner Planner and and Instructional DesignInstructional Design

Training Presentation # 3Training Presentation # 3

Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner

© Queen’s Printer for Ontario, 2002


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Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0

This presentation will explore: – principles of instructional design– application of these principles in

designing effective instructional units using the Planner

The menu that follows outlines the key components of this presentation.

Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0

This presentation will explore: – principles of instructional design– application of these principles in

designing effective instructional units using the Planner

The menu that follows outlines the key components of this presentation.

MAIN MENUMAIN MENU

1. Principles of instructional design1. Principles of instructional design

2. 2. The The PlannerPlanner as a design tool as a design tool

3.3. Steps in unit planningSteps in unit planning

4.4. Effective unitsEffective units

4Click a Subtitle to jump to that section. Click the Spacebar to go to next slide.

1. Principles of instructional design1. Principles of instructional design

1.1 Planning and implementation

1.2 Key questions for planning

1.3 Expectation-based planning

1.4 Instructional elements

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1.1 Planning and implementation1.1 Planning and implementation

Successful learning experiences require effective planning and implementation.

Successful learning experiences require effective planning and implementation.


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1.2 Key questions for planning1.2 Key questions for planning

Three questions are key for planning. * (Ralph W. Tyler, “Basic Principles of Curriculum and Instruction”,1949)

Three questions are key for planning. * (Ralph W. Tyler, “Basic Principles of Curriculum and Instruction”,1949)

1.What do I 1.What do I want students want students

to learn?*to learn?*

2. What evidence 2. What evidence will I accept of will I accept of that learning?*that learning?*

3. How will I 3. How will I design instruction design instruction

for effective for effective learning for all?learning for all?


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1.3 Expectation-based planning1.3 Expectation-based planning

In implementing the Ontario curriculum, teachers should plan programs based on the expectations.

In implementing the Ontario curriculum, teachers should plan programs based on the expectations.

Key Questions Ontario Curriculum

1.What do you want 1.What do you want students to learn?students to learn?

ACHIEVEMENT ACHIEVEMENT LEVELSLEVELS

2. What evidence 2. What evidence will you accept of will you accept of

that learning?that learning?

EXPECTATIONSEXPECTATIONS

3. How will you 3. How will you design instruction design instruction

for effective for effective learning for all?learning for all?

TEACHING/LEARNING TEACHING/LEARNING STRATEGIESSTRATEGIES

RESOURCESRESOURCES


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Expectations-based planning shifts the emphasis from teacher designing by objectives to student achievement of expectations.

Expectations-based planning shifts the emphasis from teacher designing by objectives to student achievement of expectations.

Based on material by Thames Valley District School Board

Topic /Theme /

Resources

Teaching /Learning

Strategies

Assessmentand

EvaluationExpectations

Topic /Theme /

ResourcesExpectations

Teaching /Learning

Strategies

Assessmentand

Evaluation

Topic /Theme /

ResourcesExpectations

Teaching /Learning

Strategies

Assessmentand

Evaluation

AwarenessAwareness

PractisingPractising

IncorporationIncorporation


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Secondary Task Rubric from Exemplars

Elementary Achievement Chart

Elementary Task Rubric from Exemplars

Expectation-based planning that keeps assessment in mind (e.g., achievement charts, task-specific rubrics, exemplars) helps to provide observable and measurable criteria to enable us to “know it when we see it.”

Expectation-based planning that keeps assessment in mind (e.g., achievement charts, task-specific rubrics, exemplars) helps to provide observable and measurable criteria to enable us to “know it when we see it.”

Secondary Achievement Chart


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1.4 Instructional elements1.4 Instructional elements

To plan effective units, consider the following instructional elements:1. Begin with the curriculum expectations to focus on desired results, i.e., what we want students to learn.

To plan effective units, consider the following instructional elements:1. Begin with the curriculum expectations to focus on desired results, i.e., what we want students to learn.

Expectations


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Expectations


2. Design units around performance- based tasks (and criteria) that encourage meaningful and authentic learning experiences for students.

2. Design units around performance- based tasks (and criteria) that encourage meaningful and authentic learning experiences for students.

Performance Tasks and

Criteria


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3. Incorporate appropriate assessment and evaluation that lead to improvement and provide the evidence needed to demonstrate achievement.

3. Incorporate appropriate assessment and evaluation that lead to improvement and provide the evidence needed to demonstrate achievement.

Assessmentand

Evaluation

Expectations


Criteria


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4. Develop appropriate teaching/ learning strategies that provide rich experiences and success for all.

4. Develop appropriate teaching/ learning strategies that provide rich experiences and success for all.

Teaching/Learning

Strategies

Assessmentand

Evaluation

Expectations


Criteria


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5. Focus on topics and themes that address key concepts, big ideas, and enduring understandings. Gather a variety of resources to support the learning.

5. Focus on topics and themes that address key concepts, big ideas, and enduring understandings. Gather a variety of resources to support the learning. Topic /

Theme /Resources

Expectations

Teaching/Learning

Strategies

Assessmentand

Evaluation


Criteria

2. The 2. The PlannerPlanner as a design tool as a design tool

2.1 The structure of the Planner

2.2 The design-down approach

2.3 Flexible data entry

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2.1 The structure of the 2.1 The structure of the PlannerPlanner

Designing units and programs/profiles is made easy by the Planner’s structure, which reflects the elements of expectation-based design.

Designing units and programs/profiles is made easy by the Planner’s structure, which reflects the elements of expectation-based design.

Topic /Topic /Theme /Theme /ResourcesResources

ExpectationsExpectations

Teaching /Teaching /LearningLearning

StrategiesStrategies

AssessmentAssessmentEvaluationEvaluation

Performance Performance Tasks and Tasks and

CriteriaCriteria


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These elements are organized by a consistent set of navigational tabs across all of the authoring environments.

These elements are organized by a consistent set of navigational tabs across all of the authoring environments.

PAGE 1 UNIT INFOCover

UNIT INFOInside

OVERVIEWExpectns

OVERVIEWPage 2

Unit Info

Unit Overview

PAGE 2SUBTASK

List

SUBTASKPage 1

ANALYSISExpectns

Analysis

Subtasks


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For instance, the four main tabs of the Open Environment help you navigate logically from general unit information and overview (1) to subtask detail and analysis (2).

For instance, the four main tabs of the Open Environment help you navigate logically from general unit information and overview (1) to subtask detail and analysis (2).

Analysis

SubtasksDETAILDETAIL subtasks, expectations, strategies, adaptations, and resources.

ANALYSEANALYSE expectations, strategies, and resources.

2

Unit Overview

Unit Info IDENTIFYIDENTIFY title, subtitle and authors(s).

SUMMARIZESUMMARIZE subtasks, expectations, strategies and resources.

1


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2.2 The design-down approach2.2 The design-down approach

The Planner highlights the design-down model of the planning process – from culminating task to sequential subtasks or activities.

The Planner highlights the design-down model of the planning process – from culminating task to sequential subtasks or activities.

Culminating TaskCulminating TaskCulminating TaskCulminating Task

Subtask 4Subtask 4Subtask 4Subtask 4

Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1




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2.2 The design-down approach2.2 The design-down approach

Such a unit is said to be “designed down and delivered up.”

Such a unit is said to be “designed down and delivered up.”

Teac

her

Des

ign

Teac

her

Des

ign

Student Dem

onstration

Student Dem

onstrationCulminating TaskCulminating TaskCulminating TaskCulminating Task


Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1



Thank you for viewing this presentation:

The The Planner Planner and and InstructionalInstructional Design Design

For other presentations go to www.ocup.org

Thank you for viewing this presentation:

The The Planner Planner and and InstructionalInstructional Design Design

For other presentations go to www.ocup.org

© Queen’s Printer for Ontario, 2002 22

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1.1 What is the 1.1 What is the PlannerPlanner? ?

The Ontario Curriculum Unit Planner is a software application and resource library on CD-ROM – installed on Windows and Macintosh computers – designed to help teachers implement the Ontario curriculum.

The Ontario Curriculum Unit Planner is a software application and resource library on CD-ROM – installed on Windows and Macintosh computers – designed to help teachers implement the Ontario curriculum.


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1.1 What is the 1.1 What is the PlannerPlanner??

From 1998, the Ontario Ministry of Education has developed the Planner in cooperation with elementary and secondary teachers.

From 1998, the Ontario Ministry of Education has developed the Planner in cooperation with elementary and secondary teachers.

Pilot versions and teacher feedback

Official Version

2002

Field-test versions to

schools

Training to boards


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1.2 How can the 1.2 How can the PlannerPlanner help teachers? help teachers?

Special Ed

ESL/ELD

Groupings

Teaching/ Learning

Strategies

Print

Media

Digital

Units/Profiles

Policy

Pedagogy

Resources

OSS

Expectations

Considerations

Choices into Action

Report Card

Exemplars

Rubrics

Performance Tasks

Implementation of the Ontario curriculum requires knowledge of policy, assessment and evaluation practices, up-to-date pedagogy, and varied resources.

Implementation of the Ontario curriculum requires knowledge of policy, assessment and evaluation practices, up-to-date pedagogy, and varied resources.

AssessmentEvaluation


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All Ontario curriculum expectations

Authoring templates& rubric maker

TeachingCompanionsAnalysis

toolsAppleWorks

(Macintosh/PC)

The Planner contains a comprehensive library of

• curriculum resources,

• planning and writing tools

• electronic databases.

The Planner contains a comprehensive library of

• curriculum resources,

• planning and writing tools

• electronic databases.

1.2 How can the 1.2 How can the PlannerPlanner help teachers? help teachers?


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1.2 How can the 1.2 How can the Planner Planner help teachers?help teachers?

Teachers can access the Planner’s tools and resources on home and school computers – at the click of a button.

Teachers can access the Planner’s tools and resources on home and school computers – at the click of a button.


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1.2 How can the 1.2 How can the Planner Planner help teachers?help teachers?

The Planner enables teachers at all levels of experience to design, share, adapt, and manage excellent plans, units, and course profiles for classroom use.

The Planner enables teachers at all levels of experience to design, share, adapt, and manage excellent plans, units, and course profiles for classroom use.

DDesign

SShare

AAdapt

MManage

Food For ThoughtFocus on the Food GuidePlanning a Healthy Menu

Healthy Habits, Healthy BodiesTaking Care of TeethA Visit to the Dentist

Media Messages for Healthy Eating

Including:

January 2003

Written by:

I.M. Planning

Hop On the Health Wagon!

Health and Physical Education

Length of Unit: approximately: 13.8 hours

An Integrated Unit for Grade 1/2

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jan 14, 2003 at 9:46:57 AM

Staci Rushton, Donna Cox (Project Leader)

Renfrew DSB


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2.1 Design templates 2.1 Design templates

Outlines unit in two pagesOutlines unit in two pages

Uses 8½ x 11 WYSIWYG formatUses 8½ x 11 WYSIWYG format

Expands to fit contentsExpands to fit contents

Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.

Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.

Combines units for year/course

Combines units for year/course

New in 3.0Revised

prompt text

Documents

Animation Power Framing slides with headers and footers Animating menus Animating boxes Matching Effects with message Deconstructing objects for sequential