IBL Second Unit

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IBL Second Unit

• ITS REAL
• Area 5 LTC

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Acknowledgements

• Vickie DeWitt
• Area 5 LTC Director
• Helper
• Sandy Martin
• Presenter
• Deb Greaney
• ITS REAL Grant Coordinator

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For Your Comfort

• Facilities
• Please turn off/vibrate all cells/pagers
• One voice in the air at a time
• Please take care of yourself
• Parking lot

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Workshop Overview

• Day 1
• Review IBL/Reading Infusion process
• Evaluate and modify first IBL unit
• Day 2
• Finish revisions if needed
• Begin work on 2nd unit
• Concept map
• Essential question.
• Day 3
• Complete IBL template

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The Process.

• Topic selection and creation of concept map
• Write the essential question for the unit
• Online research
• Quick reminder of components and their criteria
• Completing template sections
• Review by coach and marking complete on checklist
  of each section

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Concept Mapping
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(No Transcript)
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Create your concept map!
Any Living Thing
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Essential Questions

• Essential questions are the essence of what
  students need to examine and know by the end of
  the unit
• Essential questions can be answered differently
  by different people
• Essential questions can be investigated at
  different levels

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Gallery Walk

• In teams, review each concept map around the
  room.
• Take post-it notes and write an essential
  question for that map
• Stick your suggested question post-it on the back
  of the concept map
• Gather your map and post-its and write your
  essential question

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Template Section 3 Goals/Standards

• BENCHMARK
• Concepts that students need to know for the rest
  of their lives.
• Concepts that students use to build an
  understanding of the world.
• Concepts that allow students to scaffold to new
  understanding and add to their schema.
• Show connections between concepts on map

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Any Living Thing
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Power Verbs for Benchmarks

• Remember Recognizing, Recalling
• Understand Interpreting, exemplifying,
  classifying, summarizing, inferring, comparing,
  explaining
• Apply Executing, implementing
• Analyze Differentiating, organizing, attributing
• Evaluate checking, critiquing
• Create 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.
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Template Section 3
Write!

• Goals Standards Benchmarks
• Match standards benchmarks to concept map
• Make sure they reflect understanding of the
  connections/relationships between major concepts
• Copy the complete ILS goal standard
  (www.isbe.net)
• Benchmarks
• Address content at multiple levels of Blooms
  Taxonomy
• Written using higher level power verbs
• Review by coach and marking complete on checklist

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Template Section 5 Individual Assessment

• Each benchmark is assessed individually AND
  COMPLETELY!
• Assessments are guides to student progress
• Can be used by teams to create part of FTP

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CONTEXT
CONTENT
Engaging the Learner
Goals/Standards (S)
Teaching and Learning Events

• use ration and proportion and draw to scale

Final Team Performance
Individual Student Assessments
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.

• create a garden design using measurements given
  for area at a scale of 51 graph location of
  plants in courtyard using given coordinates

??? outcome is assessed (Number refers to
assessment)
?Emily Alford, 1998
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Template Section 5
Write!

• Individual Student Assessments
• Make sure that each assessment aligns to one of
  the benchmarks.
• Make sure each benchmark is completely assessed.
• Make sure you have a target/method match
• Review by coach and marking complete on checklist

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Template Section 2 Final Team Performance

• Created for a real audience has a real use
• Constructed in sections throughout the unit to
  allow students to apply synthesize new
  knowledge skills as they are learned
• Reflects mastery of all benchmarks
• Is a synthesis of individual team work, not a
  collection of individual pieces
• Students use technology in order to communicate
  demonstrate learning

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Template Section 2
Write!

• Final Team Performance
• Identify the final team product students will be
  creating
• In teams, discuss how you might break the FTP
  into pieces that students can work on after each
  benchmark
• Fill out an FTP organizer for your unit
• Review by coach and marking complete on checklist

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Template Section 1 Encountering the Issue

• Hook
• Opening activity
• Is of personal relevance/interest to students
• Allows ALL to participate
• Introduces the big ideas of the unit
• Authentic Connection
• Letter, Invitation, Challenge
• Audience awareness
• Describes FTP (final team performance/product)
• Has standards/benchmarks embedded

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Template Section 1
Write!

• Hook and Authentic Connection
• Identify the Hook activity for your unit
• Create your Authentic Connection
• Letter
• Invitation
• Challenge
• Review by coach and marking complete on checklist

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Research!

• Online exploration of topic
• Increase teacher understanding and awareness
• Location of online resources and varied teaching
  learning activities Ask an Expert, virtual
  field trips, experiments, simulations, web quests
• Open a word document and copy and paste the URLs
  into it for inclusion later

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Template Section 4 TEACHING LEARNING EVENTS

• Activities in which students will participate
  to help them reach the benchmarks and develop the
  product.

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Important Points About T/L Events

1. Your T/L events are just a sentence or two.
   Lesson plans are written later.
2. Every T/L Event should tie directly to at least
   one of your benchmarks.
3. T/L Events can be science experiments,
   interviews, field trips, demonstrations,
   simulations, text book work, video, Webquests,
   software.
4. Some of your T/L Events will be used as
   individual assessments.
5. Technology should be used throughout your
   teaching and learning events.

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First TLE-Task Analysis

• Answers the questions, What do we need to
  know? and What do we need to do?
• Completed using the letter, invitation, challenge
  (Authentic Connection)

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Second TLE - Opening Vocabulary Activity

• Making 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

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Third TLE - Jigsaw

• Investigating Information
• Begin with Jigsaw to build background knowledge
• Add questions to Task Analysis

Jigsaw
???
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CONTEXT
CONTENT
Engaging the Learner
Teaching and Learning Events
Goals/Standards (S)

• 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

In modeling the opening we

• brainstormed appliances

• calculated costs

• received the letter

• determined coal usage

• activity
• activity
• activity
• activity

Benchmark

• Individual assessment
• teams create slides, pictures, textfor FTP
• Students continue asking questions seeking
  answers
• Ongoing vocabulary work

Benchmark

• activity
• activity
• activity

Final Team Performance
Individual Student Assessments
??? outcome is assessed (Number refers to
assessment)
Numbers after Teaching and Learning Events refer
to assessments
?Emily Alford, 1998
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Stages of Inquiry in the Classroom

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

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

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

• Task Analysis
• defining the task
• asking questions

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

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

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

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

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

• Acting on Decisions
• synthesizing
• communicating findings

• Synthesizing
• text to text, self and world
• applying to new settings and contexts
• in your head

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Template Section 4
Write!

• Teaching and Learning Events
• Activities that will lead students to mastery of
  the benchmarks
• Color code to match to benchmarks
• Include all inquiry reading strategies
• Use Reading Strategy Guide to choose appropriate
  activities
• Review by coach and marking complete on checklist

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Your Second Unit is Done!

• Electronic copy saved by your coach
• Paper copy and checklist turned in