Designing a cross-curricular unit plan that incorporates aspects of student inquiry is a major assignment in LLED 351, Literacy Practices and Assessment, and also excellent practice for practicum and future planning. To support you in completing this assignment, I’ve been working together with our knowledgeable education librarians some of your instructors and to develop some resources.
When designing learning experiences to support all learners in your class, it is essential to consider your particular learners. A teacher will ask themselves a variety of questions to ensure they are planning objectives and activities to engage, support and extend learning for all learners in their classroom. Universal Design for Learning (UDL) supports this approach and recommends that teachers think ahead about all learners rather than relying solely on differentiation. This doesn’t mean that differentiation isn’t of value – it is! See this link for some strategies. What it means is that UDL will help to ensure the teacher is cognizant of planning for the success of a far wider range of students lessening the need to explicitly and individually differentiate as you teach.
TEMPLATES for planning? Personally, I really like the Unit Planning template designed by the Coquitlam school district. I find that the question prompts support TCs and beginning teachers in particular as they consider their students needs. Working with Claire Rushton, Director of the Teacher Ed Office here in Scarfe, I’ve put together an ‘in progress’ UBC blogs resource site with planning templates we’ve created or gathered, resource links and examples: Designing Learning
Here are some slides to help review inquiry, planning, accessing and evaluating resources (from our in class workshop if I worked directly with your course section). LLED 351 Inquiry resources_Jan 2018
Links to the digital technologies we used/explored/discussed during the session:
- MindMup (free concept mapping software that can integrate with google drive to allow co-creation of CMaps)
- Padlet brainstorming/co-creation
- Mentimeter student response system – SRS – (direct link to site – sandbox resource coming soon to help make visible some of the possibilities and challenges with this ‘new to me’ SRS)
- Interested in other SRS/assessment ideas? Visit this post related to EPSE310 Assessment
You may be interested in trying a QFT (question formulation technique) in your planning process (or, even better, with your students to help them generate, sort and categorize questions).
Keep in mind as you plan that inquiry can take different forms. It does not have to look like a completely ‘free and open’ student directed process and, in fact, it is likely better to scaffold for student success. As mentioned earlier, knowing your students is critical. I’d suggest creating a class profile (this profile is actually required for your assignment) and even, at the start of practicum or beforehand, surveying each of your students individually to learn about their preferences, interests, etc. This information (in addition to knowing if they have access to a digital device they can bring to school regularly) can be of value in planning for engagement and success!
The Learning for All pdf is an assessment guide from the Ontario Ministry of Ed, 2013 P.34 contains info about creating class profiles (more in depth than needed for this course assignment, but of possible interest/use in your teaching.)
Students can create their own learner profiles – an excellent metacognitive activity that supports core competencies.