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Unit Planning Flowchart for Educators

This document outlines a 4-phase process for unit planning: 1. Consider curriculum requirements, desired outcomes, and context for the unit. 2. Analyze student data and individual needs to inform differentiation strategies. 3. Develop summative assessments aligned to outcomes and incorporate differentiation. 4. Plan learning experiences, instructional strategies, formative assessment, resources, and differentiation based on student needs and desired pedagogy. Reflect throughout and after the unit to improve future planning.

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Michelle Peut
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185 views1 page

Unit Planning Flowchart for Educators

This document outlines a 4-phase process for unit planning: 1. Consider curriculum requirements, desired outcomes, and context for the unit. 2. Analyze student data and individual needs to inform differentiation strategies. 3. Develop summative assessments aligned to outcomes and incorporate differentiation. 4. Plan learning experiences, instructional strategies, formative assessment, resources, and differentiation based on student needs and desired pedagogy. Reflect throughout and after the unit to improve future planning.

Uploaded by

Michelle Peut
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Unit Planning Flowchart 7-10

Phase 1
Curriculum Requirements Considerations
• Achievement Standard • General Capabilities
• Level Description • Cross Curriculum Priorities
• Content Descriptions • Possible Integration (other learning areas)
Outcome

• Cognitions (cognitive verbs) • Context


Desired

• Big Idea  Overarching Learning Intention (What • School L&T Documentation e.g., Yearly overview,
should the students know, understand, and scope and sequence documents
do?)
• Differentiation Strategies (Curriculum)

Phase 2
Considerations
Who are my learners?
• BI Student Profile:
• Review student data (to inform differentiation) in - Reading Benchmarks
terms of: - Writing Gain/Progressions
- Individual needs – support and extension - PAT - Reading and Mathematics
- Previous assessments to inform planning - SRS
 Formative - Cultural background
Acceptable Evidence

 Summative • Other school assessments, Support Service


 Diagnostic Specialist Reports, PLPs

Phase 3
Considerations
What will be my evidence of learning?
• Achievement Standard
• Devise main summative assessment/s
• Curriculum work sample portfolios
allowing demonstration beyond C standard.
• Content Descriptions
- Task sheet
• GC and CCP
- Criteria (from Achievement Standard)
• Differentiation Strategies (Assessment)

Phase 4
Considerations
How will I structure the learning?
• Achievement Standard and Content Descriptions
• Identify knowledge and skills
• Pedagogy:
- Learning Intention
- Explicit Instruction
- Draft Success Criteria (for co-construction) - Inquiry
• Choose instructional strategies - Blended Learning
• Embed formative assessment and descriptive feedback - Higher Order Thinking
Learning Experiences

• Select resources - High Impact Teaching Strategies (HITS)


• Differentiation Strategies (Pedagogy + Environment)
• Work samples – below, at & beyond - (Bump it
up walls)
Ongoing reflection
• Metalanguage
- What am I teaching?
• School Data Plan requirements
- Why am I teaching it?
• Resourcing the Curriculum Guideline
- How will I teach it?
• Individual goal setting
- How will I know when all students have learned it?
- What next?
Repeat process during unit and refine based on formative
assessment and descriptive feedback

Post unit/topic reflection


➔ How did it go? What are the results – what does the data say?
➔
➔ How did students engage?
➔ Even better if . . . .
➔ What was the student feedback?

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