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Chapter 7
7.1 The Planning Process
Successful educational planning requires an understanding of how to move from the larger
instructional context to annual plans, short-term units, and daily lessons. In some schools, teams
of specialists and teachers interpret the standards and frameworks into a detailed curriculum for
each grade level or subject area. Many districts regularly revise these documents and require
teachers to use them when planning a timeline for the school year. Understanding the planning
process helps to bring a sense of coherence to what is taught.
Figure 7.1: Planning relationships: Curriculum map, syllabus, unit plan, and lesson plan
Teachers begin their long-term planning by looking at the macro, or broad, level first, and they
then use this information to make decisions about the intermediate and micro levels.
Planning Levels
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Long-term planning can be considered along a continuum that can be divided in macro,
intermediate, and micro levels. Teachers begin at the macro level by consulting a broad-based
view of the year from the school district’s curriculum documents; then they determine the
content for the whole semester (or year) in the form of a syllabus (secondary grades) or class
calendar (primary grades). Planning then moves on to the intermediate level, planning for topics
that are arranged into smaller chunks of time, and, finally, to the micro level, planning for each
day. In this chapter, the discussion will start at the macro level, to examine how to develop
yearly plans, and proceed to the intermediate level. Micro-level planning, in the form of daily
lesson planning, will be addressed in Chapter 8.
Planning Elements
Long-term planning consists of developing an overall syllabus or course calendar, a series of
units, and sequenced daily lesson plans for each unit. Educators develop a course syllabus at the
beginning of the school year. A syllabus is an overall plan, based on the district’s curriculum
map (Chapter 3), that ensures that the content of the curriculum for the grade/subject is met and
all of the appropriate standards are covered. The syllabus serves as a reference for students and
parents during the year. A course syllabus also lays out classroom management policies, what
school supplies might be required, textbooks, integrity statements, and special-learning needs
accommodations. Once teachers establish this long-term plan, they must plan each content area,
or topic, in detail. This task is accomplished by developing unit plans. Unit plans are based on
skills, standards, themes, or special topics. Unit planning gives teachers a big picture of how the
major topics and specific concepts fit together. Once the unit is planned, daily lesson plans
outline each lesson and activities in the unit. Figure 7.1 shows the relationship between these
planning documents.
Consider This
Why do we need a separate plan for the curriculum map, syllabus, unit, and daily lessons?
Wouldn’t one level of planning be sufficient? Why or why not?
7.2 Macro-Level Planning
The goal of macro-level planning is to develop an overall schedule for school year or semester
for a particular classroom context. A curriculum map identifies the core skills and content,
processes employed, assessments, and time frame for each subject area and grade level.
Curriculum mapping was first introduced in Chapter 3 as a planning tool for organizing when
to teach standards, instructional goals, and content. Curriculum maps help teachers to eliminate
redundancies and facilitate the development of interdisciplinary units that link one class to
another. They are usually designed in collaboration between teachers and the district or school’s
curriculum team.
A sample portion of a curriculum map is shown in Figure 7.2. The numbers across the top of the
graphic represent the months of the school year (for instance, 1 designates the first month, either
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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August or September). The highlighted boxes marked with an X represent the months in which to
teach the skill or concept. For example, a first-grade teacher would focus on “writing letters
associated with each sound in one-syllable, phonetically regular words” in the first three months
of school. This plan means that the teacher would design spelling units around phonetically
regular words and how to work out the sounds of each letter.
Figure 7.2: Sample curriculum map for the skill of spelling in the first grade
Curriculum maps can help teachers eliminate redundancies and develop interdisciplinary units
that link one class to another.
Source: Retrieved from https://dibels.uoregon.edu/market/assessment/resources/cmaps.php
Curriculum maps are organized in a manner that allows members of an educational community
to look across the grades and subject areas to see the big picture of the educational goals. They
can be read horizontally (within each grade) or vertically (across grade levels). For example, an
extension of Figure 7.2 could be aligned with spelling skills taught in the second grade so that
teachers could plan for the skills students need to advance to the next grade level.
Try It!
Numerous curriculum maps developed by states and districts are available online. EngageNY
(http://www.engageny.org) is a website developed by the New York Department of Education to
assist districts with implementation of New York standards, which are aligned with the Common
Core State Standards. Curriculum maps for each grade level in English/Language Arts and Math
can be retrieved from https://www .engageny.org/common-core-curriculum.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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Choose one grade-level curriculum map (such as grade 3, English/Language Arts). Review this
map and describe how the following concepts are communicated to teachers: the core skills and
content, the processes employed, potential assessments, and time frames. Provide a short
example of each concept.
Organizing Macro-Level Instruction
The curriculum map organizes instruction in a broad sense, just as a flowchart might line up
phases for getting a project done (refer to the analogy in Chapter 3). Teachers use the curriculum
map as the starting point for organizing instruction for an academic year, semester, or trimester.
We suggest using the following seven-step frame to organize your planning (Schilder, 1997;
Kellough & Carjuzaa, 2006).
1. Examine the goals in relationship to the school’s mission.
Each course is an integral part of the total school curriculum and an important part of
grade-level instruction. Begin by asking how the course goals support the school’s
mission. Mission statements are the “how to” statements or action plans that help schools
achieve their vision (Buczynski & Hansen, 2014). A school’s mission statement provides
a clear picture of what the school values. Study the curriculum map, and ask yourself
how it fits into the district’s or school’s educational goals and nurtures stewardship in the
school and learning community.
2. Design a course schedule.
A course syllabus (upper grades) or calendar plan (lower grades) summarizes the topics
to be covered (or uncovered) during the year. Developing a syllabus or calendar plan
requires organizing topics into units, or large chunks of time that meet defined goals.
Two documents make this task easier for teachers. The curriculum map typically
organizes the districts’ standards and goals into suggested units and time frames. The
school calendar lists starting and ending dates for each semester, grading period, and
assessment period. It will also list holidays, early dismissal days, and special events when
class schedules may be altered. Working from both documents, define the scope of each
unit and determine how much time you should devote to each. Often, a district will also
offer a pacing guide, a document that matches topics or units to the school calendar; this
guide can make designing a schedule much easier and more uniform. At the macro level
of instructional planning, you take the time to think through how to pace topics as you
design a class schedule. This schedule then serves as a reference guide for instruction
throughout the year. This document should remain flexible, however, to allow for the
unexpected.
3. Determine goals.
Starting with the end in mind (see Chapter 4) defines the intended outcomes of
instruction. Identify the standards and their subsequent goals and objectives from the
district curriculum (answering the question “Where do we want to be?”). Note how the
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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goals are grouped into suggested topical areas, or units of study. Unpack the standards
and the goals to determine what they really mean for instruction (see Chapter 3). By
unpacking the standards, you are providing students with a focus for learning and
providing yourself with a focus for selecting appropriate materials, strategies, and
evaluation techniques.
At this stage, the focus is more on setting general goals than specific objective outcomes
(which are developed in unit and daily lesson plans). Goals are intentions toward the
attainment of something and may be set for a longer term. Make the goal meaningful and
worthwhile or from the student’s perspective, answering the question “Why do I need to
know this?” Focus on only a handful of goals to concentrate attention on achieving the
few goals successfully rather than scattered across too many goals, which may or may not
be reached.
At this point, it is also useful to identify the current level of student understanding
(answering the question “Where are we?”). This means looking critically at existing
student performance data—test results, math and reading levels, notes from consultation
with students’ former teachers, and IEP goals and accommodations for students with
special needs. Analyzing students’ current levels helps teachers to understand students
who may need a more differentiated approach in terms of enrichment, accommodations,
or language understanding.
Consider This
If you set an instructional goal and then realized that your students would not reach the
goal in the time provided, what would you do? Change the goal? Provide more time?
Change the instructional approach? Something else? Explain your answer.
4. Plan for assessment.
Plan for monitoring and evaluating the learning for each unit (answering the question
“How will we know if learning occurred?”). Consider what you will use for diagnostic or
pre-assessment evaluations, formative assessment (ongoing), and summative assessment
(at the conclusion of the unit). Defining the assessment process early in planning helps to
clarify implementation procedures, methods, and materials, and assures that they are all
aligned. Assessment should be responsive to student differences (as analyzed in step 2),
maintaining the integrity of the standard but not posing unnecessary barriers to students’
expression of what they know (CAST, 2011). For example, students could explain a
science concept through a written report, a visual representation, or an oral report, but the
content or criteria assessed would be the same for each medium.
Planning for assessment also considers grading procedures; it asks teachers to define how
they will judge or grade student performance. Finally, planning for assessment considers
the standards, goals, and objectives that are assessed formally through benchmark exams
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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given toward the end of each grading period and standardized measures of achievement
at the end of the year.
5. Plan the unit details.
The unit structure brings a sense of coherence to the goals and objectives that are being
addressed (Kellough & Carjuzaa, 2006). Working from the course schedule developed in
step 3, and the assessment plans (aligned to the identified goals) from step 4, you are now
ready to move toward the intermediate level of planning, by identifying ideas for
implementation (answering the question “How do we get there?”). Think through how
you will sequence the content—from simple to complex, chronologically, known to
unknown, whole to part, or part to whole. There is generally no real consensus about how
a unit could or should be organized; most of the time, this detail is left to the judgment of
the teacher and an understanding of the learning context (Partnership for 21st Century
Skills, 2013).
Consider the processes involved in teaching each unit. Plan to use teaching strategies that
are interactive and can be used to facilitate student-centered learning. Remember that an
individual must be engaged to learn and that learning is enhanced when the student can
see how potential implications, applications, and benefits of the learning apply to their
own context. For example, don’t rely solely on lecture or students’ reading of the text.
Instead, present new concepts in such a way that students can construct new
representations that may vary from their intuitive theories (or misconceptions). Help
students “self-repair” any misconceptions and become aware of their metacognition
(thinking about their thinking). This goal can be accomplished through modeling,
demonstrations, reflective entries in journals, and through differentiating instruction.
Considering teaching strategies that provide multiple ways for students to engage with
the content and goals will accommodate the widest variety of student interests and needs.
Preplanning to include strategies, such as choice, variety of activities and sources of
information, and the manner in which information may be accessed from the beginning
saves planning time and eliminates the need to retrofit accommodations when
considering individual needs (CAST, 2011).
6. Gather materials and resources.
Identify resources available for teaching (answering the question “What do we have to
work with?”). This task includes selecting instructional material and media that is readily
obtainable. Consult campus resources to ensure availability of instructional materials,
learning technologies, and lab equipment. Consider the availability of textbooks or ebooks, reference materials, access to libraries, audiovisuals, websites, simulations,
flipcharts, props, media such as smart boards, document cameras, Apple TV, software,
apps, lab equipment, etc. In determining resources available for teaching, you usually
must consider the cost of supplies to the department, the alignment of technology with
program outcomes, the presumed interactive student experience, the ability of resources
to enhance differentiated instruction, and, of course, copyright issues with using
electronic materials. Gathering material and resources that present content in multiple
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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ways and formats throughout the unit is a planning strategy that can reduce the need to
develop adaptations for students with special learning or language needs during lesson
implementation (CAST, 2011).
7. Provide adaptations for students with special needs.
For many students with special needs, the key to success is having appropriate
adaptations for instruction and other classroom activities. Differentiation (Chapter 2) and
principles of Universal Design for Learning (CAST, 2011) are processes that aim to plan
ahead for the variability seen among most students and offer choices for accessing the
content, engaging with the learning activities, and expressing what was learned. While
these processes can reduce learning barriers for most, some students who are Englishlanguage learners or who have adaptations specified in an IEP may need further
consideration.
Jetta Productions/Thinkstock
Gathering materials and resources is one step in organizing instruction. Consider the
availability of textbooks, reference material, computers, and audiovisual equipment,
among others.
Adaptations are classified into two categories, accommodations and modifications
(Nolet & McLaughlin, 2005). Accommodations change how students express what they
learned or how they accessed material without changing the content or expectations.
These accommodations can be a support (equipment, software, or teaching assistant) or a
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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service (interpreters, or training on using equipment and software). They include alternate
acquisition modes, content enhancement, and alternative response modes.
o
o
o
Alternate acquisition modes show content in a different format, such as
magnification, text-to-speech, or Braille. Teachers and students with identified
disabilities initially rely on an assistive-technology team to provide or set up these
methods for accessing content. Alternate acquisition may also refer to material
translated into another language for English-language learners, if allowed by state
or district policies.
Content enhancements are strategies that help students identify, organize,
comprehend, and remember information. They include supports such as providing
advance organizers, templates, tutoring, and learning-strategy instruction. While
these supports are good for all students, these strategies especially support those
who have organizational difficulties, such as attention disorders or some forms of
learning disabilities.
Alternative response modes reduce barriers that students may have when
expressing what they have learned, especially if they experience language
difficulties or physical disabilities that limit their ability to respond conventionally
(such as with writing). For example, students with cognitive delays may need
more time to complete an assignment or may draw an illustration to demonstrate
what they have learned. Teaching assistants may provide an alternate response
mode by serving as a “scribe,” writing the students’ verbatim responses.
A modification reflects changes in the subject matter or in the student’s expected
performance level (Nolet & McLaughlin, 2005). The IEP team develops modifications
for students who have identified disabilities (see Chapter 2). Common modifications
include reducing the amount of work required, reducing the difficulty level of the
content, teaching different content, or teaching to individualized curriculum goals.
Modifications are usually developed for students having significant cognitive disabilities,
those who may be expected to achieve alternative content standards that are assessed
using alternative assessments. Other students with disabilities may still be expected to
achieve the same standards as defined for all students in the district. For this reason, use
modifications with caution; try accommodations first.
Considering adaptations should not be an afterthought. Adaptations are an integral part of
the planning a unit and the daily lessons that follow. This step provides an opportunity to
consider adaptations over and above what is available to all students, based on preidentified needs.
Consider This
What are the benefits and challenges of having teachers plan instruction for the entire course at
the beginning of the school year?
Assisting Macro Level Planning Through Teams
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
The process of outlining instruction for the entire year can seem overwhelming, especially for
new teachers. The good news is, you are not alone. While you may have the ultimate say in what
is taught in your classroom, many schools are organized into teams of teachers who work to
support each other with a shared vision for curriculum, instruction, and assessment, with the aim
of ultimately guiding student success. Elementary schools are usually organized according to
grade level or “family teams”; in middle schools, teams are in “houses”; and, in high schools,
there are departmental teams or schools-within-a-school teams. Some teams are comprised of
individuals across grade levels and disciplines. For example, a language arts teacher, a reading
specialist, and a special education teacher may team to design remedial reading units for
emerging readers.
Teams are often interdisciplinary and organized around a master schedule that provides common
times to meet and plan. Teachers in team arrangements consider the success of all students, not
just the students in their own classroom. For example, the success of all seventh graders is the
responsibility of the seventh-grade “house.” As a member of a teaching team, an individual can
develop strengths as team members inspire and challenge each other. Team planning requires
attention to detail so that every member of the team knows what they are responsible for, when it
needs to be done, and where to report the results.
Often, these collaborative teams are referred to as a professional learning community (PLC).
While the term PLC is fairly ubiquitous and sports various definitions, these collaborativelearning teams work toward a shared vision of instructional goals and practices, remain focused
on collaborative action and reflection by all team members, and use assessment data to guide
continuous improvement of student learning and teacher instruction (Dufour, DuFour, Eaker, &
Many, 2006).
No matter what the composition of the team is, certain characteristics make a good collaborative
team (Aguilar, 2012).
1. A good team is aware of its purpose. The mission of the team needs to be relevant to its
members, clearly articulated, and meaningful. If team members do not know why the
team exists, then team-planning sessions become just another obligatory meeting.
However, if planning is the team’s mission, then the team accomplishes coordination
across disciplines and eliminates replication of efforts. Students reap the benefits of
seeing the connectedness of various disciplines, using the skills they learn in one class in
another class and understanding that their teachers are all working together toward
facilitating their learning.
2. A good team creates a space for planning. The push in schools today is to eliminate the
fragmented nature of students’ school experiences and develop shared norms for
behavior, academic performance, grading rubrics, and interdisciplinary curricula.
Achieving these goals requires time for teachers to meet together to address the diverse
needs of a particular group of students. Research in schools that use teacher teams finds
that high levels of common planning are associated with higher student achievement
gains, as measured by state math and reading test scores, as compared with schools
having less frequent or no common planning (Flowers, Mertens, & Mulhall, 2000).
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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3. A good team has healthy conflict. Even when your idea gets knocked out of the running
(and this is inevitable), a team encourages constructive dialogue, pushes thinking, and
allows everyone to learn together and embark on a great unit together in deciding upon
the outcome.
4. A good team has shared leadership. Strong teams have equitable participation among
members and shared decision making. This environment ensures that planning is fair and
intentional.
7.3 Designing a Syllabus
As we discussed in the previous section, one of the first steps in planning for instruction involves
using a curriculum map to set goals for the year. The next step, which is the focus of this section,
involves creating a syllabus or class calendar. In creating a syllabus, it is helpful to address the
following questions (Posner & Rudnitsky, 2000):
1. What major topics will be included? Can you justify your selections in line with the
school’s mission?
2. How should the topics be grouped to form units of study? How does that make learning
more relevant for students?
3. In what sequence should the planned units be taught? Why?
4. How much emphasis should each unit receive? In a 35-week class, how much time
should you spend on each topic?
5. Should the class textbook content be supplemented? If so, what curriculum will be used?
Your answers to these questions will guide your syllabus (secondary level) or class calendar
(elementary level) construction. Many teachers use an adopted course textbook as the core for
yearly planning, but be sure to check its alignment with state and school district’s curriculum
guidelines and assessment systems (Moore, 2015). It is always a good idea to leave some time
open at the end of the year in case you need more time than originally planned for any one unit.
If you don’t need this time, then you can use the remaining time on the calendar for enrichment
or supplemental topics. One of the main benefits of syllabus construction is that it gets you
organized and provides you with a timetable for gathering desired media, lab supplies,
technology, etc. This timetable is particularly important if special equipment or supplies must be
ordered or procured.
For secondary courses (grades 6–12), the syllabus should be no longer than necessary; ideally,
two to three pages. This document is a summary and serves as an outline of topics, reminder of
classroom-management requirements, and listing of any school supplies the class will need.
Because the syllabus is your introduction to students, the tone should be positive, friendly,
inviting, and encouraging. Nilson (2010) suggests that sharing your teaching philosophy or a bit
of information about yourself, such as your educational or professional background, will help set
the tone for your class. You want to get your students excited in anticipation of what they will be
learning in the class. Reflect on the overall tone of your writing in the syllabus: Is it encouraging,
or punitive? The style of the syllabus should be easy to follow and visually appealing.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Divide your syllabus into three elements: “nuts and bolts,” academic information, and
parent/guardian signature sheet. Begin with the “nuts and bolts” section, or demographic data
such as name of course (website, of course), room number, year taught, and your name and
contact information. Include some background information about yourself. Next, list all materials
students will need for class, including supplemental texts and any school supplies that are the
students’ responsibility. The next section, academic information, lists a brief overview of the
class. Identify the most important educational outcomes you want from the course. State these
aims as goals or enduring understandings. Then prepare more formal measurable objectives from
these goals (see Chapter 3). Determine how much instructional time you will have in a typical
school year (semester), and divide the topics you want to cover (uncover) into manageable units.
You don’t necessarily need to have exact dates for each unit, just a general overview of the
content. In this section of the syllabus, also include classroom procedures to avoid confusion
about expectations. Establish the ground rules for classroom interactions in the syllabus, and
then, once class begins, ask for student input and make more detailed policies. Make clear any
class guidelines on attendance, tardiness, missed or late exams or assignments, personal use of
technology, and safety procedures in laboratories. Articulate what constitutes violations of your
policies, and provide specific information on the consequences. This section is also a good place
to provide a statement on academic integrity and accommodations for students with disabilities
and diversity. In the last section of the syllabus, provide a place for parent or guardian signature
indicating that they have seen the syllabus. You can also collect contact information in this
manner and provide an opportunity for the parent or guardian to tell you a little bit about their
student—likes, dislikes, characteristics, needs, etc. The “Key Features of a Course Syllabus”
feature summarizes the sections of a syllabus. Figure 7.3 shows a sample syllabus.
Key Features of a Course Syllabus
A course syllabus should contain the following:
“Nuts and Bolts” Information
•
•
•
•
Name of course, year taught, room number
Teacher’s name and contact information (personal and school phone numbers, e-mail
address, hyperlink to course website/learning management system)
Materials required for class, text (including ISBN)
If syllabus is electronic, hyperlink to standards
Academic Information
•
•
•
•
General goals and course objectives
Outline of topics to be covered
Grading policy
Classroom procedures
o Tardies
o Late work
o Absences
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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o
•
Exam make-up
Statements of academic integrity and accommodation
Parent or Guardian Signature Sheet
•
•
•
•
Student name
Parent or guardian’s name and contact information (phone numbers and e-mail address)
Any information parents would like you to know about their student (medical, special
needs, characteristics)
Signature line to acknowledge reading of syllabus
Figure 7.3: Sample syllabus for sixth-grade science
A syllabus is typically formatted to include three elements: general information, academic
information, and parent/guardian signature.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Chapter 7
Consider This
Why is a signature/acknowledgment from a parent/guardian an important aspect of syllabus
construction?
7.4 Organizing Intermediate Levels of
Planning
Units are the intermediate level of planning—not as long term as a syllabus, but longer term than
a lesson plan. Unit plans are a means of organizing a discrete packet of the topic of study and are
guided by the curriculum map and academic standards. According to Draud and Spugnardi
(2007, p. 5), a “standards based unit of study is a coherent body of subject matter aligned with
standards that focuses on a main topic or process that can last from a few days to several weeks.”
How many standards-based units will fit into a school year? When considering your long-range
unit plans, think about the major topics suggested by the district’s curriculum guides and maps.
Decide how many units are practical for your students—ten? Four? It is up to you, however, to
make each unit long enough to allow time for students to think about and delve deeply into the
topic. If your grading period is nine weeks, then consider how many units might fit within that
structure. Thirty-six units in one school year would be too many! Designing a unit is much like
planning a budget: because you are working within the constraints of time, you must spend your
time carefully. Looking at the time frame of the unit will help you decide on the rhythm and pace
of the unit and how much depth or many mini-lessons to include in the unit.
No matter what type of unit you design, each will have the same basic straightforward
components: list of standards addressed, a rationale, major generalizations (big ideas) and
concepts, objectives, diagnostic tests/prior knowledge, instructional methods and strategies,
evaluation procedures, and learning resources (Wilen, Bosse, Hutchinson, & Kindsvatter, 2004).
These components should be familiar, as they involve the same or similar processes used when
organizing instruction for the year.
Basic Components of a Unit of Instruction
•
•
Standards—Consult curriculum mapping documents and state frameworks. Examine
Common Core Standards, the academic content standards for your state, or national
organization standards in your discipline (e.g., Next Generation Science Standards
[NGSS]). Select only the standard(s) that will be the main focus of the unit. Consider
these as the power standards that will be driving instruction. Remember, less is more.
Rationale—A rationale is the articulation of the reasons for using a particular topic, skill,
or teaching method in a lesson. Minimally, a rationale should include:
o The purpose of including this topic/instruction/skill and how it will be used
o Potential problems with the work and how these can be handled
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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o
The educational significance of using this particular teaching
method/content/skill.
The value of developing a rationale is that it provides a framework for planning what will
be taught and how it will be taught to address students’ needs. Make sure that your
rationale is in line with those of the course or grade-level program.
•
•
•
•
•
•
Goals, big ideas, and concepts—In Wiggins and McTigge’s book Understanding by
Design (2005), goals are the “big ideas” you want your students to experience. An idea is
“big” if it helps us make sense of isolated facts or diverse experiences. Consider the big
idea the image that emerges after you connect all of the dots. For example, Newton’s
third law, “for every action there is an equal and opposite reaction,” is a unifying concept
about change that students can use to organize and make sense of phenomena. Students
could also use this “big idea” to make predictions about changes in motion. A big idea is
more than a “theme” or an “abstraction”; it has the power to provide meaning and
inference.
Objectives—List the learning intentions in measurable terms. Be sure objectives are
specific and address the knowledge, skills, and dispositions of the learning outcomes.
(See Chapter 3.)
Diagnostic tests—Plan for the pre-assessment of student learning and for the gathering of
students’ prior knowledge. Specifically, your diagnostic provides information about
students’ readiness, prior knowledge, and interest levels regarding the content of the unit.
Reliable data at the start of the unit will greatly influence instruction toward your unit
goals. This starting point also provides a benchmark against which you can measure
growth.
Evaluation procedures—Consider how you will determine that students have learned.
Outline formative and summative assessments such as homework, exams, special
projects, lab practice, major writing assignments, or presentations that will require
preparation prior to instruction.
Instructional content, methods, and strategies—Outline the material to be studied,
considering sequence and organization. Think of the unit in terms of a “splash day” or
opening activity that will set the tone of the unit, developmental activities, and
culminating activities, that, when arranged into a series of daily lessons, will lead to the
desired learning outcomes.
Learning resources—List materials that will be required during instruction of the unit so
that they can be selected and prepared. Also, gather or reserve in the library any
supplemental reading materials students might need for the unit.
Try It!
Many states and districts provide units of study that have been developed by curriculum
specialists. The website EngageNY (http://www.engageny.org), introduced in the first Try It!
exercise in this chapter, also provides examples of unit plans in English/Language Arts and
Math. Using the particular curriculum map selected in the first Try It!, locate one unit plan.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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Describe its basic components. How do the components listed in the plan align with the features
of unit development described in this text?
Types of Units
You may choose from many models when designing your units of study. For example, a
conventional unit (or standard unit) is designed to fall mostly within the same department or
subject matter. This type of unit is a group of sequenced lessons that focus on a particular topic
or skill. For example, a conventional unit in science might focus on genetics or the skill of
problem solving using the scientific method, whereas an integrated unit, such as a thematic unit,
would focus on a central idea or interdisciplinary concepts that would involve different
disciplines. There are many other types of unit models:
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Self-instructional units—also known as a module unit. Examples of this type of unit
would be a reading self-pace kit, or online module, or a skills-level kit for a learning
center.
Contract units are designed to allow students to carry out certain activities that they have
agreed to within an individualized unit.
Nested units are those that target specific skills (social skills, thinking skills, or
performance skills) within a single subject area.
Sequenced units provide limited articulation across disciplines so that teachers in
different subject areas arrange instruction and the order of their topics to coincide with
each other.
Threaded units take a meta-curricular approach to tie thinking skills, social skills,
multiple intelligences, technology, and study skills through the various disciplines.
An immersion unit involves the learner filtering all content through a particular lens and
becoming immersed in his or her own experience.
We will focus on the two most common unit constructions used in schools today: thematic and
project-based.
Thematic Units
A unit structure now being emphasized in many schools is the thematic unit (Roberts &
Kellough, 2006). A thematic unit is organized around a central topic, for example, teaching
biology around the theme of AIDS/HIV. This theme provides a context for learning about cell
structure and function, viruses, human body, genetics, evolution, etc. A thematic unit is a welldefined body of instruction taught in a specific time frame. The theme of a unit may be literary,
skill based, or product oriented, and the theme might be confined to a particular discipline or
span across various disciplines.
Developing a thematic unit has many advantages. Thematic units increase students’ interest,
keep them engaged, and help them to understand connections. By constructing learning around a
central theme, the topic becomes a touchstone on which students can scaffold their learning. The
theme is a refrain that students revisit many times, from many different angles. It helps learners
see the commonalities of different disciplines instead of experiencing each as a separate subject.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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This model of unit construction also expands the options for assessment strategies. For example,
the assessment could involve writing across the disciplines, model building using information
from multiple subjects, or giving presentations.
The use of thematic units also has some disadvantages. For example, extended time with the
same topic may cause some students to become bored or lose interest. Finding enough
resources/information to uncover every aspect of the topic is often difficult, or they may be
unavailable. And, finally, intertwining the standards within that one topic may be challenging.
However, in the end, designing a thematic unit is worth the effort.
Thematic units offer teaching teams a useful, logical, and flexible way to organize for
interdisciplinary/cross-curricular teaching over a block of time. It makes learning less
fragmented. The first task of designing a thematic unit is to define a theme that will form the
basis of a unit of study. The theme may focus on specific content or may be more global in
nature. The team plans so that learning in one discipline, such as science, can relate to other
disciplines, such as literature and social studies. The following feature includes tips for designing
a theme.
Tips for Designing an Engaging Theme
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Choose a topic/theme/skill set. Examine the curriculum map for your grade level and
content area to determine the skill sets you need to address in the thematic unit. Also
examine the relevant standards for your grade level and subject to find a topic you can
adapt to course without detracting from the educational plan already in place. Consult
with team members if an interdisciplinary approach is being taken for the thematic unit.
Discuss subject-specific frameworks, curriculum guidelines, textbooks and supplemental
materials, and units already in place for the school year. Consider the time frame for the
scope and sequence of the selected theme.
Develop a rationale for the selected theme. Give students major responsibility for
deciding the final theme title, topics, and corresponding learning activities. Select the
theme of the unit based on standards, student interest or experience, grade-level team
plans, books, benchmarks, skills students need to develop, or big ideas from the
discipline. Units are typically longer than a week, so it is important to find a theme that
will keep students engaged for a prolonged period. Consider a “theme park” when
selecting a topic—Epcot Center has a global-travel theme, SeaWorld has a marinebiology theme, Disneyland has a movie-character theme. Translate the notion of “theme”
to your grade level and content area. A science-themed unit could focus on national
parks, a math-themed unit could focus on ancient Greek mathematicians, a monthly unit
could focus on special holidays, or Black History Month could be enhanced with an
Underground Railroad thematic unit. Make sure to narrow a large topic down to a
manageable size. A theme can also provide an emotional dimension to the unit that goes
beyond the information related to the study of a topic. This is called “disposition.” For
instance, the theme might be prejudice that includes topics of integrity, justice, or ethics.
Make the theme relevant. Students need to feel that what they are being taught has a
purpose in their lives. Teachers can connect curriculum to students’ lives through themes
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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based on big questions. This connection makes learning more interesting and provides
opportunities for all students can be involved, no matter what their ability level. Consider
adding field trips, guest speakers (even electronically), primary sources, or real-life
examples or simulations to the planning of the unit.
Consider concept or macro “themes.” If a grade-level team selects a macro theme that
can be carried across the curriculum, then students will be exposed to this concept in each
content area. For example, if the theme is “patterns,” then students can explore
mathematical number patterns (odd, even, prime), patterns in nature (zebra stripes,
seashell shapes), and patterns in story telling (setting, characters, plot).
Try It!
Generate a theme for a proposed unit of study in your grade level and discipline. Begin by
looking at the involved standards and skills for a particular topic. Use these guiding questions to
determine the feasibility of your selected theme (adapted from Kellough & Carjuzaa, 2006).
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Is the theme within the realm of my expertise?
Will the theme interest all students—not just boys, not just tech enthusiasts?
Are there sufficient materials and information available to accurately pursue the theme?
Does the theme lend itself to active, student-centered learning experiences?
Can this theme be sufficiently covered in the allotted time?
Is the theme helpful, worthwhile, and applicable to the course goals and standards?
Is the theme novel enough to hold my interest?
Once the theme has been selected, then develop focus questions or essential questions (see
Chapter 4). These questions will guide student inquiry and serve as a touchstone for the unit.
(For example, “What was it like for early Pilgrims as they completed their journey to freedom?”)
Next, select learning experiences for the unit by identifying activities that will support the unit’s
goal. If your unit theme is “conflict,” then you might plan a variety of activities around the court
system, hold a mock court, have an attorney as a guest speaker, and read current events involving
international conflicts. As you develop your theme, remember to:
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Make decisions about scope and sequence: length of study, individual work, and group
work.
Use the community, which is a rich resource.
Establish contact with experienced teachers in the building who are willing to share
resources.
Decide how to introduce the unit so that the topic will arouse student interest.
Plan to gather information about the level of students’ prior knowledge about the selected
theme by conducting informal observations or administering surveys, checklists of
student performances, and whole-class discussions.
Plan developmental activities that will sustain student interest (by providing students with
choices), allow for individual student differences, and advance learners toward the
learning outcomes.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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And, finally, plan culminating activities that will provide students with an opportunity to
demonstrate what they have learned, apply learning to new situations, and provide
transfer to the unit that follows.
Project- and Problem-based Units
For more than 40 years, researchers have demonstrated that project-based learning (PBL) can be
an effective way to engage and motivate learners (Yetkiner, Anderoglu, & Capraro, 2008). Units
designed around PBL typically group students into teams to respond to real-world questions,
problems, or challenges through an extended inquiry process and then to construct a presentation
to share their product or findings. This process often involves an interdisciplinary approach that
encourages peer collaboration and a strong emphasis on developing communication skills. The
teacher’s role is one of coach, facilitator, guide, advisor, or mentor. The teacher’s role is not one
of directing and managing all student work. PBL learning is a bit unscripted, and no two projects
are ever the same. While you can plan with rubrics (defining the project skills outcomes) and
plan for the materials that learners will need to construct their projects, PBL is truly an
exploration. Be aware, though, according to Lattimer and Riordan (2011), that PBL often fails
when the “project” element receives too much emphasis to the neglect of the “learning” element.
Wiggins and McTighe (2005) term this the “activity-oriented sin of design” (p. 16). The unit’s
project is so scripted that it is characterized as “hands-on without being minds-on” (p. 16). When
a PBL unit is well designed, students are active (not passive) and a real-world relevance is
established for learning.
Additionally, research shows that students remember what they learn and retain it longer with
PBL than is the case with traditional instruction (Prince, 2004). Because of this increased
retention, students are better able to apply their learning in novel situations. And, finally, the
Common Core and other 21st century standards emphasize the development of skills such as
critical thinking, communication in a variety of media, and collaboration. PBL provides an
effective way to address such standards.
Adria Steinberg (1997) identified six common characteristics recognized in a project-based
learning unit. These As help ensure that the focus of PBL remains on engaging students in
meaningful learning.
1. Authenticity—Projects use a real-world context (e.g., community and workplace
problems) and address issues that matter to the students.
2. Academic rigor—Projects address key learning standards and help students develop
habits of mind and work associated with academic and professional disciplines.
3. Applied learning—Projects engage students in solving semi-structured problems calling
for competencies expected in high-performance work organizations (e.g., teamwork,
problem-solving, communication).
4. Academic exploration—Projects extend beyond the classroom and connect to work
internships, field-based investigations, and community explorations.
5. Adult connection—Projects connect students with adult mentors and coaches from the
wider community.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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6. Assessment practices—Projects involve students in regular exhibitions and assessments
of their work in light of personal, school, and real-world standards of performance.
Table 7.1 provides a sample format for a PBL unit plan.
Table 7.1: Formatting for a PBL unit plan
Name of Project:
Subject/Course/Grade Level:
Unit Duration & Timeline:
Teacher Team Members:
Goals & Objectives Necessary to Accomplish the Goals:
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical
Thinking, Creativity)
Project Summary: Include goal, purpose, and benefit of project. What will the role of the
student be? Any challenges or issues anticipated?
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit
of solutions to a relevant problem. How will the problem question motivate students to a deeper
understanding of the key concepts in the unit and drive instruction?
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to
engage students.
Products that demonstrate
Individual: Specific content and Team: Specific content and
outcome learning
competencies to be assessed
competencies to be assessed
Public Audience: Experts, product users, or clients that students will engage with during and at
the end of project.
On-site Collaborators: Library media center, Internet resources,
faculty experts
Equipment: Technology, laboratory equipment
Resources Needed
Supplies: Art materials, building supplies
Community Resources: Identify the tools or resources that will
be the most valuable to address and resolve the unit problem.
Journal/Learning Log
Reflection Methods
(individual, team, and/or
whole class)
Survey
Focus Group
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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Fishbowl Discussion
Etc.
Final Product (presentation, performance, model, product, service, book, etc.)
Assessment Strategies: Are students’ creative solutions to real-world problems realistic in terms
of the financial capacities and cultural norms of the school? How will the audience be involved
in the assessment process? How will the identified standards be assessed? How will students be
involved in the assessment process? What assessment tools will be created or revised (portfolio
template, conference questions, rubrics, checklists)?
Source: http://bie.org/object/document/project_design_overview_and_student_learning_guide#
PBL looks different from traditional instruction. Likewise, the assessment for this type of unit is
also different. Typically, students make public presentations of their solutions to the problem to
audience members who include business leaders, entrepreneurs, activists, community members,
parents, other teachers, and students. The audience is invited to ask questions, offer feedback,
and score student performances. The PBL teachers spend time examining student writing, video
productions, and other project artifacts that result from the unit of study, usually scoring with a
rubric that considers originality, value, style, and the elegance of the solution to the problem. The
biggest challenge in designing a PBL unit is creating strong problems that lead students to think
creatively in researching solutions to the problem. Teachers also relinquish the control of
answers and instead serve as a group-process facilitator. Therefore, when planning for a PBL
unit, you cannot use an exact script; rather, the plan simply provides context and resources.
Time-Saving Tips for Unit Planning
Proper unit planning for each class you teach can become a very time-consuming process.
However, organization is the key! With the aid of technology and peers, planning need not be
overwhelming. Here are some planning tips to help streamline the planning process (adapted
from Moore, 2015):
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Reserve desk time—Carve out time each week as your “preparation time.” Sit at your
desk and study your schedule to plan for upcoming lessons. Use this time to get
organized. Take a moment to review students’ performances to determine if you need to
reteach certain topics need or if students are prepared to move forward in the unit.
Review the unit goals and objectives to ensure you are on target to meet them.
Use a daily planner—This planner can be electronic (iPad, smart phone, laptop) or a
paper-and-pencil calendar where you can keep a synopsis or overview of what you have
taught previously and what you will teach next. This planner is not where you keep the
full unit plan, but rather is a few key words are placed in the daily space to remind you of
upcoming lessons and help you keep track of where you are in the unit. This is also a
great place to keep your “to-do list” and a record of what worked and did not work during
the lesson. Using a daily planner not only helps now, but it also makes a great reference if
you are teaching the same course next year.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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Organize teaching materials—It is important that you identify and locate the physical
materials you will need for next week’s lesson and have them on hand at the beginning of
the week. Create a place to store reference materials, audiovisuals, and supplies. Also,
find a space to keep instructional supplies that students will be using, such as scissors,
glue, rulers, colored pencils, as well as technology such as iPods, iPads, calculators, etc.
Use free unit-plan websites—Why recreate the wheel? Many teachers post their unit plans
on the Internet (e.g., www.sharemylesson.com). Use these teaching resources as a
starting point when planning your own unit plans.
Automate—You may also construct unit plans using the format provided in this chapter.
Make this a blackline master or electronic Microsoft® Word document that you can fill in
for each new unit you design.
Reflecting on Your Unit of Study
After spending a significant amount of time designing a unit and writing lesson plans for
implementing the unit, you may find that the final product is very different from what you
planned. Long-term planning is essential to lay the groundwork of a successful unit, but it
certainly is not set in cement. The best, most comprehensive and well-prepared units of study are
still subject to the problems that come with classroom management, issues with technology, and
other unforeseen issues. Flexibility is key, so it is important to consider contingency plans when
putting together a unit plan. What will you do if the unit runs long? What could be omitted and
still allow the standards to be met? What if you did not plan enough content to fit the time
allotment for a particular unit? Considering some contingency strategies ahead of time, during
unit planning, is a good idea.
Once you have taught a particular unit, it is also a good idea to reflect on the implementation of
that unit. Self-evaluation is a powerful tool that will go a long way toward improving your
teaching. In the rush of planning and teaching, there is a temptation to skip reflection; however,
you will be surprised how much you forget if you don’t take a few minutes for reflective writing.
You may end up making the same mistakes next time you teach the unit. Reflection requires you
to think back on the overall unit and consider the answer to general questions such as these:
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How did the students interact with the unit? Were they engaged? Were the activities
“student centered”? What went well?
What problems arose during implementation of the unit? How could you avoid these
issues next time you teach the unit?
What needs to be changed? Pacing? Technology? Materials? Readings?
What did you learn from teaching this unit that will help you to be more successful
teaching the next unit?
Did my unit’s summative assessment measure the goals/objectives? Am I convinced that
learning occurred?
Add a “reflection” section to your unit plan to help train yourself to become self-reflective,
critical not only of your teaching experience but also of your planning skills. The insights gained
from reflection are grounded in the unique context of your teaching situation and are therefore
very valuable for professional development.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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7.5 Cases From the Classroom
From the Desk of: Marianne
February 21
Hello Dr. Z.!
Goodness, the school year is now flying by! I just got my bearings from the holiday break, and
now spring is in the air!
How am I doing? Much better! As you know, I’m teaching visual arts at the high school level.
Looking over my posts from last fall, I see that I started out with great enthusiasm, but quickly
became overwhelmed. The break was good for me, as it gave me time to reorganize my
classroom (yes, I came in to work a few days before Christmas), and reassess my plans for the
year. I don’t know why it took me so long to figure it out—the district has well-organized
content standards and curriculum maps for the visual arts, and I used these to develop my
calendar and a class syllabus way back in August. Over the break, I re-evaluated what we had
accomplished and developed a semester 2 syllabus to share with the students. I kept hearing your
words in my head as I wrote this: “Plan your work, and work your plan!” So, thank you. Longterm planning has never been my strongest area.
I think that in the back of my mind, there was a disconnect between the creative and artistic
nature of what I wanted to convey and the need to work from the major concepts of the visual
arts. I like to keep open the possibilities of creative opportunities. But, I am able to see how a
plan for the year, with goals and essential questions organized into units and topics, actually
allows for more, not less, creative expression. I think I was trying to do too much with my
classes—and ended up confusing the students. Although I was committed to providing a studentdriven process, with choices in content and materials, I made the mistake of not developing a
thorough understanding of the larger goal, and it felt chaotic and undirected. For example, postmodern art has a theory associated with it, and often expresses ideas and emotions that depict an
ironic message that is difficult to state with words. I may not have taken enough time to develop
this essential understanding, and some of the projects missed this mark—the students could not
explain their message. If I don’t take the time to explain what the larger goal is—especially in
art—the students will become overwhelmed and not trust their own emerging skills.
I then looked at what I had for unit plans and realized that they were not detailed enough.
Materials were easy—I have a well-stocked studio. But, the evaluation procedures were not very
well stated—what criteria would I be looking for in a student’s piece to show understanding of
the concept? Methods were also not specified, and this left me scrambling for plans at the last
minute. So, I revised the remaining units to include more detail and to think through how the
standards and goals could be shown through evaluation of the student produced pieces—and the
potential activities that would get them there.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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I took the revised syllabus to my PLC—the interdisciplinary planning team that meets regularly.
For each unit, we reviewed the time frame and the Big Ideas and Concepts that relate to visual
arts. Then, we cross-referenced these concepts with those from units in math, biology, English,
and the social studies classes. While this was initially a bit of a stretch for me, the other teachers
were able to give examples of how the content of art units could apply to their subject areas. For
example, ratio relationships relate to composition in paintings and in photography; certain pieces
of art, such as Van Gogh’s Starry Night, could be used to connect to elements of space. And, of
course, I was able to suggest areas in their syllabi where developing an artist’s eye could be
useful, such as in developing a visual sketch of a scientific principle. After all, the artist’s basic
strategies—see, think, and wonder—are related to the scientific method, a historian’s basis for
research, a novelist’s use of symbols, as well as mathematical modeling. After understanding
their sequence of units, I tweaked my unit plans a bit more—and I came away with a firmer
understanding of the meaning and implications of the visual arts big ideas and goals for the rest
of the year as well as subject area goals. As far as daily lesson plans—some will still work, but I
have to revise others. I have a sequence of how each unit will roll out, but I can only think about
lesson plans one unit at a time, and weekly at that. Next year will be so much better organized
because they will all be written and ready to go!
I really like working with this PLC. This is the first year for us to have a STEAM focus—how
science, technology, engineering, art, and math can be integrated. We are beginning this STEAM
approach slowly, but I think this is important work because it interests more students and
highlights my own teaching passion—how the arts teach students to think through and with
material. Arts also bring beauty and meaning to life, often in ways that cannot be quantified
(OK—end of commercial!).
I really feel so much better organized, and now, six weeks into the new semester, classes are
going much more smoothly. What a relief!
Another good thing about this PLC—we really get along. We are planning a spring break trip to
the Smoky Mountains—hiking Mt. LeConte in the National Park. What an opportunity to discuss
the elements of STEAM—the beauty of nature in the spring, environmental issues, flora and
fauna, history, mountain music, and fun! Training for the hike and planning the trip has helped to
bring us all together in a positive way. I found some work of artists from the area—and Tyson,
the biology teacher, identified many of the plants in the photos and old artwork. We have
planned other visits to sites in the park—the environmental education center, Cades Cove, and to
Greenbriar School, a one-room building still standing in the park. My great grandfather was the
last teacher there, ending about 1930. This will be my first visit to the area as my family moved
away long ago—I am bringing a camera and my sketch pad. I am really looking forward to this
trip.
—Marianne
Observation Notes From Dr. Zwijacz
February 28
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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I highlighted the post from Marianne, the art teacher, because it demonstrates several features of
how curriculum development is changing. Instead of being a bird’s-eye view looking down, this
post is more of a ground’s-eye view, looking up and across the curriculum.
While most districts have moved toward an articulation of standards into curriculum maps (a
vertical view), there is still a surprising amount of leeway given to most teachers in how they
express the content into the most important act of all, actual instruction. Adding a PLC as an
element for collaboration and professional development allows teachers to recognize and
embrace the flexibility in curriculum delivery that they have always had.
Marianne’s post intrigued me in several ways, so I contacted her to probe deeper into how the
organization of units was working in the PLC, and what that meant for her long-term planning.
What she described was a PLC team that was attempting to connect across subject areas as much
as possible. During this month, subject area themes were (1) biology: ecological principles and
human impact, (2) algebra: quadratic equations and building quadratic functions that model realworld situations, (3) social studies: urbanization, and (4) English: honor; the ethical concerns and
issues found in science. With some minor rearrangements, the PLC team was able to develop a
common focus, Ethical Care of the Environment. Marianne’s theme became Patterns of Change:
Using 3D Art to Express Environmental Issues. This theme has two essential questions. How can
art tell the human story of environmental issues? How can art express what cannot be said when
using only words and numbers? Students were to identify a topic related to patterns of change in
the environment and use recycled materials to express their ideas through a piece of artwork.
Before moving to the activity, however, the students had to research their topic, using
information from the Internet, their other classes, and new research, as appropriate. Marianne
also set other parameters for evaluation; the final art product should move beyond facts toward
conceptual representations of the topic, and incorporate a principle or a learning element from at
least two other classes that were using this theme. Finally, students were to express their ideas
through the artwork as well through an oral and written presentation to a jury of content-area
aficionados (teachers and interested students).
What I noted is how this collaboration and the resulting project support a 21st century skill set,
usually defined as the 4 Cs—creativity, collaboration, critical thinking, and communication. The
art project appeared to foster these concepts naturally as an organic process. I am wondering if
she realizes how close this collaboration over curriculum and the projects come to many of the
models for unit development that we have.
I also note how she is using a naturally occurring support system (e.g., the PLC) to foster her
initiation as a confident teacher. These support systems, and the mentoring and social
connections that they provide, are essential to a beginning teacher’s development. I am happy to
see that, for her, they are not just perfunctory; she seeks out her colleagues’ opinions and has
much to offer in return. I am also seeing a renewed energy in her posts. She followed a classic
pattern of beginning teachers’ attitudes and confidence levels, starting the year with high
enthusiasm that led to a low of doubt and almost despair a few months later, but followed by a
renewal after the holidays. Marianne is reflecting on what is going well and how to make it
better. I am pleased to see how well she is developing professionally.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
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Marianne’s story encouraged me to learn more about various methods of unit development, and
how arts integration can support Common Core Standards and 21st century skills. I have listed a
few of these sites for discussion here.
21st century skills map the arts: http://www.arteducators.org/research/21st_Century_Skills
_Arts_Map.pdf
Education closet: The arts are the heart of Common Core: http://educationcloset.com/common core-and-the-arts/
Patterns across cultures: The Fibonacci Sequence in visual art: http://artsedge.kennedy center.org/educators/lessons/grade-9-12/Fibonacci_Visual_Art#Instruction
Using art to express social issues: https://www.teachingchannel.org/videos/art-and-express social-issues#video-sidebar_tab_video-guide-tab
—Celina Zwijacz, Ph.D.
Discussion Questions
1. To what extent can arts integration serve as a either a catalyst or an inspiration for
thematic units or project-based learning units?
2. How might PBL add the intentionality needed to teach and assess 21st century skills?
3. What elements of thematic unit development are present in Marianne’s retelling of the
PLC planning meetings? What suggestions do you have for developing a thematic unit
using the themes provided by the PLC members?
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Knowledge Check
Notebook
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.