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- 7.2 CEO Plan Research: Designing Instructional Units
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Using the content and instructional goals and objectives you have established for your CEO Plan, you will design instructional units and gather data from the units demonstrating you have met your goals. You must demonstrate your growth over time in developing the skills needed to address the goals and objectives you have established for your CEO.
Lesson 7 will provide guidance as you read articles and other resources by which to gather research-based strategies and knowledge of skills needed to address your goals for successful instructional units.
Your instructional units:
According to KDE, an instructional unit:
Instructional Unit Templates
Once you have completed Phase I, you will be gathering resources to complete the other phases. During Phase II you will complete your action research. Instructional units will be developed and implemented during Phase III based on action research. To create your instructional units the following templates will be used.
CEO Instructional Unit Templates: (Save your work to your computer or jump drive).
For your instructional unit you will design assessments that align to your learning objectives and desired depth of knowledge. Your assessments will encourage higher-order thinking and will be aligned when:
Your assessment plan must include both formative and summative measures conducted at key points during instruction.
Complete this document for each class to which you present the unit. Update as needed to capture any changes to your classroom demographics.
Complete this lesson plan template for each lesson in the units.
Use the unit organizer to capture data. The following documents will need to accompany the data entered in the template:
Reflecting on the impact of instruction is a powerful teaching tool. When students do not meet the objectives, you must reflect on the objectives themselves, the planned assessments, and the instruction that took place. The reflections template will allow you to identify gaps in students’ understanding and help you construct differentiated instruction to meet those needs.
Item # 5 of the template will require you to reflect on what you have done to help students who did not meet or master the objectives to improve their learning.
Present evidence of instructional strategies to help students understand the concept, with additional documentation of gains of those students. You will use Document 5: Organizing and Analyzing Data again to identify the gains (or losses) of the identified gap group after differentiated instruction has occurred.
As mentioned in earlier lessons, the use of your school or district’s system of interventions will help you design differentiated instruction for these students.
Document the information and the methods used to communicate with students, parents/caregivers, and colleagues regarding classroom expectations, student progress, and ideas for involvement by others in the students’ learning.
Providing mid-terms and final reports are important, but these must not be the only means of communication to students and others. Data analysis of student progress and communication of results is an on-going process.
If you have an established professional learning community in your school, you have an avenue by which to extend your communication network.