{"id":1195,"date":"2016-07-15T12:00:08","date_gmt":"2016-07-15T16:00:08","guid":{"rendered":"https:\/\/madameshepard.com\/?p=1195"},"modified":"2018-07-03T08:44:50","modified_gmt":"2018-07-03T12:44:50","slug":"10-takeaways-from-the-keys","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=1195","title":{"rendered":"10 Takeaways from “The Keys”"},"content":{"rendered":"

\"keys\"<\/a>This summer I am privileged to be participating in a discussion of<\/span>The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design<\/span><\/i><\/a>by Donna Clementi and Laura Terrill. While some of the discussion takes place in an on-air Google Hangout, additional conversations occur on Twitter using the #langbook hashtag. If you haven\u2019t yet read this text, I recommend it highly and look forward to your thoughts!<\/span><\/p>\n

After this week\u2019s discussion of Chapter 2, I decided to challenge myself by the authors\u2019 template according to a a French 2 unit on \u201cLoisirs\u201d that I\u2019m currently working on. Although I have been developing my own thematic units for the past couple of years, I realized how much I didn\u2019t know when reading this chapter. \u00a0While I found this work both challenging and time-consuming, I think that using this template is an excellent way for curriculum designers to ensure that their work is addressing current best practices in unit design. <\/span><\/p>\n

Here are my take-aways as well as the<\/span> template<\/span><\/a> I completed. <\/span><\/p>\n

    \n
  1. Writing Essential Questions is difficult!<\/b> As many of my colleagues mentioned, I found writing an essential question to be one of the most challenging aspects to creating this template. \u00a0Like many others, I am not very experienced in writing these types of questions. \u00a0While I\u2019m not entirely satisfied with the one I\u2019ve written, I was reassured by the authors\u2019 suggestion that we see our EQ\u2019s as \u201cworks in progress\u201d while we are completing our templates.<\/span><\/b><\/li>\n
  2. Backwards design is the way to go. <\/b>By writing the goals and then a description of the summative assessment\/IPA, the teacher has a framework for all of the work that follows. \u00a0<\/span><\/li>\n
  3. There are a lot of great resources for selecting meaningful themes. <\/b>\u00a0Since I had trouble identifying which 21st Century Global themes my topic would fall under, I used the AP theme, Contemporary Life, instead. \u00a0Clementi and Terrill recommend that teachers use AP or IB themes when they teach these programs.<\/span><\/li>\n
  4. I need to enlarge my understanding of IPA\u2019s. <\/b>While my original understanding of an IPA was that the tasks were completed within a short time period at the end of a unit, I have learned that many of my colleagues, including the authors of this book, spread the tasks throughout a unit. \u00a0Although I will give an end of unit IPA with the tasks I\u2019ve included under Summative Performance Assessment, many of the formative assessments that I\u2019m including throughout the unit may be considered Summative assessments by others.<\/span><\/li>\n
  5. Sometimes the 3 P\u2019s aren\u2019t so simple.<\/b> \u00a0Usually I find identifying a product, practice and perspective for the cultural component of a unit to be fairly straightforward. However, I struggled to identify a product related to leisure time. \u00a0This particular topic lends itself to considering Francophone practices in terms of leisure activities and perspectives in terms of the types of leisure activities are chosen, how much time is spent on leisure, etc., but I had trouble identifying a specific product to name in the template. \u00a0I\u2019d love to hear your suggestions!<\/span><\/li>\n
  6. I have more learning to do before I understand the Language Comparison component of the 5 C\u2019s.<\/b> \u00a0While I plan on revisiting this section of the template, I felt that the murkiness of my understanding here would not prevent me from developing an effective thematic unit. <\/span><\/li>\n
  7. I am woefully ignorant regarding the Common Core. \u00a0\u00a0<\/b>Although I\u2019m embarrassed to admit it, I\u2019ve never taken a close look at the Common Core State Standards. \u00a0Fortunately for me, this text includes an appendix with the English Language Arts Common Core Standards. \u00a0It was easy to select a few that would be addressed in this unit.<\/span><\/li>\n
  8. The Toolbox belongs at the end. <\/b>I have seen districts use this template, but begin the process by filling in the vocabulary and structures that are to be included in the unit. As a result, the content of these units becomes a study of the language features rather than the cultural and content that is suggested by the standards. By waiting until the communicative goals, performance-based assessments and cultural comparisons have been established, we ensure that our students view their increased understanding of \u00a0vocabulary and grammatical structures as a means to achieving culturally-relevant communication rather than an end in itself.<\/span><\/li>\n
  9. This template is brilliant! <\/b>I can\u2019t imagine the work that went into creating a single template that incorporated the 5 C\u2019s, the 3 P\u2019s, 2st century Global\/AP or IB themes, the Common Core standards, and IPA\u2019s, but these authors have obviously succeeded. \u00a0I look forward to using this template in the future to create curriculum with colleagues and design additional units. \u00a0<\/span><\/li>\n
  10. This work is challenging. <\/b>Completing this template was a lot of work, but as I once heard @burgessdave say, \u201cIt\u2019s not supposed to be easy, it\u2019s supposed to be worth it.\u201d \u00a0I know that my unit design will continue to improve as I become more adept at including all of the information required in this template. \u00a0As usual, I\u2019d appreciate any feedback you have to offer and I will share the actual unit plan and materials I\u2019ve created as soon as I add the finishing touches. <\/span><\/li>\n<\/ol>\n

    Image Credit: actfl.org<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    This summer I am privileged to be participating in a discussion ofThe Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Designby Donna Clementi and Laura Terrill. While some of the discussion takes place in an on-air Google Hangout, additional conversations occur on Twitter using the #langbook hashtag. 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