Part2+WHERTO

The **WHERETO** Elements in Instructional Planning – Questions to Guide Discussion and Completion of Form **// Click the Edit Button and Add Your Thoughts in the Bulleted Area //**

**W** - Ensure that students understand **WHERE** the unit is headed, and **WHY**.

 * Where are we headed?**
 * **// Students should have understanding of what a positive future society looks like. //**
 * **//Students should apply their findings and definition of a positive future to their courses.//**
 * **//"Goals" section of the lesson plan//**
 * Where have we come from?**
 * //** This seems to be supplied by the readings the groups are supposed to do. **//
 * Why are we headed there?**
 * **// Society today has many problems, inherited from past choices. Students need to see how to make positive changes to ensure a better tomorrow. //**
 * What are the student’s specific performance obligations?**
 * // **Small groups will prepare a written and oral presentation of their positive future society.** //
 * // ** Students will apply concepts from their courses into the created scenario to describe the process of getting to the future society from the present one .** //
 * What are the criteria by which student work will be judged for understanding?**
 * //** While some reflective evaluation questions are provided, the following should be the criteria for determining their understanding and completion of the tasks. **//
 * //** Criteria for Grading of Scenario: **//
 * //** You have created a positive scenario that would encourage people to see themselves as responsible local and global citizens, contributing to the good of society. **//
 * //** You have used relevant concepts from your respective classes to describe how this scenario evolved from our present day society. **//
 * //** This scenario includes multiple values to be taught in the educational system and a description of how to teach those values. **//
 * //** Besides the educational system, you have described a number of other aspects of this future society, including how these changes occur and will be funded. **//
 * //** You have researched one aspect of society and described it in some depth. Include and document the facts learned from independent research by your group for this in-depth topic. **//

**H** - **HOOK** students in the beginning and **HOLD** their attention throughout.
What are powerful, thought-provoking “hooks” for engaging all students in the big ideas and performance challenges? In what experiences, problems, oddities, issues, and situations can I immerse students to make the big ideas immediately interesting, concrete, and of clear importance? What approaches to this material will generate interest and inquisitiveness into the topic and work at hand? What kinds of opportunities will sustain the interest of learners, especially when the going gets difficult? What are the most off-putting features of typical schooling that minimize risk taking, imagination, and courage to question, and how can those be undone?
 * **// This seems really weak to me. Are the readings supposed to be the "hook"? //**
 * **// I agree that this hook seems to be weak or missing? I didn't see a essential question that would generate interest in the lesson. //**
 * **// This teacher could have shown a clip from a movie that shows how the future could be. This would immediately get the students hooked. //**
 * **// I know for my students, having to read several articles would be a HUGE turn-off! //**
 * **//I agree that the hook is not apparent. I think video clips of human/non-human - trees etc of both humane and non-humane examples can be a strong motivator/hook for the program. The readings in the begining could be a turn off.//**
 * **// Another weak area - readings and teacher guided brainstorming start are the only ideas I see...though it does mention that if using higher education, you should mix disciplines. This might be expanded in lower levels by intentionally mixing genders, student interests, or other different experiences to promote good discussions in the groups. //**
 * **// I agree this is weak- perhaps by being present in today's society and experiencing social, political, etc. problems because of society will be a problem or issue enough to immerse the students in. Although some students may be at a disadvantage because of that- what I mean is some students (at any age) are not affected by society in any way they are made cognizant of. Relying solely on background knowledge of the students is very risky . //**
 * **//I agree it needs to expand to different cultures and geographical areas.//**
 * **// For some students, the discussion-style approach will appeal because they have the opportunity to talk in their groups. If the idea of the "fair" at the end of the unit/lesson is promoted from the start, it might spark interest. Other ideas come to mind, but none were specifically spelled out in the lesson plan provided. //**
 * **// Group evaluations might sustain interest, as students have opportunity to evaluate each other and know they will be evaluated as well. The teacher might be able to pose questions to the group to stimulate their talk and project work. //**
 * ** is this supposed to be what's in this lesson or in general? anyone have any thoughts? **
 * // **I take it as in general- in high school, most of the time it's because students just want to get in and get out- learning is over and school is just an obstacle in the way of the freedom adulthood brings. To undo this idea, learning has to be made relevant again to high schoolers...how are they going to be able to use this in the "real world"?** //

**E** - **EQUIP** students with necessary experiences, tools, knowledge, and know-how to meet performance goals.
How will students be engaged in exploring the big ideas and essential questions? What learning activities, guided instruction, and coaching will equip students for their final performances? What homework and out-of-class experiences are needed to enable students to develop and deepen their understanding of important ideas?
 * ** //Group work; discussion; seeing how others view the same social issues as they do; trying to reach a consensus// .**
 * //**Brainstorming ideas, writing an individual paper, giving the group responsibility for setting up a task list and timeline for the "Positive Futures Fair"**//
 * **// Students should be allowed to research outside the supplied readings, if the teacher wants the students to truly have an unbiased position when creating their society. //**
 * //**Out of class experiences would seem to be the best way to learn about the current state of our society. However, as I mentioned before ( in the H section), some students may have difficulty identifying with certain societal issues because they have not been made cognizant of them before.**//
 * //** Research mentioned above, perhaps some surveys - both formal and informal - of parents, friends, or the "public" might be completed out-of-class and would contribute to their understanding **//

**R** - Provide students with numerous opportunities to **RETHINK** big ideas, **REFLECT** on progress, and **REVISE** their work.
How will students be guided to rethink their understanding of important ideas? How might student products and performances be improved through revision based on self-assessment and feedback? How will students be encouraged to reflect on their learning and performance?
 * //**Students will have discussions with other students in their groups who have differing opinions on the same issues.**//
 * **//According to the lesson plan, there is no allotted time for revision; the only self-assessment and feedback opportunities are after the assignment is presented. To improve this, the students should have a rubric for the entirety of the project to refer back to.//**
 * //** The students have to complete a project assignment evaluation **//

**E** - Build in opportunities for students to **EVALUATE** progress and self-assess.
How will students be guided in self-assessment, self-evaluation, and adjustment? How will learners engage in a final self-evaluation to identify remaining questions, set future goals, and point toward new learning? How will students be helped to take stock of what they have learned and what needs further inquiry or refinement?
 * //**I could see where the Fair would accomplish this to some extent; also when students have to draw concepts from their other classes; however, these are stretches.**//
 * ** //Organizing the Fair; Reflective Evaluation of Presented Scenarios// **
 * // Several of the post presentation questions do an excellent job of having the student take stock of what they have learned; // //"Given what you've learned, what would you suggest be covered/taught/learned in class that would help create a more humane and environmentally sound future?" **Having the students answer this question give students the opportunity to look at ways the information can be applied.**//

**T** - Be **TAILORED** to reflect individual talents, interests, styles, and needs.
How will we differentiate instruction to accommodate the various developmental needs, learning styles, prior knowledge, and interests of students (while remaining true to the desired results)? How will we tailor the learning plan to maximize engagement and effectiveness for all learners?
 * **//I think that there could have been alternative ways that the students could have completed the and presented the assignment that would have included more of the various students talents, interest, learning styles and needs.//**
 * **//Students could have created a Wiki or Webpage to present there information. Students could have created a song, video, or brochure outlining the steps that we need to take to create a more humane and environmentally sound future.//**
 * **//An effective hook I think would make the most difference for this lesson plan. Students need to understand that a society needs to continuously evolve in order to get better. Showing them how a stagnant society equals a destroyed society (a problem) will motivate them to want to find a solution.//**
 * **//Also, by paying attention to the types of students put into groups, the maximum number of different points of views should be reached if possible. Do not group students from one type of socio-economic background, ethnicity, or gender together.//**

**O** - Be **ORGANIZED** to optimize deep understanding as opposed to superficial coverage.
What sequence of learning experiences will best develop and deepen student understanding, while minimizing likely misconceptions? How will we organize and sequence the teaching and learning to maximize engagement and effectiveness?
 * //**Bringing students to the forefront of the problem, making this a real learning experience (relative), providing them solid steps to the goal(s), giving them the opportunities to organize and sort out the most effective solutions, assessing the students through a concrete means (presentations/Fair).**//