OTHER:the role delineation is on family nurse practitioner. a family nurse practitioner focus on all lifespan not just pediatric and their family.

Stage 1-Desired Results

Summary

Name:

Grade/Subject:

Length of Unit:

Include a brief unit summary here.

Established Goals

What content standards and program-or mission-related goal(s) will this unit address?

What habits of mind and cross-disciplinary goal(s)-for example, 21st century skills, core competencies-will this unit address?

Transfer

Students will be able to use their learning to…

What kinds of long-term independent accomplishments are desired?

Meaning

UNDERSTANDINGS

Students will understand that…

What specifically do you want students to understand? What inferences should they make?

ESSENTIAL QUESTIONS

Students will keep considering…

What thought-provoking questions will foster inquiry, meaning-making, and transfer?

Acquisition

Students will know…

What facts and basic concepts should students know and be able to recall?

Students will be skilled at…

What discrete skills and processes should students be able to use?

Stage 2-Evidence

Code

Evaluative Criteria

Are all desired results being appropriately assessed?

What criteria will be used in each assessment to evaluate attainment of the desired results?

Regardless of the format of the assess-ment, what qualities are most important?

PERFORMANCE TASK(S):

Students will show that they really understand by evidence of…

How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by…

What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3-Learning Plan

Code

Pre-Assessment

What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?

What’s the goal for (or type of) each learning event?

Learning Events

Student success at transfer, meaning, and acquisition depends upon…

· Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan?

· Does the learning plan reflect principles of learning and best practices?

· Is there tight alignment with Stages 1 and 2?

· Is the plan likely to be engaging and effective for all students?

Progress Monitoring

· How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events?

· What are potential rough spots and student misunderstandings?

· How will students get feedback they need?

Research-based Instructional Strategies

Briefly discuss how you incorporated at least one strategy from Marzano, Pickering, and Pollock (2001) as discussed in u08d1.

Differentiation Strategies

Briefly discuss how you have incorporated instructional strategies in this unit that address different learning styles and student needs.