unit portfolio

Unit Portfolio Instructions

Overall Assignment Description

You are to produce a unit of instruction. This unit will contain elements as listed below, but must be presented in Microsoft PowerPoint or an equivalent. There are to be a maximum of 20 slides. The intent is for you, the candidate, to see the big picture for instructional design with regard to a specific topic. This assignment is to be completed by 11:59 p.m. (ET) on Sunday in Module/Week 7.

The Unit Portfolio

The following elements must be present in the Unit Portfolio:

· Title page with the name of the student, course and section number, date of submission, and title of unit.

· Subsequent slides include the following:

· Section 1

· The subject of the overall unit.

· Grade/topic

· State and national standards addressed by the unit.

· A listing of the general goals.

· Section 2

· The specific character principles (and what these principles will be focused on).

· Section 3

· A review of the specific learning objectives covered by the entire unit.

· A listing of the key critical concepts being addressed in the unit.

· Section 4

· The unit map showing the main unit theme and the lessons related to the central theme and to each other.

· The unit schedule: A description of the unit duration (not actual dates but rather a schedule of days).

· The course map: The context of that unit (a course map of all units for that grade/subject combination and a demonstration of where that unit is) as related to the overall course.

· Section 5

· An overview of the learning activities to be included in the unit (including the lessons that have been detailed).

· A list of all resources and materials to be used (and which lessons these resources will be used for).

· Section 6

· A description of the classroom diversity and differentiation (can be identical to the lesson plans) and how these are being considered. This must include both cultural and learning diversification.

· Section 7

· The diagnostic assessment tool employed at the beginning of the unit.

· The formative assessments interspersed appropriately among the lessons.

· Section 8

· A description of the diagnostic, formative, and summative assessments.

· Section 9

· A description of how this unit considers curricular connections.

Terms and Expectations Explained

The following are some guiding notes to help clarify the above:

· Subject: The subject of this unit will be chosen by the candidate.

· Key Critical Concepts: The concepts should be evident throughout the unit (like democracy, freedom, and environmental influence). These should be explored through the unit and instruction.

· Launching Activity: This should be a grabbing activity. The best of these are those that help to see the real-life relevancy of the lesson/unit.

· Assessments: The unit should have a diagnostic assessment (for the beginning of the unit), formative assessments (formal or informal), and a summative assessment. These do not have to be classic paper-pencil but can be. Be creative AND appropriate.

· Course Map and Unit Map: The maps both demonstrate context (where the unit lies in a course and where the lessons lie in the unit). This forces collaborators to know where you are going and what is necessary before exploring particular topics.

· Unit Schedule: This schedule should catalog the number of days needed for the unit but should not be a specific schedule (i.e. not attached to dates). Best to show this in a table with topics of instruction, unique activities and assessments.

· Resource Expectations: You should use a mixture of resources—technology where appropriate and possible, texts, and hands-on activities.

· Lessons: The lessons should be connected by the unit and should build towards the accomplishment of the actual unit.