Lesson Plan

Here you will find the structure of an Umbrella Question Model more traditional inquiry learning experice with students. If you are doing a Design Thinking project with students where process is king over content learning, check out the totorial: Umbrella Create Model at: https://sites.google.com/view/umbrellacreation/home

Quick Summary of the Unit Lesson Plan (see fleshed out plan below):

Unit Lesson Plan Title
Names of Adult Coaches
Think Model(s) used
Names of Partners
Old method
Overview
Major Learning Objectives
- Content Objectives
- Process Objectives
- Assessments
Other Objectives to Watch
Essential Questions
Graphical chart/flow chart:
The Cotaught Learning Activities for Phase one of the unit)
The Cotaught Culminating Experience; Phase 2)
The co-assessed Summative Assessment
The Cotaught Big Think:
Archive instructions
Defense

Unit Lesson Plan Title

Names of Adult Coaches

Think Model(s) used

Names of Partners

Old method: brief descriptive paragraph of the old way this unit has been or might have been taught. Usually a bird unit model.

Overview: brief description of the entire learning experience.

Goals and Objectives )Two types...Major and Watch For):

(The Following format for creating the Goals and objectives plus the assessments of those items presume that there are at least two adults engaged in a partnership of the unit from initial planning, through the learning activities including a culminating activity, jointly assessing the results. After the unit is complete and assessed, the adult partners will conduct a Big Think reflection activity. The two adults might be the classroom teacher and the librarian. It might also be any other specialist in the school who is teaming with the classroom teacher on the learning experience. So while teaching alone, the classroom teacher may be covering material, the partners are working to make the learning experience a very deep experience for the learners are combining their efforts to help as many learners as they can to meet or exceed the expectations of both ddult partners.) (Student input?)

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Major Objectives )Contnet and Process Plus Formative Assessments))

(We recommend no more than three but you can create your own form to fit your work)

Content Knowledge

(what learners need to know and be able to do as individuals and as collaborative groups) (may come from national, state, or local mandates) (student input?) Content objectives can come from either partner or both)

Process Objectives:

(What just in time skills and technology will be folded into this objective to give a boost to what individuals and collaborative student groups know and are able to do) (may come from national, state, or local mandates) (student input?) (process objectives can come from either partner or both)

Co-Assessment:

What formative and summative measures will be used by the partners to gauge the objectives above?

(may come from national, state, or local mandates) (student input?) (Include here formative assessments)

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Other Objectives to Watch

(these objectives will not receive the main focus of attention but may come to our attention during the learning experience. If any of them appear as problems, we may have to regroup during the learning experience to back tract a bit before proceeding; or, we might move more quickly if we observe that the learners are performing better than we expected. We may have to personalize learning a bit more depending on the progress of either learners or groups of learners. This could appy to either hard or soft skill progress, language difficulties, cultural factors, or school environmental disruptions.) (student input?)

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Essential Questions:

(Translate the goals and objectives into the questions students are to consider. Students may help in the construction of these questions. The essential question can be an umbrella question that is a broad question under which students can create their own sub-questions to investigate. In design thinking projects, the student voice will be much more prominent.

Graphical chart/flow chart:

(Create a drawing of the unit from beginning to end; something like the drawings of the think models for inquiry experiences and stages of the design thinking model for that kind of experience.)

The Cotaught Learning Activities for Phase one of the unit)

(Describe here the various activities conducted jointly by both partners learning the learners through a series of events designed to move through the various objectives including formative assessments.) (Student input?)

The Cotaught Culminating Experience; Phase 2)

(We usually expect individuals or groups of learners to produce some sort of artifact that exhibits in phase one and demonstrates what they have learned during the learning experience. This could be a research report, a video, the solution to a problem, or an activity that brings all the puzzle pieces together to form a seamless deep understanding of the major goals. It is like taking the various ingredients of a chocolate chip cookie and mixing them in such a way and baking them to form a very desirable whole product. While individual exhibitions might be used as preliminary outcomes, the mixing of all the exhibits into a higher level question or problem to solve adds a deep learning activity that will be far superior than the first set of exhibitions. For example, groups may have built guidelines for their own families on how to survive one particular disaster, but in the culminating experience, they put together all the emergency plans to form a major set of guidelines for their family to survive any type of disaster that might strike. If the main content objectives were the center of a learning experience, then the culminating experience is focused on the content. However, if students had a great deal of choice in content projects, then the culminating experience examines the process across projects.) (Student input?)

The co-assessed Summative Assessment

Describe here any final assessment here:

The Cotaught Big Think:

(An adult and student activity after all the grades are in and the learning experience is over; it is a metacognitive reflection looking back and projecting into the future: what I know and am able to do; what we know and are able to do; how I learned; how we learned; so what, and what’s next) (Use strategies from The Big Think book.)

Describe your Big Think Activity here: (Use one or more stratiegies from The Big Think book) Strategies include:

Active Discussion
Create New Questions
Higher Order Thinking
Interact with an Expert
New Problem or Challenge
Thoughtful Writing
Construct Visuals
Re-Create
Sandbox