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Objective: Review the three different formats you could use for self-paced units
Directions: Read to discover about the three different types of self-paced units you could create with your students.
When you have self-paced units, you can take one of these three approaches:
When you have self-paced units, you can take one of these three approaches:
Traditional
Traditional
Students are working through activities and lessons, leading to a traditional summative assessment to show what they have learned.
Project-Based
Project-Based
Students are working through activities but each lesson is linked to a task, which will be used to create a final project at the end of the unit
Problem-Based
Problem-Based
Students are working through lessons, but each activity has the opportunity to further explore a topic of interest related to the unit
What would each of these units look like?
What would each of these units look like?
Traditional Self-paced Unit
Traditional Self-paced Unit
Let's say you're a middle school English teacher who has to complete an argumentative essay as part of the curriculum. A traditional self-paced unit would be ideal for this situation. Students would work through the lessons at their own speed. They would start to curate research based on lessons, form thesis statements, and compose their essay. Because they're completing a common, required summative assessment, this type of self-paced unit is labeled traditional.
This might be a great place to begin your journey. You're just taking your unit lessons and activities and making them asynchronous for students to work through independently.
Project-Based Self-paced Unit
Project-Based Self-paced Unit
If you're looking for students to create a project at the end, this type of self-paced unit is perfect. For example, an elementary teacher might want students to create a campaign to save a specific endangered animal. Along with each self-paced lesson, the students will complete another task to help them build toward their final project.
Problem-Based Self-paced Unit
Problem-Based Self-paced Unit
Problem-based learning involves students seeking a solution to a problem within a specific topic. For example, if you're a history teacher who is having students complete a unit on urbanization and sustainable cities, you could start by having students choose a problem they want to tackle (e.g., energy, housing, transportation). Then, as students would through the self-paced activities, they use the new information to shape their understanding of the problem they selected. After each lesson, they can reflect on how the content impacted their understanding of the problem. At the end, they can use these reflections to create something to showcase a proposed solution.
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