This is where UBD ca

This is where UBD can come in and save the day. Unit planning, unlike lesson planning in the traditional sense, requires teachers to look at the end result first. How do we want our student to be as a result of our instruction in a macro sense? What should our student know and be able to do as a result of our instruction? By having global questions drive our unit of study and utilizing the standards in the beginning to drive instruction, we are able to cover more ground in a unit with less concern about simply teaching day to day only to find out we aren't able to get past World War II in a US history class. If we know this issue, we can plan in advance when is taught what and how long each unit of study should be. We are able to prioritize and organize our instruction.

What was my big mistake? (I always have one.) When I first worked with my BOLD teachers in the summer, I wanted the Step 3 section in their unit plans (the day to day activity section) to include daily accounting for blended (online curriculum) and differentiation. Rather, I now am asking my BOLD teachers to account for both differentiation and online content each unit rather than each lesson. Why? Precisely because they are utilizing the playlist approach requiring students to go from station to station to conquer certain tasks and content within a unit, rather than within a period. This approach gives flexibility to the teacher to adapt an individual lesson to provide remediation when necessary or additional time for online or offline activities.

Rather than having teachers hand in a section with dates on it, they divide their unit into days needed to cover it. I told them to look at these days as pieces in a greater puzzle called their unit. Magen David teachers are working on utilizing the common core state standards to drive their units of instruction and utilizing Bloom's Taxonomy to differentiate students in the rotational model.

http://jennilevyesq.blogspot.com/2013/12/the-importance-of-unit-planning-in-bold.html