PRACTICUM UNIT/BLOCK PLANNING
The following is a summary of key components and resources that will be explored in the UNIT/BLOCK PLANNING sessions at York.
1. GETTING READY FOR A BLOCK
MTs and TCs should confer to identify a topic or focus for the unit/block.
It is helpful to organize a Calendar, outlining the days/times that the MT and the TC will be teaching. Indicate on the calendar when the TC is teaching, when the MT may be teaching and when they may be co- teaching. Aim for consistency in the subjects that the TC will be teaching if possible.
2. DEVELOPING UNIT/BLOCK PLANS (Due to the MT at least 48 hours prior to the first day of the block to allow time for the MT to review the plans.
Brainstorming
TCs should be involved in a preliminary brainstorming which will allow them to develop a framework to support unit planning. Use an organizer such as a web or flow chart to organize the basic ideas such
as:
- Overall learning expectations
- Assessment & evaluation - how will the TC collect assessment data and which recording devices will be used?
- Culminating task—how will the students demonstrate their learning when the unit is completed?
- Student learning tasks—opportunities in various subject areas that will lead students to meet the expectations.
Unit Overview
TCs will provide a context for the unit (grade, rationale, needs of students). They will identify the prior knowledge that students will require to begin the unit and will indicate how he/she will address accommodations required to meet special needs.
Overall Learning Expectations
TCs will select overall learning expectations. The expectations can be selected from different subject areas but should be directly linked to the culminating task.
Culminating Task
Your candidate should confirm what the students will do to demonstrate their learning at the end of the unit. The culminating task should allow students to demonstrate how well they have met the overall learning expectations that were
selected for the unit. TCs will establish evaluation criteria for the culminating task and will organize a rating scale or rubric to be used to evaluate the culminating task.
Overview of Lesson Design
The lessons will lead to the culminating task. For each lesson your block/unit plan should identify the following:
- Specific expectations that will be targeted during the block
- Overview of what the students will be doing during the block, including differentiation & success critieria
- Overview of assessment tools and recording devices
- Overview of resources
It is understood that flexibility in or variation from the original lesson design will be required to allow responsiveness to the needs of learners as the block progresses .
3. LESSON PLANS
Teacher candidates will design lesson plans as required (usually for key lessons & new subjects). The initial submission of block plans should include complete day plans for the first two days of the block only.
During the block, daily plans will be completed for each day of the block to summarize what the daily program will be. The daily plans should summarize the teaching for the entire day including information about lessons, teacher’s duties and the daily schedule. Daily plans should contain enough detail that an occasional teacher could implement the plans with no problem. Review the Sample Daily Plan to understand how the daily plans should be organized.
4. TEACHER CANDIDATE RESPONSIBILITIES
- Prepare comprehensive block plans, including daily plans for the first two days of your block.
- Submit block plans to the Mentor Teacher by the due date.
- Develop daily plans for each daily session throughout the block.
- Use regularly scheduled teacher preparation periods for your personal preparation, as required.
- Take responsibility for teaching each teaching day during the block.
- Arrive promptly for each teaching day (at least 30 minutes before class begins).
- Prepare all teaching materials prior to instruction times.
- Observe school hours as decided by the school administration.
- Take responsibility for classroom routines including clean up and displays.
- Engage in regular critical reflection concerning your practice.
- Maintain regular professional dialogues with your Mentor Teacher.
- Assess and evaluate learning expectations on a daily basis, maintaining ongoing student assessment records.
- Have the following material available daily:
- Practicum Binder including Block Plans and Daily Plans for the block
- Student tracking & evaluation records
- Revise your block plans as required during the pre-block or implementation period to reflect student learning
- Meet with your Mentor Teacher to confer regarding your performance during the block.
- Make arrangements with your MT to receive a copy of your final practicum summary report. You can return to the school at later date to pick up a copy of the report. You can also leave a stamped self-addressed envelope so that the report can be mailed to you. THE FACULTY DOES NOT RETAIN COPIES OF THE REPORT AFTER GRADES ARE POSTED. BE SURE TO KEEP AN ELECTRONIC AND A HARD COPY OF YOUR SUMMARY REPORT. YOU WILL NEED IT WHEN YOU APPLY TO BOARDS OF EDUCATION.
