Major Goal
MIT students will create a two week integrative,
interdisciplinary, conceptually-based unit, built around a guiding question,
that promotes equity, embraces diversity, develops critical and creative
thinking, and leaves no child behind. This unit should represent best practices
as discussed in Daniels and Bizar and Brooks and Brooks and as represented
in the Washington State Pedagogy Assessment and WAC 180-78A-165
(linked on home page).
Final Project:
A two-week integrative, interdisciplinary, conceptually-based unit that might be used during student teaching. These plans will reflect "best practice" and meet Washington State Pedagogy Assessment Criteria.
Curriculum Unit Requirements (You will use this form to evaluate projects)
| Curriculum Unit Includes | Location in Curriculum Unit (page #'s) | Comments |
| Statement of purpose and major goals | ||
| Descriptive sketch of anticipated characteristics of students with whom you will be working -- age range, probable developmental level, socioeconomic and ethnic groups, differing developmental and physical needs | ||
| Brief description of behavior management plan or approaches you intend to use | ||
| Conceptual network web or diagram | ||
| Theme and content possibilities web or diagram | ||
| Web or statement of examples of students' likely pre-existing concepts about what you plan to explore | ||
| Daily two-week plan of goals (include EALR, GLE or FRAMEWORKS), objectives, procedures, materials, teaching strategies you plan on using e.g. small groups, individual research, learning stations, teacher presentation, experiment, hands-on exploration, etc. These lessons should provide evidence of being problem-based and developing critical thinking skills. | ||
| Sample of reading lesson appropriate to grade level and subject requirements | ||
| Sample of writing lesson appropriate to your grade level and subject | ||
| Indication of attention to any of the following: m multiple intelligences, learning styles, working around the quadrant wheel | ||
| Differentiation for special needs and ability levels | ||
| Evidence of Multicultural Perspectives | ||
| Building community | ||
| Example of at least one formative and summative assessment, including a scoring rubric | ||
| For elementary grade band: Plan must include social studies, art and one of mathematics or science. | ||
| An annotated bibliography of tradebooks to read with unit and teacher resources | ||
| An annotated bibliography of internet sites appropriate for the unit |