Project-Based Pathway Learning Sequence

Pathway/Content Area: ELA____________________________________________ Industry Sector: Child Development__________________________________________

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Essential Question/s for Learning Sequence:

"How do we design academic board games to meet diverse student learning styles?"

CTE and Academic Standards:

What Pathway and Foundation standards will be addressed?

Academic Standards: 8RC2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). 8RC2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: Understand and explain the use of a complex mechanical device by following technical directions. 8RC2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.
8WS1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students' awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

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CTE Standards:
Child Development Pathway A5.4 Relate the importance of learning environments, experiences, and interactions and their connections to each stage of physical, intellectual, social, and emotional development. A7.1 Understand the major learning theories and curriculum models and evaluate their application in early childhood education programs. A7.2 Know the components of an effective learning environment that reects children's interests and developmental needs. A7.5 Use appropriate teaching techniques and interaction styles for working with children of varying ages, learning styles, and cultural backgrounds. A7.6 Know the ways in which classroom environments promote productive interaction among children and adults to create a positive atmosphere and sense of community. A11.0 Students understand the role of teaching materials and resources in enhancing classroom instruction in child care and development programs: A11.1 Understand the appropriate uses of current instructional technology and equipment to develop program materials and support learning. A11.2 Know the various types and sources of quality, age-appropriate, and develop mentally appropriate materials and equipment. A11.3 Know how to select and develop age-appropriate and developmentally appropriate teaching materials and resources.
A12.3 Understand the typical learning challenges that students encounter in curricular areas.

Time Frame for Learning Sequence:

5 Weeks

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General Materials:
What instructional materials are available (textbook, teacher development materials, use of appropriate technology, other instructional materials)? All links are on the website. "Design Thinking for Educators", powerpoint concerning multiple intelligences, presentation equipment, and supplies for game production.

Possible Prior Misconceptions related to content:

What ideas might students bring to this unit that are misconceptions? How will you address the misconceptions? We all learn the same way. This will be addressed with the Multiple Intelligences Theory.
Ideas develop from a sole genius. Teamwork within the design thinking process will show the students that they are better together than alone.

Related Vocabulary:
Include language related to pathway and academic content areas. Compare/Contrast. Prototype. Design Thinking. Viability. Feasibility. Multiple Intelligence.

Classroom Management and Support Strategies:

How will you get your students to understand the content for this unit? What strategies will be the most effective? Direct Instruction, Individual or Small Group Work. What safety considerations need to be made? The students will get a blend of direct instruction and small group work. The students are going to be studying "fun", this will be key to sustain learning and interest. As far as safety considerations, the students will be use sharp objects to cut during the production phase of the game building.

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Differentiated Instruction:
How will you meet the needs of the diverse learners in your classroom? What accommodations should be considered? What problem-solving and critical thinking skills will be embedded? The process of making a game in not difcult, but the breadth and depth that you can take it is unlimited, which makes differentiating instruction much easier. The range of quality in the games will be broad. The problem solving and critical thinking skills are found in the Habits of Mind: Thinking about Thinking, Remaining Open to Continuous Learning, Thinking Flexibly, Persisting, Finding Humor, Striving for Accuracy, Listening with Understanding and Empathy, Gathering Data through All the Senses, Thinking and Communicating with Clarity and Precision, Thinking Interdependently, Creating, Imagining, and Innovating, Responding with Wonderment and Awe, Applying Past Knowledge to New Situations, Questioning and Posing Problems, Managing Impulsivity, Taking Responsible Risks.

Student Assessment Artifacts:

How will students demonstrate understanding of the important pathway and academic content knowledge and skills? Consider projects, real-world context assignments, workplace problems, eld-based investigations, community explorations, formative and summative culminating assessments. The artifacts that will show that they understand the pathway will be embedded in their game design (understanding teenagers, intelligences, design) and in the culminating presentation on the showcase day when they try their games out on others. SCANS Skills/21st Century/Habits of Mind: How can the Employability related skills be embedded in the pathway? Which skills should have the most focus for this pathway? Thinking about Thinking, Remaining Open to Continuous Learning, Thinking Flexibly, Persisting, Finding Humor, Striving for Accuracy, Listening with Understanding and Empathy, Gathering Data through All the Senses, Thinking and Communicating with Clarity and Precision, Thinking Interdependently, Creating, Imagining, and Innovating, Responding with Wonderment and Awe, Applying Past Knowledge to New Situations, Questioning and Posing Problems, Managing Impulsivity, Taking Responsible Risks.