9+Step+Planning

Real Life Learning - The 9 Step Planning Process

1.**Start with the End in Mind. - Discussing your ideas with others may help you create/** The teacher outlines in //specific detail// what he/she would like the students to achieve at the end of the learning opportunity. Unpack your outcomes, and make links to the main curriculum areas. The more specific the better. The rigour of the learning is identified at this time, as is the thinking. This unpacking will see itself realised within the organisers/processes created for the students.

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 * //The videos relate to Jess and Margo discussing planning in relation to//**
 * //a concept of Entreprenuers in 2011.//**

2.**Ask 5 Why Deep**...Why do my learners need this content, these processes and these skills... - at this age? - at this time in their lives? - at this developmental level? - in this community? - in this culture? media type="youtube" key="AkPeb-q5_iM" width="438" height="362"

3.How can my learners **USE this knowledge and these understanding to make a difference in their life or the lives of others TODAY?™** At this time you will determine the so what™ possibilities, what if....; select one or more to drive the !nQuiry. **Does your End in Mind need to change?**media type="youtube" key="V-0FmzecZ3c" width="433" height="418"

4.Revisit the **curriculum document**, this time to identify the additional disciplines that underpin the so what™ you have identified. Continue to focus on the knowledge and understandings components only. Identify the outcomes in each discipline and unpack these in specific detail. media type="youtube" key="E3hdCwJLALM" width="425" height="350"

5.Design the **main organisers** and the corresponding (**//content criteria for the investigation//**)* stage of the learning process. Also develop at this time the (**//content criteria for producing//**.) media type="youtube" key="4vj7eAs8GZw" width="416" height="344" 6.Identify the **processes** your learners will use as they move through all stages of the learning process (ie. thinkitgreat process, sciencethink, techthink, jigsaw cooperative group framework, publisher's process); (**//develop the process citeria)*//** for each. media type="youtube" key="mZwb-lRN0o8" width="425" height="350"

7.Identify the **skills** that the learners will require to move through the learning process (ie. reading skills, writing skills, illustrating skills, collecting, representing and analysing data skills); media type="youtube" key="65ra1Vh9Brk" width="425" height="350"
 * //develop//** the corresponding (**//criteria for the cross curricular skills)*//** required.

8.**Develop the immersion opportunities**; these incorporate the content, processes and skills of the entire inquiry; baseline data for each area is collected; learners are immersed in the 'so what™'possibility so that they can identify their purpose for engaging in the upcoming !nQuiry. media type="youtube" key="AZRagjIKL3o" width="425" height="350"

9.Name the unit OR preferably invite learners to name it after they have completed the immersion experience and identified the 'so what™ that will drive their !nQuiry. media type="youtube" key="rKs86qhfHTY" width="425" height="350"

We believe if you use the **teacherthink** to guide you through your quality planning it will help you identify your next steps and help your students as they grow in their understanding of what real learning looks and sound like. If you don't get an outside edit before you teach at least get one after. You don't know what you don't know, so this and reflecting on what you have that it becomes important for you to


 * //This is our next stage as a school, to start to take the REAL LIFE LEARNING process and bring our assessment workshop with Lane, together.//
 * Resource - Lane Clark book, Where assessment meets thinking and learning.
 * Check out wiki pages on assessment