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2. Graduation Portfolio Modules
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Modules
Module 1 What is GPS?
Module 2 What are Performance Outcomes?
Module 3 How are Performance Outcomes Connected
to Our Standards?
Module 4 What kind of Instruction Supports our Work?
Module 5 How do I Design Performance Tasks?
Module 6 How do we Design Units that Support this
Work?
Module 7 What makes a High Quality Unit?
Module 8 How do we give Meaningful Feedback to
Students?
Module 9 How do we connect this GPS work to our
work across the network?
Module 10 How do Students Manage the Process?

3. Unit Design
Module 7
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4. Objectives
Participants will be able to answer:
• How do we analyze an effective unit or task?
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5. Introduction
Discuss:
• What would expect to see or hear happening
in an effective unit focused on developing
global competencies and college readiness?
– What would kids be doing?
– What would teachers be doing?
– What kind of work would you expect to see?
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6. Components of a Unit Design
• Essential Understandings
• Essential Questions
• Strategies/Skills
• Performance Outcomes
• Other Outcomes
• Assessments
• Resources
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7. 3 Ways to Give and Get
Feedback
1. Task Design Checklist
2. Annotated Task
3. Tuning Protocol
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8. Task Design Checklist
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9. Annotated Tasks
• An annotated task gives notes and feedback
about how it was designed and where it might
be improved
• Annotating your own task can be useful once
you have completed it so it can be improved
next year
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10. How to Annotate a Task or
Unit
• Some people like to use highlighter, sticky
notes, or track changes on a Word document
• There is no best way, but these steps help:
1. Identify why that was originally chosen
2. Identify how the students responded
3. Make a recommendation to keep, change, or
remove the idea
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11. My class needed some
affirmation so this was a
good focus
✪This focus on “story
telling” lead to a lot of good
discussions about gossiping
and perspective
Next year it will make sense
to focus more on
perspectives and then
jump into the way our
societies influence our
perspectives, so we can
think globally
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✪
✪
✪



Perspectives
Sample of an Annotated Unit
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12. Annotate a Task or Unit
• Select a task or unit from your own
experience
• Pick a method for annotating the task, with
colors, coding, sticky notes, etc.
• Follow these easy steps:
1. Identify why that was originally chosen
2. Identify how the students responded
3. Make a recommendation to keep, change, or
remove the idea
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13. Feedback for Others
• The Tuning Protocol
provides a way to give warm
and cool feedback to
colleagues about their work
• Rather than making direct
suggestions or trying to “fix”
a task or unit, the focus is on
inquiry and probing
feedback
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14. Use the Tuning Protocol
• Review the steps to
the Tuning Protocol
• Select a piece of work
for the group to
discuss
• Using the protocol,
have a facilitator lead
the group to “tune”
the work
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15. Classroom Follow-up
• How will we communicate these ideas to the
student?
– Advisory?
– Content area courses?
– Schoolwide?
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