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DP Unit Planner Style 3

This document is a template for planning a unit for the International Baccalaureate's Diploma Programme. The template includes sections for establishing the purpose and goals of the unit, essential understandings to be developed, potential misunderstandings, inquiry questions, assessments, learning processes, resources, and reflections. The unit described in this template focuses on establishing transfer goals, essential understandings around content, skills and concepts, and developing formative and summative assessments to evaluate student understanding of the goals.

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sheelvanth
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426 views7 pages

DP Unit Planner Style 3

This document is a template for planning a unit for the International Baccalaureate's Diploma Programme. The template includes sections for establishing the purpose and goals of the unit, essential understandings to be developed, potential misunderstandings, inquiry questions, assessments, learning processes, resources, and reflections. The unit described in this template focuses on establishing transfer goals, essential understandings around content, skills and concepts, and developing formative and summative assessments to evaluate student understanding of the goals.

Uploaded by

sheelvanth
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DP pilot unit planner 3

Teacher(s) Subject group and course

Course part SL or HL/Year 1 or 2 Dates


and topic

Unit description and texts DP assessment(s) for unit

INQUIRY: establishing purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

Essential understandings

DP pilot unit planner 3 1


List here the key content/skills/concepts that students will know/develop by the end of the unit.

Students will know the following content:

Students will develop the following skills:

Students will grasp the following concepts:

Missed concepts/misunderstandings

DP pilot unit planner 3 2


List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.

Content-based:

Skills-based:

Concept-based:

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions
that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.

Content-based:

Skills-based:

Concept-based:

ACTION: teaching and learning through inquiry

DP pilot unit planner 3 3


Essential understanding goals Assessment of essential understanding goals Learning process
Copy and paste the essential understanding goals from above Write a 1:1 matching assessment for all goals. Assessments Check the boxes for any
“Inquiry” section. should be labelled formative (F) or summative (S). pedagogical approaches used
during the unit. Aim for a
variety of approaches to help
facilitate learning.

Students will know the following content: Content-based: Lecture


Socratic seminar
Small group/pair work
Powerpoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Interdisciplinary learning
Students will develop the following skills: Skills-based:
Details:
Other/s:

Students will grasp the following concepts: Concept-based:

Resources

DP pilot unit planner 3 4


Approaches to learning (ATL) Metacognition Differentiation:
Check the boxes for any explicit approaches to Check the boxes for any metacognitive approaches For more information on the IB’s approach to
learning connections made during the unit. For used that ask students to reflect on unit content, differentiation, please see the guide.
more information on ATL, please see the guide. their own skills, or unit concepts. For more
information on the IB’s approach to
metacognition, please see the guide.

Thinking Reflection on content Affirm identity—build self-esteem


Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
Self-management Details: Extend learning
Research Details:
Details:

Language and learning TOK connections CAS connections


Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.

DP pilot unit planner 3 5


learning connections made during the unit. For made during the unit. If you check any of the boxes, provide a brief note
more information on the IB’s approach to in the “details” section explaining how students
language and learning, please see the guide. engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity


Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:

REFLECTION: Considering the planning, process and impact of the inquiry

DP pilot unit planner 3 6


What worked well What didn’t work well Notes/changes/suggestions:

Transfer goals
List the transfer goals from the beginning of this unit planner.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

DP pilot unit planner 3 7

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