Curriculum Integration to Promote Student Outcomes Presenter Notes

Slide 1:
The following presentation will be explaining the benefits of unit planning rather than

individual lesson planning on an elementary level. Together, we will explore how units can

embody high expectations, align with academic standards, include differentiation, and ensure

cultural inclusiveness. Throughout the presentation, I will provide solutions and resources, so

please take notes and do not hesitate to ask questions.

Slide 2:
So, why is it important to plan units? What are the different benefits of planning units

rather than individual lessons? First, let me explain what I mean by unit planning and lesson

planning. Davenport and Clarkson define unit planning as the following, “A section of the

curriculum that involves dividing the course and its information into logical segments, usually

about 2-4 weeks in length” (2020). They define lesson planning as follows, “One learning

session within that unit” (2020).

To understand the importance of unit planning, let us look at the different perspectives

involved according to Davenport and Clarkson (2020). From an administrator’s standpoint, unit

planning offers clear curriculum alignment. It is much easier to monitor whether standards are

being taught by viewing a unit plan rather than numerous individual lesson plans.

Administrators can get a clear overview of the standards and their instruction. Secondly, unit

planning gives administrators the ability to review gaps within the curriculum and make

revisions. When considering a new curriculum, it is easier to analyze the options when

everyone has their input and processes organized. Thirdly, it allows for more valuable and

meaningful PLC time. When educators present a unit plan, it allows the instructional team to

provide relative resources and interventions that can help with the flow of the unit. Fourth, it
makes teacher transitions easier. One never knows what new position or medical emergency

may come up. Having a whole unit planned allows newcomers the ability to easily transition in

and pick up where the last teacher left off. Lastly, it allows administration the opportunity to

clearly communicate and update the community. They can effortlessly relay the current skills

and standards to families so that every stakeholder can support.

Now, let’s look at unit planning from the teacher’s perspective. The point where you

wonder, “Yes, how will this help me?” Again, referencing from Davenport and Clarkson, first, it

allows teachers to reflect and revise easier (2020). Teachers are able to quickly add or update

resources and strategies and adjust based on the previous students’ outcomes. Secondly, it

allows teachers to pace better. If you do not have the luxury of having your district provide a

pacing guide for you, then unit planning is an easy structure to do so. When you are reflecting

on students’ end-of-year outcomes, teachers can reorganize their pacing guides based on which

units and concepts were more difficult. Considering this data, teachers may want to introduce

those units sooner in the year, so that students have more time to practice with them. Thirdly,

unit planning offers easier resource and content updating. When individual lessons are written,

the teacher is dependent on those resources to be available annually. When unit planning, the

teacher creates a toolbox of resources to pick from that correlate with the standard and their

students’ ability levels. If a resource is unavailable, the teacher has others to divert to. Lastly, as

previously stated, it allows for teachers to have more meaningful and valuable PLC times. They

can enter meetings prepared with their needs and leave with solutions.

The last perspective we will discuss is the student’s perspective. Unit planning provides

students with scaffolded learning. The skills and concepts build on one another creating a

natural flow. In order to do so, the lessons must be chunked together logically. Group the
standards together that have commonalities, and this will allow students to apply more than one

at a time. Rather than focusing on one lesson or skill at a time, the skills and standards are

building and allowing students to make connections and notice relationships.

Slide 3:
How do we set high expectations during unit planning? First, plan using a backwards

design. Start with what you want the students to know and be able to do so that you can plan

instruction accordingly. Secondly, pre-assess the students so that you are aware of the skills they

know or are new. Well-known standards will require less time teaching and more focus can be

on the newer standards. Again, this allows the teacher to better prepare, set goals, and work

toward them. When these steps are done, the teacher and students can work to set expectations.

Meet the students where they are and make realistic goals for where they can be. Lastly,

expectations and goals are great, but it all stems from you, as the teacher. EdHub describes it as

follows, “Teachers’ beliefs about their students and what they can achieve have a substantial

impact on students’ learning and progress… Low expectations set up a chain of low-level

activities and, therefore, lower learning opportunities. When teachers’ expectations increase,

their attitudes, beliefs, and teaching practices change. In general, high expectation teachers

employ more effective teaching practices” (n.d.). Break through the mindset that students are

exactly where they will stay. If you want them to grow, it all has to start with you as the

educator and your beliefs and attitude.

Slide 4:
When planning units, it is important to collaborate! That is why it is in capital letters. In

order to be successful with planning and teaching, one must collaborate with their team and ask

for their assistance. When you and your team are collaborating to align your lesson, first, utilize
your school or district’s curriculum map and/or pacing guide. This will provide you with a

structure to base your unit plans, and these resources more than likely relate to benchmarks’

standards. Once your team has chosen the standard, view your state’s unpacking standards

document. This provides teachers with a better understanding of what elements are categorized

within the standard. From there, the teacher knows what the expectations are and can create a

scaffolded unit. When planning the unit, consistently consider, “What students must show the

teacher they know and can do in order to meet a particular level of proficiency for a given

standard” (Westerbert, 2021). After the standards and essential skills have been decided,

consider your school’s curriculum and how it relates. I suggest starting here since that is your

schoolwide foundation, and it will make students’ transitions to the next grade level easier and

more consistent. Lastly, ensure that your assignments and assessments relate to the skills and

standards. Ensure that the passage or problems assess the specific elements within the standard,

so that if a question is missed, you know which skill needs to be revisited.

Slide 5:
In order to assist students in meeting the expectations and growing, differentiation must

be incorporated within the plan. Tomlinson describes differentiation as the following,

“Differentiation is responsive teaching rather than one-size-fits-all teaching; it is the teacher’s

proactive response to the needs of his/her learners, shaped by mindset” (McMullen & Alschuler,

2018). Not everyone learns the same, and differentiating is the method that recognizes that. So,

how can we make differentiating easier, and what strategies can be used? First, collect as much

data as possible. This data can be in the form of simple classroom observations, formal or

informal assessments, online program data, or data from state assessments. However data is

obtained, it is important because it builds the case for what the student needs. Therefore,
collecting and analyzing data must be ongoing in order to monitor growth. Once data is

collected, we must again collaborate with others. Differentiating can be hard, when considering

lower-level students or higher-level students, so vertical plan with other teachers or ask the

special education teachers for assistance. Do not feel like you have to research and figure

everything out on your own. Next, consider implementing small-group interventions. This is the

time for the teacher to either fill in gaps or provide further instruction on the current standard.

How you create your groups can be based on two categories, the students’ ability or learning

styles. If grouped on ability, the students are around the same level and the work given will be

challenging for where they are. However, if grouped based on learning styles, then the groups

are created based on who requires visuals, audio, or kinesthetics. The students receive the same

practice, which will be challenging for some, but it will allow other students to step up. This

allows the teachers to provide instruction to a group of students who all learn using the same

method that proves successful for them. In addition, teachers may consider utilizing

heterogeneous table groups. If your classroom is set up with table groups, then consider

purposefully placing students at each table group who are at different levels. When it is time for

table group work or think-pair-share, it allows students the opportunity to help one another and

hear different perspectives and methods. Next, incorporate learning styles into your unit plans.

As previously mentioned, not all students learn the same. Some students are visual, auditory, or

kinesthetic learners; therefore, be sure to include each form throughout the unit and throughout

the lessons if possible. Examples of resources could include videos, read alouds, audio books,

drawing, hands-on manipulatives, creating videos, and PowerPoints. Next, teachers can front-

load students. If there are students who are not confident in a subject and rarely participate due

to this lack of confidence, provide them with the day’s worksheet ahead of time. This allows
them to preview the material, gain understanding of what is to be expected, and prepares them to

participate during the whole-group lessons. Lastly, allow students to showcase their authenticity.

Again, students do not learn the same and their methods are not typically uniformed. So, allow

them to showcase their methods, reasoning, and connections. It may spark something in

someone else and allow them to understand.

Slide 6:
Now, let’s talk about how we can differentiate our technology to maximize instruction. I

always say that the relationship with technology is a love-hate relationship, but with education’s

current state, it is essential. When considering differentiated technology, utilize individualized

online programs that will provide real-time progress. Examples include: i-Ready, Zearn, Read

Theory, and Khan Academy. The benefit of some of these programs is that they not only

progress monitor but also, create instructional groups and provide intervention lessons. As an

educator, that saves time and stress. Utilizing technology to provide students with differentiated,

leveled passages and assessments also makes it easier and more nonchalant. Everyone is

working on their Chromebooks, but not everyone can clearly see what is being completed. Next,

use and post videos to a public platform for students to refer back to. Again, some students need

to be reminded or see things more than once. The following programs provide further

differentiation based on specific students’ needs (Stern, 2015; Stanford, Crowe, & Flice, 2010).

Newsela provides students with articles on current events that can be leveled and are

accompanied with questions. EDpuzzle is a program that incorporates a flipped classroom

design. It allows teachers to provide videos and resources to students ahead of time, and the

program ensures that students have fully watched and completed the lessons before moving on.

If you have students that are more auditory learners or have a hard time decoding words, Natural
Reader will read any text from any application. It Can Say is another program that has similar

capabilities. Free Dictionary will offer pronunciations and definitions for unfamiliar words,

which can be great for EL students. Again, understand what kind of learners your students are.

If they are visual learners, then utilize PowerPoints or videos, and if they are auditory learners,

incorporate read alouds or videos.

Slide 7:
How can we ensure that the curriculum is culturally inclusive? The Department of

Education in Tennessee suggests incorporating materials that offer diversity and discuss different

cultures’ contributions (n.d.). Embrace and showcase the diversity within our world in order to

show inclusion and raise awareness. Secondly, dissolve dominant narratives. There are many

stereotypes that are present, but school should be a safe space of learning. Therefore, do not let

these generally negative stereotypes affect how and what you teach. Thirdly, reflect on the

students. Learn of their experiences, identities, and interests and try to incorporate these aspects

within the lessons. It will automatically make the topic more engaging. Lastly, make as many

real-world connections within the lessons. Again, it makes it more engaging, offers different

perspectives, and allows them to make relatable connections.

Slide 8:
So what instructional practices can we incorporate that are culturally inclusive. First, it

begins with creating a safe and respectful space. If students do not feel included, then they will

not want to share their experience or perspective. Methods for creating this space include

incorporating SEL lessons, morning meetings, and exemplifying an acceptance of diversity.

Early on, create a space where it is okay to try and to be authentically you. Next, allow students

to share in a public platform while others listen to their perspectives. During Hispanic Heritage
Month, I asked two students from my class if they would like to create and present a part of their

culture to the class. I gave them the choice, and they loved it and took pride in it. It made them

feel like they were included and accepted, and you could tell that they felt proud to share their

heritage with others. Expose students to different cultures and let them know that it is okay that

we are all different and special. People have different backgrounds and perspectives, but it

challenges us and helps us learn of others’ opinions. Another platform that could help with

including culture within the classroom is through the program Epals. It allows classrooms

around the world to connect and learn from one another. Again, avoid stereotypical behaviors or

expectations. The University of the Sunshine Coast explains it as follows, “Avoid over

generalizing behavior (expecting particular culturally based behavior from an individual because

that person comes from a certain cultural group) or having stereotypical expectations of people

(positive or negative)” (n.d.). Also, avoid making students cultural representatives; they do not

want to be pinpointed every time their culture is referenced.

Slide 9:
Lastly, ensure that you are incorporating and following the school’s vision and goals. At

my current elementary school, our vision states, “The learning community at Northside

Elementary is focused on the success and safety of all students. We are committed to providing

educational challenges that meet the needs of diverse learners. By setting high expectations and

creating engaging experiences, we enable students to think flexibly and become life-long

learning in response to changes occurring in the real-world” (NES, n.d.). Looking at that vision

statement, it seems intimidating and like a lot to digest. But, I would encourage you to view

your school’s vision statement and pick out the key points. For myself, those are off to the side.

First, we want the success of all students. Am I creating units and lessons that are aligned with
the standards and curriculum? Am I scaffolding units so that students are better equipped to learn

the new skills? Secondly, we want the safety of all students. What am I doing within my

classroom to ensure that all students feel safe, respected, and accepted no matter their gender,

ethnicity, background, or academic level? Next, meet the needs of diverse learners. Am I

collecting data and providing students with interventions to help them grow? Are my attitudes

and beliefs encouraging them to grow? Next, set high expectations. Am I assessing where my

students are and giving them realistic goals? Am I helping them reach these goals? Are my

expectations aligned with the standards? Create lessons that involve engaging experiences. Do I

know how my students learn, and if so, how am I incorporating these learning styles within my

lesson plans? Do I know and incorporate my students’ interests? Do I give them the opportunity

to share their experiences and knowledge? Lastly, enable students to be life-long learners. What

am I providing to my students that will help them in the future? What real-world skills am I

teaching? Do I promote and encourage them to have a growth mindset? Again, when one views

their school’s vision statement, you may have a negative opinion and think that you are not doing

any of those things. However, I encourage you to analyze your practices and see how they relate

to your school’s goals and adjust as necessary.

 References
Davenport, M. & Clarkson, E. (2020). The Benefits of unit planning.

https://www.onatlas.com/blog/benefits-unit-planning

Department of Education (n.d.) Culturally Inclusive Practices.

https://www.tn.gov/education/student-support/special-education/culturally-inclusive-

practices.html

EdHub (n.d.). How to develop high expectations teaching. https://theeducationhub.org.nz/wp-

content/uploads/2018/06/How-to-develop-high-expectations-teaching.pdf

McMullen, A., & Alschuler, M. (2018). Strength Training: Differentiation gives students and

faculty a tried-and-true way to learn and teach. Independent School, 77(4), 74–78.

Northside Elementary School (2021). https://www.ecpps.k12.nc.us/northside-elementary/about-

us/mission-vision-and-goals

Stanford, P., Crowe, M., & Flice, H. (2010). Differentiating with technology. Teaching

Exceptional Children Plus. https://files.eric.ed.gov/fulltext/EJ907030.pdf

Stern, J. (2015). Enhancing learning through differentiated technology. Edutopia.

https://www.edutopia.org/blog/enhanced-learning-through-differentiated- technology-

julie-stern

USC (n.d.). Designing culturally inclusive teaching and learning spaces.

https://www.usc.edu.au/community/work-at-usc/staff/cultural-diversity/cultural-

diversity-and-inclusive-practice-toolkit/designing-culturally-inclusive-teaching-and-

learning-spaces

Westerberg, T. R. (2021). Developing well-designed standards-based units.

https://www.ascd.org/el/articles/developing-well-designed-standards-based-units