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Find Your Group!

Find Your Group!. Middle School (7-8) Math Science Social Studies ELA Electives. High School (9-12) Math Science Social Studies ELA Foreign Language Electives. UbD in Practice. Teacher Institute Summer 2012 Jackie Gantzer Tyra Seldon Demetrice Smith. Warm-Up.

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Find Your Group!

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  1. Find Your Group! • Middle School (7-8) • Math • Science • Social Studies • ELA • Electives • High School (9-12) • Math • Science • Social Studies • ELA • Foreign Language • Electives

  2. UbD in Practice Teacher Institute Summer 2012 Jackie Gantzer Tyra Seldon Demetrice Smith

  3. Warm-Up • In your groups, recall the stages of UbD and provide a brief description of each stage. • Self-Assessment • Any unanswered questions?

  4. Reminders • Please review your deliverables in the back of your binder. • Your first unit plan is due on July 30, 2012!

  5. Objective • To review and practice UbD in order to create and implement an effective standards based unit plan.

  6. 3 Stages of “Backward” Design • Identify desired results • Determine acceptable evidence • Plan learning experiences & instruction. Then and only then

  7. Stage 1- Identify Desired Results • Consists of four components • Content Standards • Understandings • Essential Questions • Knowledge and Skills • Key: Focus on Big Ideas!

  8. Established Goals • Formal, long-term goals, such as state content standards, district program goals, departmental objectives, and exit-level outcomes. • Example: 2D—Students analyze cultural interactions among diverse groups (consider multiple perspectives). –National Standards for US History, p. 108

  9. Understandings: The Big Ideas • To determine the Big Ideas for your unit or course, ask yourself… • Why? So what? • How is _____ applied in the world beyond the classroom? • What couldn’t we do if we didn’t understand _____? • Avoid truisms, facts, definitions! • Example: Students will understand that the settlement of the West threatened the lifestyle and culture of Native American tribes living on the plains.

  10. Essential Questions • Are arguable and important to argue about. • Recur--and should recur--in professional work, adult life, as well as in the classroom inquiry. • Raise more questions-provoking and sustaining engaged inquiry. • Can provide purpose for learning. • Example: Who were the winners and who were the losers in the settlement of the West?

  11. Knowledge and Skill • Students will know… • Example: Key factual information about Native American tribes living on the plains and their interactions with the settlers. • Students will be able to… • Example: Express their findings orally and in writing.

  12. Stage 2 - Assessment Evidence • What are key complex performance tasks indicative of understanding? • What other evidence will be collected to build the case for understanding, knowledge, and skill. • How will students self-assess?

  13. Assessment Types • Traditional • quizzes& tests • paper/pencil • selected-response • constructed response • Performance tasks • & projects • open-ended • complex • authentic Worth Being Familiar With Important To Know & Do Big Ideas Worth Understanding

  14. Stage 2 is the essence of backward design & alignment!! • “Measure what we value; value and act on what we measure.” • Link assessment types to curricular priorities • Example: Imagine that you are an elderly tribal member who has witnessed the settlement of the plains by the “pioneers.” Tell a story to your 8-year old granddaughter about the impact of the settlers on your life.

  15. Stage 3-Plan Learning Experience and Instruction • A focus on engaging and effective learning, “designed in”: • What learning experiences and instruction will promote the desired understanding, knowledge and skill? • How will you prepare students for the assessments?

  16. Organize by W.H.E.R.E.T.O. • W = Where are we headed? and why? (from the student’sperspective) • H = How will the student be ‘hooked’? • E = What opportunities will there be to be equippedand explore key ideas. • R = How will we provide opportunities to rethink, rehearse, refine and revise? • E = How will students evaluatetheir own performance? • T = How will we tailor the work to reflect individual needs, interests, and styles? • O = How will we organize the work flow to maximize in-depth understanding and success at summative tasks?

  17. Your Task • With your content cohort, select a content goal to begin the UbD planning process. • https://learningconnection.doe.in.gov/standards • You may use the template in your binder or the electronic version at edpower.pbworks.com • Use the UbD stages to complete your first unit plan! • Be prepared to share your ideas!

  18. Uploading UbD to Wiki • Save your file as LastName-SubjectUbD1 • Ex: SmithScience8UbD1 • Visit edpower.pbworks.com • Request access in order to upload your UbD Unit Plan to the wiki • Select the UbD Unit Plans link on the front page

  19. Share http://blog.dothegreenthing.com/wpcontent/uploads/2011/11/share.jpg

  20. Curriculum Expectations • Scope and Sequence • Resource: Planning Calendar • Unit Plans/Backwards Planning • Resource: Aligned Assessments • Learning Ladders or Lesson Plans • Note: Should be submitted to Atlas two weeks in advance for feedback. • Reflection*

  21. Lesson Plan Cycle

  22. Pedagogy • Uncommon Schools Taxonomy • No Opt Out • 100% • Whole Brain Teaching • Four Core Techniques • Five Rules • Writing Across the Curriculum • Culturally Relevant

  23. Observations of Implementation • Curriculum Team Observations • School Instructional Leader Observations • Mini-Observations (Informal) • Formal Full-Period Observations • Professional Growth Plans • Evaluations • Peer/Mentor Feedback

  24. Tools • Power School • Daily Assessment Data • Atlas Curriculum Mapping • Document and analyze standards

  25. Human Resources • Dr. Dina Stephens, Chief Academic Officer • Ms. Annette de la Llana, Elementary Curriculum Specialist • Ms. Jacqulyn Gantzer, Director of Assessments • Dr. Tyra Seldon, ELA Curriculum Specialist • Ms. Demetrice Smith, STEM Curriculum Specialist

  26. Take Aways • Self-Assessment • What essential knowledge have you gained from today’s session? • What further questions do you have about UbD? • Are you prepared to submit your first unit plan? What needs to be refined?

  27. UbD Office Hours • Wednesday, 4PM to 6PM • Location: MPR

  28. References • Adapted from: 2005. Wiggins, Grant and McTighe, J. Understanding by Design. Upper Saddle River, NJ: Prentice Hall Inc.

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