Picture this

1. Picture this • Choose a picture that shows something about how you feel about using new unit planning templates, and/or creating new unit planning “maps”. • Share at your tables • Choose someone to share out to the group, 1 from each table.

2. Welcome to…Strategic Unit Planning Using Understanding by Design Principles

4. Introductions • 2 Truths, and a Lie (what is he hiding?):

5. Norms: • http://www.youtube.com/watch?v=rhMOnr0GxU8&feature=fvst • Take Care of Yourself! • Technology – Silence is Golden • Parking Lot • Time-honored Traditions • What else?

6. Anchor Text “Knowing Your Learning Target” Read – See Learning packet (x2) Create Gallery Walk Questions

7. Our Learning Target:

8. Learning Target for App. UbD: • Today and tomorrow we will learn how our district’s new UbD unit planning template and Learning Targets support robust learning. Remember, Understanding by Design is a strategy for planned learning that begins with the end in mind. Today we will examine the new scope & sequence, the unit planning template, and examples of completed work. Then, in your learning teams, you’ll create some of your own models using the template. At the end of our time together tomorrow, you’ll answer the question: How do using the district’s new UbD planning template and Learning Targets together apply the concept of Robust Learning to student learning? Independent work for the last two days involves completing two more R, W, & C Unit Planning Templates.

9. Trivial Pursuit: • What is the district’s definition of Robust Learning? • Buzz at your tables. • Whoever can define it, wins!

10. Rubric

11. Are we lost yet? • http://www.youtube.com/watch?feature=player_detailpage&v=h_mvchWzrKk • Orient yourself: • TCAP – it’s all about the standards (25% new this year) • The wiki (google wiki spaces) • Sign into the wiki: https://learningfacilitatorresources.wikispaces.com/ • – BOOKMARK IT! • Let’s get started!

12. A,B,A, 60-45-30 • Please pair with someone new to you. • We can have only 1 three-some, if necessary • Identify who’s “A”, & who’s “B” • Partner A shares everything that person remembers about Learning Targets • At the switch, Partner B shares all, original contributions only • At the switch, Partner A continues, again, original contributions only

13. BREAK!

14. In-put on current work: • Fundamental “flaws”: • New protocol • Newly unpacked standards • We’re in the “Plan” phase • We still need to do, check, and adjust • http://www.youtube.com/watch?v=5YGc4zOqozo

15. Self-knowledge is Power! • First, know thyself, then, know they students. • Educator philosophies from Costa & Garmston’s Cognitive Coaching SM Academic Ratinoalism Cognitive Processor Technologism (Teacher-Proof) Self Actualization Social Reconstructivism \

16. Digging In with 6th Grade R, W, & C: • Scope & Sequence and Filters: • How many/what kinds of patterns can you notice in the S&S? • In which topics do you find the “Essential Question” and “Big Ideas” most closely represent Filter? (These were written by us!) • Which topics contain EQ’s & BI’s that seem least connected to Filter? • Pick a bolded topic (priority learnings), and notice your lense: • Endurance • Leverage • Readiness for the next level of learning • Standardized test emphasis • For further review, visit https://docs.google.com/document/d/1xUgVl0P3FRI5d7ZY-iplD6NX2XMM52rQhlrwYPs8H6s/edit?hl=en_US&authkey=CPWv67kH# • …for p-5 scope & sequence topics by grade.

17. Combination Classes • Chalk-Talk • Brainstorm • Share-out

18. How’d they Do? • Keeping in mind: • Your own educational philosophies • Filters for Essential Questions and Big Ideas • The lens which they might have used in planning the “Narrative/Personal Experiences unit • What do you notice? • What questions come to mind? • How might this unit plan support Robust Learning?

19. Let’s Do It! • Try the “Change-for-a$5 out! • Based on what we already know about filters for Big Ideas and Essential Questions, what might you change/keep in this example? • What thoughts come to mind regarding “Understandings?” • Complete the “Knowledge” & “Skills” cells. Refer to DOK for support • Complete “Knowledge & Skills” • Complete Assessment Evidence • Whole-group share-out

20. BREAK!

21. UbD SOOP: • Copy & paste directly from the Scope & Sequence: “Big Ideas” & “Essential Questions”. • Copy “Established Goals” from the placemats. • Compose the “Understandings” • Copy & Paste “Knowledge” & “Skills” from scope & sequence, and then fill in the gaps, which appear. • Create Assessment evidence • Create Learning Activities • Lesson plans will stem from these “Learning Activities”, and THAT’s beginning with the end in mind!

22. Dive in: • In groups of 2: • Select a Topic from the Scope & Sequence • Complete a Unit Plan • Share with another team: • Celebrations, trials, and next steps • Select another Topic from the Scope & Sequence • Continue as before

23. It’s Rubric Time! • Self-perceptions • Persistent questions • Rubric Check

24. Journal-Write: • What benefits might there be to working collaboratively with other teams to create common Unit Plans? • How might you use a completed template to support the home-school connection?

25. Are we on the same page yet? • http://www.youtube.com/watch?v=EJXG9oOpAAM&feature=player_detailpage

26. A,B,A, 60-45-30 • Please pair with someone new to you. • We can have only 1 three-some, if necessary • Identify who’s “A”, & who’s “B” • Partner A shares everything that person remembers about Learning Targets • At the switch, Partner B shares all, original contributions only • At the switch, Partner A continues, again, original contributions only

27. We’ve arrived! We did the hard part - it’s down-hill from here!

28. Day 2 • ABA 60-45-30 • What might have been the most important thinsg you learned yesterday? • Whole-group share-out • Wagon Wheel (Poster Article): • One inside circle, one outside circle • Face the other circle • Answer the question: What might students need to know about lifelong learning?

29. All this work better be worth it! • http://www.youtube.com/watch?v=cWleD1rrat4&feature=player_detailpage

30. How do we create common assessments that inform instruction? • Anchor Text: Assessments with the Brain in Mind • (see learning packet, *-only. • Journal-Response: • Record surprises about the brain and assessment • What strength do you possess as an educator, when it comes to assessing with the brain in mind? • What growth area do you see for yourself as an educator when it comes to assessing with the brain in mind? • Commitment to action:Which resources might you access in order to support your growth area?

31. Performance Tasks • Performance Task(s):Suggestions romCommon Formative Assessments, Ainsworth & Viegut:~align with power standards~create/use a pre & post assessment~use preassessments to plan inst.~progress monitor~analyze post-assessment

32. Put Thinking to the Test! • In Put Thinking to the Test, Conrad, Matthews, Zimmerman, & Allen suggest students should be able to answer the following questions, prior to taking assessments:~What test words and phrases tell us we’re supposed to determine importance?~What essential content-related words from the test should we include in our answers?~How does reading the questions first help us know what to pay attention to as we determine what’s most important?~How does the format of the test item help us determine what’s most important?~How would determining importance help us make sense of this material if we found it outside of a testing situation?

33. GRASPS • Tomlinson & McTighe, in Integrating Differentiated Instruction & Understanding by Design, the authors offer that “for … important ideas and processes that you really want students to understand, [they] believe that more authentic tasks have merit.” They provide the acronym GRASPS to support creating authentic common formative assessments, so include:Goal - a real-world goalRole - a meaningful role for the studentAudience -a real or simulated audienceSituation - a real-world contextProducts - a student-generated productStandards - a power-standard-based test

34. Mr. Jensen’s advice: • Eric Jensen, in Teaching with Poverty in Mind, shares research results suggesting that when students are “told specifically why they can succeed”, they’re more likely to perform better. Students, after they’ve internalized why they can succeed, should be able to tell others in their own words. • From Teaching with the Brain in Mind, Jensen shares: Assessments that ask students to share how they know what they know trigger more memories and take advantage of neuroplasticity, than assessments that simply ask students what they know.

35. This time it’s for real! • Round 1: • Partner up (groups of 2) • Choose the first scope & sequence topic • Compete the planning template • Share-out celebrations, trials, and next steps • Round 2: • Choose the next scope & sequence topic • Compete the planning template • Share-out celebrations, trials, and next steps

36. Are we together yet? • http://www.youtube.com/watch?v=Sg1hKg7VeDA

37. It’s Rubric Time! • Self-perceptions • Persistent questions • Rubric Check

38. Encore • Wagon-wheel; • Inner & Outer Circle: • What do you know now that hadn’t yet occurred to you yesterday? • Whole-group: • Celebrations? • Trials? • Next Steps?

39. Resources • Teaching with the Brain in MindJensen • Put Thinking to the TestConrad, Mattews, Zimmerman, Allen • Integrating Differentiated Instruction & Understanding by Design Tomlinson & McTighe • Common Formative AssessmentsAinsworth & Viegut • Understanding by Design Wiggins & McTighe • Rigorous Curriculum Design Ainsworth

40. Homework: • Create 2 more (your first 2 were completed yesterday) Unit plans for Scope & Sequence Topics. • Be sure to submit all Unit Plans electronically, either as a Word or a Google document, your choice. • Work is due by 8/14. • I will post unit plans on our wiki, and contact Diane about placing them on the Curriculum and Instruction wiki as well. • Questions? • THANK YOU!!!