Find Your Group! Middle School (7-8) High School (9-12) Math Science Social Studies ELA Electives High School (9-12) Math Science Social Studies ELA Foreign Language Electives 9:20

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

Warm-Up In your groups, recall the stages of UbD and provide a brief description of each stage. Self-Assessment Any unanswered questions? 9:30

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

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

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

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

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

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.

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? use E.Q.s to organize programs, courses, and units of study. “less is more” edit to make them “kid friendly” post the questions

Knowledge and Skill Students will know… Students will be able to… 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.

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? 9:35

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

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.

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? 9:45

Organize by W.H.E.R.E.T.O. W = Where are we headed? and why? (from the student’s perspective) H = How will the student be ‘hooked’? E = What opportunities will there be to be equipped and explore key ideas. R = How will we provide opportunities to rethink, rehearse, refine and revise? E = How will students evaluate their 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?

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! 9:50-10:30 10:30-10:40 10:40-

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

Share Ask for volunteers http://blog.dothegreenthing.com/wpcontent/uploads/2011/11/share.jpg

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*

Lesson Plan Cycle Revision Reflection* Unit Plan/ Learning Ladder Submission Instructional Leader Review Feedback from Instructional Leader Revision Delivery/ Implementation Reflection* Each teacher will be responsible for submitting their subject’s lesson plans to Atlas in order to obtain feedback.

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

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

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

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

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?

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

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