Welcome Back Henry Hawks! August 27, 2012 Flex Professional Development Day

Who’s Who at Henry?

Welcome New Henry Hawks!

Welcome New Henry Hawks Kindergarten – Room 103: Ms. Emily Victor Kindergarten Room – 107: Ms. Anne Kozisek 2nd Grade – Room 112: Ms. Melissa Larkin 3rd Grade – Room 202: Ms. Carrie Littman 6th Grade Math – Room 302: Ms. Emily Felsenthal 6th Grade LA – Room 307: Ms. Alexandria Hollett Art – Room 306: Ms. Cathleen Cramer

M&M Team Building Activity Green: Something interesting about you Red: Something about you as a teacher Blue: Favorite Foods or Restaurants Orange: Favorite Hobbies Yellow: Favorite Television Shows or Movies Brown: Favorite Books

Henry Norms Start/end on time All technology is on-task Hold each other accountable Dive in to make this your own Stop and ask your burning questions as we go

PD Week Agenda CPS Literacy Content Frameworks Understanding by Design (UbD) CPS Mathematics Content Frameworks Common Core State Standards Continuous Improvement Work Plan (CIWP). Full School Day Plan (FSD). Recognizing Educators Advancing CHicago Students (REACH) Positive Behavior Intervention Supports (PBIS) O’Hare Network Support Team Henry Data Review Administrative Policies and Procedures (Teacher Handbook) Assessments – NWEA, MClass K-2 Performance Tasks RtI, Google, Sped, Bilingual, Impact/Gradebook, Schedules, Lesson Plans Teacher Evaluation Orientation

What is your comfort level of Understanding by Design? Novice Apprentice Expert (Self) Expert (Others)

Flex PD Agenda August 27, 2012 Outcomes: Teachers will… Understand the instructional shifts within the CPS Literacy Content Frameworks. Become acquainted with the big ideas of Understanding by Design (UbD). Develop a preliminary understanding of the Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format. Specify the essential questions and understandings based on the big ideas of a unit.

Strategic Priorities Common Core: By SY 2014-15 all students will have access to high quality Common Core-aligned curricula as defined by CPS Framework for Content Standards in literacy and mathematics. Framework for Teaching: By SY 2012-13 all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. In the coming year, we are implementing an aggressive strategy to improve teaching and ensure that all students will succeed in college and career—and our district strategies to accomplish this are few but mighty.   Our work with the Common Core State Standards ensures that teachers have more support and clarity on WHAT we teach. (Click) Our goal as a district is to ensure that all students have access to high quality Common Core-aligned curricula as defined by the CPS Framework for Content Standards. (Click twice) Our work with the Framework for Teaching ensure that teacher have more support and clarity on HOW to teach. Our goal as a district is that all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. (Click twice) Our work on the Full School Day, which focuses on maximizing time, will ensure that teachers have the TIME to teach to more rigorous standards through more engaging instruction. Our goal is that all students will have time to access core academics, participate in intervention and enrichment, and that teachers will have time to collaborate. (Click) It is the combination of these efforts that we believe will accelerate student performance so that they are college and career ready. The teacher evaluation system actually exists around the border of this graphic — since it is a system for continuous improvement of a teacher’s professional practice. Today—we want to link together the WHAT (click) and the HOW (click). Full School Day: By SY 2012-13 all students will have time to access core academics, intervention, and enrichment

What we Teach  How we Teach Common Core State Standards WHAT we Teach CPS Framework for Teaching HOW we teach Understanding the standards Unpacking standards Designing performance assessments and long term plans aligned to the standards. Designing rigorous math tasks reflective of content and practices Understanding the level of instruction students need to master these standards Understanding how instructional practice must continually improve in order for all students to access to the standards In September we started the road with Common Core State Standards. We unpacked and deconstructed standards. We spent time learning and becoming familiar with the language, structure, and overview of the standards, who developed them, why, and what they are and are not. We learned that we will need to plan from standards, develop a performance assessment, and bring that all together within a unit plan. In math we learned about the mathematical practices and some schools have begun their work of designing rigorous tasks.   Today’s work connects the “what” with the “how.” Understanding the type of instruction students need to master these standards and realizing that the instructional practices must shift in order to provide access to the standards for all students is what the Common Core and the CPS Framework for Teaching will help us do. We believe that Common Core leads us in that direction by providing WHAT to teach. We believe that the CPS Framework for teaching also leads us in that direction by describing HOW to teach. We are striving to be intentional and thoughtful to ensure that everything we do is focused on our vision.

CCSS Instructional Shifts Literacy (Across Content Areas) Regular practice with complex text and its academic vocabulary Building knowledge through content-rich informational text Reading and writing grounded in evidence from text

How are the Shifts in Instruction Present in the CPS Literacy Content Frameworks? Read the your grade level CPS Literacy Planning Guide and Curriculum Map silently, highlight evidence of the connection to Instructional Shifts. How are the Shifts in Instruction present in the Literacy Planning Guide/Curriculum Map? What changes to your curricula and instructional planning processes will be necessary as a result of the guidance in the Literacy Planning Guide? What more support do you and your colleagues will need to embed the CCSS-Literacy Planning Guides in your work? http://cps.edu/commoncore/Pages/Teacher.aspx

Getting Started Understanding of the instructional shifts Compare current curriculum to the Literacy Content Frameworks Construct a curriculum map that meets the needs of our school Units using Understanding by Design

Individual Reflection Describe a unit you have created What was the unit? Why did you choose that unit to study? What process did you take to create that unit? Share with partner Describe whether the students had an understanding of that unit and were able to transfer that learning. How does that unit connect to what you see in the CPS Literacy Content Frameworks?

Henry UbD Essential Question How will Understanding by Design impact student learning?

BREAK TIME!!!!  (10 min)

Video Analysis Describe evidence of what you see. Are students impacted by the learning in these classrooms? If so, how? If not, why?

Module B: The UbD Template The Understanding by Design Guide to Creating High-Quality Units By Grant Wiggins and Jay McTighe Module B: The UbD Template Module F: Essential Questions and Understandings

Module B: The UbD Template Purpose: To develop a preliminary understanding of the UbD Template and to review sample UbD units in this format.

Teaching Shift The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.

Content-Focused vs. Results-Focused The teacher bases a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television). Finally the teacher creates a few essay questions and quizzes for assessing student understanding. What is wrong with this approach?

Purpose In Mind Why are we asking students to read this particular novel? What learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book?

Twin Sins of Traditional Unit Design Activity-Oriented Coverage

What is this teaching shift? Away from: What book will we read? What activities will be do? What will we discuss? To: What should they walk out the door able to understand, regardless of what activities or texts we use? What is evidence of such ability? What texts, activities, and methods will best enable such a result?

Teachers as Coaches We are coaches of their ability to play the “game” of performing with understanding, not tellers of our understanding to them on the sidelines. -Grant Wiggins & Jay McTighe -Understanding by Design

The Three Stages of Backward Design Stage 1: Identify desired results What should students know , understand, and be able to do? Stage 2: Determine acceptable evidence How will we know if students have achieved the desired result? Stage 3: Plan learning experiences and instruction What will need to be taught and coached, and how should it be best taught?

Module B Stages 1, 2, and 3 Jigsaw and share points on chart paper Stage 1: Pages 14-15, 21-22 Stage 2: Pages 22, 24-25 Stage 3: Pages 25-26

Module B Before-and-After Example Units Review before-and-after 3rd Grade Social Studies Unit using the Unit Design Standards. Describe the significant differences you see between the two unit designs. Small Group Share Kindergarten with 6th 1st with 5th 4th with 2nd 3rd with Pre-K

Individual Reflection Review the unit from the earlier reflection activity. How was the unit similar or different from UbD? What steps will you need to take to ensure that your unit will impact student learning? Discuss with partner from first reflection.

Lunch Break 

Module F: Essential Questions and Understandings Purpose: To specify the essential questions and understandings based on the big ideas of the unit.

Module F Building Background on Essential Questions Individually read Jay McTighe handout: Essential Questions Three Types of Essential Questions Discuss as a grade level your findings and on a post-it note, write one collective finding as a team.

What is an Essential Question? Essential questions reflect the key inquires and the understanding goals of the unit and this serve to focus the unit and the prioritize learning. The best questions point to and highlight the big ideas.

Quiz Time

What Makes a Questions Essential? 13. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate. 14. No – A fact question with a single “correct” answer. 15. No – Somewhat open, but does not necessarily point toward any important ideas. 16. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate with follow-up prompts (e.g., Why? What’s your reasoning? Support your choice). 17. Yes – Open-ended, thought provoking; supports inquiry and discussion. 18. Maybe – Not an essential question if it points to a correct answer, but could be if the students are given complex data with no obvious pattern; in this case, students will need to use reasoning to make the test inferences.

Writing Essential Questions Choose one of the “no” essential questions and with your grade level create an essential question.

What is an Enduring Understanding? Enduring Understandings are core generalizations about the big ideas. They are unobvious inferences drawn from the facts. An enduring understanding is an inference that requires inquiry and student-centered construction if it is to be understood. Just stating an Enduring Understanding does not mean that a student will understand it. Enduring Understandings include overarching understandings which focus on transferable, recurring ideas as well as topical understandings that focus on a very specific idea in a content area or course. They relate to the real world and help to answer the question, “Why do we care?”

Quiz Time

Framing Understandings No – States the concept to be learned, not the understanding about the concept that should be learned. Yes – The word ‘relative’ in this statement signals that there is not a single prescribed or pat formula for healthy eating, given individual and cultural differences. Yes – This s a transferable idea, applicable throughout school and life. And it is not obvious that insightful models greatly simplify reality at some potential cost, despite their power. No – Skill objective does not state understandings about telling time that need to be grasped. No – States that topic, not the unobvious understanding about the causes and effects to be achieved. No – States a fact, not an idea.

Henry UbD Essential Question How will Understanding by Design impact student learning?

Grade Level Enduring Understanding As a grade level, create an enduring understanding to the Henry UbD Essential Question How will Understanding by Design impact student learning? Chart Grade Level Enduring Understanding

ILT Enduring Understanding UbD empowers teachers to create inquiry based learning opportunities in order to facilitate transferable, relevant, powerful meaning (understanding).

Did we meet our outcomes? Outcomes: Teachers will… Understand the instructional shifts within the CPS Literacy Content Frameworks. Become acquainted with the big ideas of Understanding by Design (UbD). Develop a preliminary understanding of the Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format. Specify the essential questions and understandings based on the big ideas of a unit.

What is your comfort level of Understanding by Design? Novice Apprentice Expert (Self) Expert (Others)

Organization Chart Master Schedule Schedule Time  Organization Chart Master Schedule