1. Understanding by Design Stage 3: Designing Instruction Summer UBD Workshop, Day 3 August 14, 2014

2. ENDURING UNDERSTANDINGS FOR THE WORKSHOP: Participants will come to understand that… 1.“Education is an itch, not a scratch.” 2.Content and skills are the means while understanding is the end. 3.Understanding by Design (UBD) is a model that enables teachers to create purposeful, relevant, and meaningful learning experiences aimed to develop students’ critical thinking, creativity, communication, collaboration, and resilience.

3. UBD WORKSHOP PREVIEW: 3 Stages in 3 Days

4. UBD WORKSHOP DELIVERABLES: On Thursday I will walk out with… 1.Yearlong Enduring Understandings (EU’s) and Yearlong Essential Questions (EQ’s) for a class of your choosing 2.One fully fleshed out unit that includes topical EU’s and EQ’s, summative/formative assessments, and a detailed learning plan 3.A refined understanding of the UBD process

5. Essential Questions for Day 3 1.How will I choose/design learning events and instruction that will help students acquire targeted knowledge and skills, make meaning of important ideas, and transfer their learning to new situations? 1.How will I ensure that learning experiences will be engaging and effective for all learners?

6. Learning Objectives for Day 3 Participants will… Examine and analyze how a range of research- based instructional strategies can engage, scaffold, and build students toward deep understanding (6 facets) Develop a learning plan for one unit by identifying engaging and effective instructional strategies that align with unit learning goals.

7. Your Favorite Activity Pair Share: What is your favorite lesson activity? Why do you like it?

8. Learning Plan Brainstorm~Part 1 Individually, do the following: 1.Post the hard copy of your unit summative assessment (HO description + criteria) on a sheet of poster paper (at your table). 1.Brainstorm 5-10 instructional strategies/activities you think kids will need to experience before successfully fulfilling the demands of this assessment. – Think in terms of unit-specific activities (e.g. read/discuss text) as well as instructional strategies (e.g. jigsaw, simulation) 2.Write your list of strategies/activities on the poster paper.

9. Learning Plan Brainstorm~Part 2 In your feedback group, follow this process: 1.Author of assessment: Describe your assessment task and criteria, and give a brief overview of the instructional ideas you brainstormed. 2.Group members: Give feedback to the author. – Which elements of the learning plan do you think will scaffold students toward success? Engage them in learning? Why? – What concerns do you have? – What would you change, refine, etc.?

11. Chalk Talk Thinking Routine~ Part 1 Part 1: Brainstorming instructional strategies in 3 stations Round 1: Begin “chalk talking” at the station to which you’ve been assigned, writing down responses to the following: What instructional routines or strategies come to mind when you consider this category? Round 2: Rotate to the next station. Read the previous group’s ideas, and write down your responses: What connections can you make to others’ responses? What questions arise? What new ideas can you add? Round 3: Rotate to the last station and write down connections, questions, and new ideas. Then indicate 3 strategies on the poster that speak to MANY of the 6 facets of understanding. Be prepared to justify your choices.

12. Chalk Talk Thinking Routine~ Part 2 Part 2: Mining Making Thinking Visible for More Strategies! Stay at your current station. Review and select 2-3 more high-impact routines from your assigned MTV section that address multiple facets of understanding. Add the titles of these thinking routines to the poster Be prepared to share out the following for each routine you select: – Brief description of how the routine works – What you like about it (How is it engaging?) – How the routine cultivates the 6 facets of understanding

13. UBD Stage 3 Planning Time Directions: Create the learning plan for your target unit. TIP #1 Consider where you will strategically place formative assessments within the learning plan. Refer to provided sample units from different disciplines TIP #2 If you complete your target unit, continue working on other units for your course, breaking EU’s into ES’s/EK’s, designing assessments, etc.

14. UBD WORKSHOP DAY 3: Wrap Up Workshop Assessment: Please EMAIL your finished products (units-in-progress) to Adam and Crystal General Reflections: After these three days, how are you feeling about curriculum planning?

15. UBD WORKSHOP: Feedback Please take a few moments to answer the following on the provided half sheet: 1.To what degree do you feel confident in crafting EQ’s/EU’s, summative/formative assessments, and learning experiences? 1.What parts of the workshop worked for you, and why? 1.What parts did not work, and why? 1.If the expectation going forward is to use UBD to design and document your courses, what do you need? (e.g. if Siler- Yang were to offer another workshop, what would be helpful?)