1. A quick review… Brainstorm and Pass “What have your thoughts been about UbD since we last met?”

2. Stage 1: Identify Desired Results What are the Enduring Understandings? –Unit Topics? –Which EALRs are targeted? What essential question(s) will guide and focus the teaching and learning? What knowledge and skills will be needed to hit the target?

3. Work time on Essential Questions For each of your Enduring Understandings, come up with 3-4 Essential Questions to help guide students in reaching understanding. –Make sure that you create both Overarching and Topical EQs

4. Peer Review of EQ’s Choose a partner from outside of your subject area and critique each others’ EQs. Use the peer review handouts in your packet. Distinguish your Overarching from Topical during your discussion.

5. Unit Overview Template Fill out pages 61-62 in your packet You should already have your Enduring Understandings and Essential Question for this unit, so your major focus is on the Skills and Knowledge section

6. Copyright (C) 1998 by the Association for Supervision and Curriculum Development. All rights reserved. Determine Acceptable Evidence Determine method of assessment Performance Task Other evidence Quizzes, tests, prompts, work samples Observations Student self-assessment Determine products/performances Determine criteria used to evaluate product/performances Stage 2:

7. Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. Think “Scrapbook” versus “Snapshot”

8. Copyright (C) Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. Focus on Evidence Consider this judicial analogy: “Students should be presumed innocent of understanding until proven guilty by a preponderance of evidence.”

9. Copyright (C) Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. Focus on Evidence or… “What evidence is needed to ‘convict’ a student of understanding?”

10. Copyright (C) Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. “enduring” understanding important to know & do worth being familiar with Kinds of Assessment Traditional question & answer paper/pencil selected- responses constructed response Linking Assessment types to Curriculum Priorities Performance tasks & projects open-ended complex authentic

11. Range of Evidence In your packet, using page 131 as a model, fill out page 132. Brainstorm ideas for assessment gathering tools for your unit. Find a partner to share your ideas