1. 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

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

3. 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

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

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

6. 3 Stages of “Backward” Design
Identify desired results
Determine acceptable evidence
Plan learning experiences & instruction.
Then and only then

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

8. 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

9. 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.

10. 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

11. 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.

12. 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

13. 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

14. 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.

15. 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

16. 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?

17. Your Task
With your content cohort, select a content goal to begin the UbD planning process.
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-

18. 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

19. Share Ask for volunteers

20. 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*

21. 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.

22. 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

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

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

25. 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

26. 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?

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

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