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  • The reason we don’t see implementation as a result of our PD efforts is because we rarely create the conditions and provide the support for Type 4 professional development.Setting up learning teams…grade-level / content teams and providing them the time to create lessons, deliver the lessons and then discuss/refine lessons is Type 4 PD. We can’t just set up the teams, provide the time, then do nothing more. As leaders, we must attend their meetings, require products (lessons, plans for students, assessments, etc.), so that there is an accountability in place.Bruce Joyce and Beverly Showers wrote a book, Student Achievement through Staff Development; it details Type 4 PD. The book doesn’t call it Type 3…it talks about setting up peer coaching and all of the elements of what we have called Type 4.
  • Turn into handout
  • Informal chat at table and then review as a group.1. Vocabulary of debate – knowledgeConstruct a debate – skill2. Demonstrate strength – skillBasic physiology concepts – knowledge3. Select units for specific task – skillDemonstrate an understanding of standard units – knowledge4. Stages of UBD – KnowledgeDraft a unit - skill
  • I have come up with some questions etc for this activity. I was thinking ten for each one. Not sure though. Also we might want to have some cards that are not any of the above and they have to be pulled out. Add a challenging element to the game I think it is pretty straightforward now as to what is what. Doc is called game cardsRun a game with index cards that have to be sorted and arranged on a large stage one diagram on the charts. Questions are interdisciplinary
  • Lead ElizabethWill first explain the design template.Have standards and benchmarks from the state of VA to use as a resource. Teachers will take the standards and benchmarks and using them as a resource fill out the design template.
  • Familiar with- Mechanics of a carImportant to Know and Do Meaning of road signs, Big Ideas -Safety, Rules, road signs, general operation of a car, Understandings- People need to act responsibly behind the wheel of a car Driving is a
  • Process: Use to help you identify the big ideas
  • Using the provided Standards and Benchmarks from a drivers education course create a stage one on the UbD template.Where they will fill in the funnel chart (do chart first and then the template)GoalsEssential QuestionsEnduring UnderstandingsSkills
  • If time permits have two travelers share with the group clockwise to you. Stage one draft design for Review, pg. 127
  • The chart is hard to add in. Can we just make reference to the booklet where they will have a copy and on this slide talk about why we do a checklist or self test?
  • See handout pg.
  • Stacy
  • Elizabeth-Will add this in tonight. I also will email all of the teachers and ask about the unit they want to look at.Teachers broken up by classes.Ask your UbD groups, which unit they would like to reflect on, we print and have available on the day.Teach a reflection protocol for Stage One.

Transcript

  • 1. Bringing Stage One Together
    Nov. 25th, 2009
    Elizabeth Namba and Stacy Stephens
  • 2. What is the Point?
  • 3. Today’s Agenda
    Knowledge vs. Skills - 20
    Stage One Sorting Activity - 30
    Break - 10
    Stage One Design: Drivers Education - 20
    Peer Review of Unit: Wows and Wonders - 25
    Break - 10
    Assessment Preview - 5
    Unit Reflection/Review - 40
    Wrap-up - 20
  • 4. Knowledge and Skills
    Knowledge is:
    Factual
    Declarative in nature
    Straightforward and accepted truths
    Skills are:
    Procedural in nature
    Simple, discrete procedures
    Means to a larger goal
  • 5. Activity One: Knowledge and Skills
    Knowledge - Students will know:
    Vocabulary
    Terminology
    Definitions
    Key factual information
    Formulas
    Critical details
    Important events and people
    Sequence and timelines
    Skills - Students will be able to:
    Basic skills ---writing, arithmetic, computation
    Communication skills ---listening, speaking, writing
    Thinking skills ---compare, infer, analyze, interpret
    Research, inquiry, investigation skills
    Study skills ---notetaking
    Interpersonal, group skills
  • 6. Knowledge or Skills?
    Students will know vs. student will be able to:
    Vocabulary of debate vs. construct a debate
    Demonstrate strength training vs. basic physiology concepts
    Select appropriate units for specific tasks vs. demonstrate an understanding of standard units and how they relate to each other
    The stages of backwards design vs. draft a unit in the template
  • 7. Activity Two – Stage One Card Sort
    At your tables…
    Sort the various components of stage one into the correct box.
  • 8. Activity Three: Design
    Drivers Ed 101
  • 9. Think about:
    What are you really teaching for?
  • 10. Familiar with
    • Mechanics of a car
    Important to Know and Do
    • Meaning of road signs
    Big Ideas
    • Safety • Rules
    Understandings
    • People need to act responsibly behind the wheel of a car
  • Topics and Big Ideas:
    What essential questions are raised by this idea or topic? What, specifically, about the idea or topic do you want students to come to understand?
    Why study_____________________? So what?
    What makes the study of _____________________ universal?
    If the unit on _____________________is a story, what’s the moral of the story?
    What’s the Big Idea implied in the skill or process of_____________________?
    What larger concept, issue or problem underlies_____________________?
    What couldn’t we do if we didn’t understand _____________________?
    How is _____________________ used and applied in the larger world?
    What is the real world insight about _____________________?
    What is the value of studying_____________________?
    Essential Questions:
    Understandings:
  • 11.
  • 12. Design Template
  • 13. Design Checklist-Stage One
    Assess your work on:
  • Activity Four: Wow and Wonder
    • A protocol for examining UbD work
    • 18. Purpose is to gain useful insight into our work
  • Preview of Stage Two - Assessment
    “Assessment of understanding requires evidence of the student’s ability to apply their learning in new, varied, and realistic situations.”
    Do our performance tasks do this?
    Are we assessing for understanding?
    Can students answer our Essential Questions?
    This and more coming next quarter!
  • 19. Reflection Protocol
    Subject area groups
    Reflect on a selected unit
    Choose the reflection process that works best for you at this stage in your design
  • 20. Next Steps
    Try a reflection protocol for one of your UbD units
    Reflect on units taught this year
    Revisit Understandings and Essential Questions for next quarter’s units
    Schedule a meeting with us for next quarter
  • 21. Session Reflection
    What should we keep doing?
    What should we start doing?
    What should we stop doing?
  • 22. Citations
    All images via Microsoft ClipArt
    Authentic Education UbD 101 Summer Institute Workbook, 2009
    Idaho Driver Education Standards, http://www.sde.idaho.gov/site/driver_edu/curriculum_docs/ContentStandardBenchmarks.pdf
    McTighe and Wiggins, Understanding by Design. Professional Workbook, ASCD 2004