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