This document outlines an agenda for a professional development meeting focused on increasing student engagement. It includes reflections and celebrations around the learning environment and curriculum. For the section on instruction, participants are asked to consider how understanding by design (UbD) relates to curriculum, assessment, and instruction. They then discuss areas of instruction they are interested in learning more about to help plan future professional development opportunities. The overall goal is to leave participants feeling affirmed and inspired in their work to support student learning.

1. Who are We & Why are We Here?
Opening Reflection
Which of our values do you see reflected in the
“What Students Remember Most” article ?
• We care deeply about students and about each other.
• We model and promote a growth mindset.
• We focus on learning in and beyond the classroom.
• We understand that fair is different than equal.
• We work hard and persevere.
• We value people, not programs.
• We make choices—big and small—that reflect who we
are and who we want to become.
• We strive to be the people we want our students to be.

2. All Students Prepared for Success
Academics, Extra-Curricular, Community, Finances
Increased Student Engagement
Curriculum (course/unit development, backwards
design, summative assessments)
Learning Environment (transition, soft skills,
relationships)
Instruction (critical thinking, differentiation, feedback,
formative assessment, best practice)
RELEVANT~CHALLENGING~AUTHENTIC

3. Today’s Plan
Increased Student Engagement
Learning Environment—Reflect & Celebrate
Curriculum—Reflect & Celebrate
Instruction—Reflect, Connect, & Plan
RELEVANT~CHALLENGING~AUTHENTIC
 Our Target: Leave Affirmed & Inspired 

4. Increased Student Engagement
Learning Environment—Reflect & Celebrate
Curriculum—Reflect & Celebrate
•Personal Reflection (see Weebly for questions)
•Shared Celebrations (look for affirmations & inspirations)
•Personal Reflection (see Weebly for Google form)
Instruction—Reflect, Connect, & Plan
RELEVANT~CHALLENGING~AUTHENTIC
 Our Target: Leave Affirmed & Inspired 
You Are Here: Curriculum

5. Increased Student Engagement
Learning Environment—Reflect & Celebrate
•Teacher Perspective: Why Collaborative PD?
•Video: What does Collaboration look and sound like?
Why is it good for teachers and students?
•Analogy: Collaboration is like…because…
Curriculum—Reflect & Celebrate
Instruction—Reflect, Connect, & Plan
RELEVANT~CHALLENGING~AUTHENTIC
 Our Target: Leave Affirmed & Inspired 
You Are Here: Environment

6. Create Your Own Analogy
Collaboration (new concept)
Similarities
_____________ (familiar concept)
Differences
Collaboration is like…because…
Why Use Comparisons? (similes, metaphors, analogies)
•Metaphors and analogies make new and unfamiliar concepts more
meaningful to students by connecting what they already know to
what they are learning.
•When students create their own analogies for new concepts, the
analogy can provide a way to assess their understanding of the new
concepts.
•Analogies have proven to be effective learning tools for reinforcing
thinking skills and conceptual understanding (Alvermann & Phelps, 1998).

7. Increased Student Engagement
Learning Environment—Reflect & Celebrate
Curriculum—Reflect & Celebrate
Instruction—Reflect, Connect, & Plan
•UbD & the Education “Trinity”
•Connecting Building, Dept, & Personal Goals
•Where do you want to go?
RELEVANT~CHALLENGING~AUTHENTIC
 Our Target: Leave Affirmed & Inspired 
You Are Here: Instruction

8. Increased Student Engagement
Curriculum (1) Assessment (2)
Learning
Environment
Instruction
(3)
RELEVANT~CHALLENGING~AUTHENTIC
UbD & the Education “Trinity”
Think “Next,” not “New”

9. Stage 1: Identify Desired Results (curriculum)
Stage 2: Determine Acceptable Evidence (assessment)
Stage 3: Plan Learning Experiences (instruction)
UbD & the Education “Trinity”
Think “Next,” not “New”
Stage 1 Stage 2 Stage 3
If the desired end result is
for learners to…
Then you need evidence of
the learners’ ability to…
Then the learning
experiences and events
need to…
Drive in heavy traffic with
aggressive and inattentive
drivers without accident or
anger.
Handle real as well as
simulated driving conditions
in which defensive driving is
required.
Help novices become skilled
in handling the vehicle; help
them learn and practice
defensive driving in various
situations; help them learn
to defuse anger; etc.

10. Stage 3: Learning Experiences
• What activities, experiences, and lessons will
lead to desired results?
• Where will students begin? (pre-assessment)
• How will we differentiate to optimize
achievement for all learners?
• How will progress be monitored? (formative)
• Are all Stage 3 learning experiences aligned
with Stage 1 goals and Stage 2 assessments?
(Sound Tough? Share the Work through Collaboration!)
UbD & the Education “Trinity”
Think “Next,” not “New”

11. Based on…
• Your department goals,
• Your personal goals, and
• Your previous curriculum/UbD work;
What areas of instruction are you…
• Interested in learning more about?
• Excited about focusing on in future early releases?
• Willing to share or collaborate on with your
colleagues?
Please Reflect & Share at Your Tables
UbD & the Education “Trinity”
Think “Next,” not “New”

12. What’s Next?
Critical Thinking, Differentiation, Feedback,
Formative Assessment, Best Practice
We value your input, so please
enter your preferences on the
survey.
We’ll use results to plan future learning about
Creating Learning Experiences & Instruction.
UbD & the Education “Trinity”
Think “Next,” not “New”

13. Thank You for Your Work Today! 
When We Learn, Students Learn
We feel OK.
Share
We care about our work/learning.
Engage (mini-lesson)
We’re active.
We feel stretched.
We have coaches.
Apply (collaborative work)
We use what we learn.
Reflect (exit ticket)
We reflect.
We plan next steps.