Half-Day Professional Development
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Transcript of Half-Day Professional Development
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Half-DayProfessional Development
November 9, 2012
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Norms:• Start/end on time• All technology is on-task • Hold each other accountable• Dive in to make this your own: no acting• Stop and ask your burning questions as
we go
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Goals and Agenda for Today
OReflect and Learn PilotOSchool-Wide RIT Analysis OUnderstanding by Design
Stage 1: Desired Results
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We made it! 3 more Quarters to go!
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Strategic Priorities
5
Common Core: By SY 2014-15 all students will
have access to high quality
Common Core-aligned curricula as defined by CPS
Framework for Content
Standards in literacy and
mathematics.
Framework for Teaching: By SY
2012-13 all educators will
be supported by a clear vision for
effective instruction as defined by the CPS Framework
for Teaching.
Full School Day: By SY 2012-13 all students will have time to
access core academics, intervention, and enrichment
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Reflect and Learn Pilothttps://reflectandlearn.cps.edu
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Henry UbD Implementation Plan SY 2012-2013
Domain 1: Planning and PreparationO Component 1d: Designing Coherent Instruction
Elements: O Unit/Lesson design that incorporates knowledge
of students and student needsO Unit/Lesson Alignment of standards-based
objectives, assessments, and learning tasksO Use of a variety of complex texts, materials, and
resources, including technologyO Instructional groupsO Access for diverse learners
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What is your comfort level of Understanding by Design?
Novice Apprentice
Expert (Self)
Expert (Others)
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Henry UbD Theme
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Stage 1: Clarifying Desired ResultsO Transfer
O Learned in one context and can use it in another
Students will be able to independently use their learning to…
What kinds of long-term independent accomplishments are desired?
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Stage 1: Clarifying Desired Results O Meaning
O “Theory” – the result of inference O Developing and testing the ides by learners, with
teacher assistance, culminating in an idea that seems useful and illustrative to the learner
O UnderstandingsO Students will understand that…O (What specifically do you want students to
understand? What inferences should they make?)O Essential Questions
O Students will keep considering…O (What thought-provoking questions will foster
inquiry, meaning-making, and transfer?)
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Stage 1:Clarifying Desired ResultsO Acquisition
O Necessary toolsO The key declarative knowledge (factual
information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or discrete skills) you want your students to learn by the unit’s end.
O Students will know...O (What facts and basic concepts should students know
and be able to recall?)O Students will be skilled at…
O (What discrete skills and processes should students be able to use?)
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Stage 1:Clarifying Desired ResultsO Established Goals
O Common Core State StandardsO “Unpack” the standards
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The standards are necessary but not sufficient, that knowledge and skill are means to understanding ends, and
that the essential question(s) are central to any work
focused on meaning making and TRANSFER.
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NWEA RIT BandsHow do we connect
assessment data to unit planning?
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Remember, Small Steps...