Welcome Back Henry Hawks!

August 27, 2012Flex Professional Development Day

Who’s Who at Henry?

Welcome New Henry Hawks!

Welcome New Henry Hawks

O Kindergarten – Room 103: Ms. Emily Victor

O Kindergarten Room – 107: Ms. Anne Kozisek

O 2nd Grade – Room 112: Ms. Melissa Larkin

O 3rd Grade – Room 202: Ms. Carrie Littman

O 6th Grade Math – Room 302: Ms. Emily Felsenthal

O 6th Grade LA – Room 307: Ms. Alexandria Hollett

O Art – Room 306: Ms. Cathleen Cramer

M&M Team Building Activity

O Green: Something interesting about youO Red: Something about you as a teacherO Blue: Favorite Foods or RestaurantsO Orange: Favorite HobbiesO Yellow: Favorite Television Shows or MoviesO Brown: Favorite Books

Henry Norms

• Start/end on time

• All technology is on-task

• Hold each other accountable

• Dive in to make this your own

• Stop and ask your burning questions as

we go

PD Week AgendaO CPS Literacy Content FrameworksO Understanding by Design (UbD)O CPS Mathematics Content Frameworks O Common Core State StandardsO Continuous Improvement Work Plan (CIWP).O Full School Day Plan (FSD).O Recognizing Educators Advancing CHicago Students (REACH)O Positive Behavior Intervention Supports (PBIS)O O’Hare Network Support TeamO Henry Data ReviewO Administrative Policies and Procedures (Teacher Handbook)O Assessments – NWEA, MClass K-2O Performance TasksO RtI, Google, Sped, Bilingual, Impact/Gradebook, Schedules, Lesson

Plans O Teacher Evaluation Orientation

What is your comfort level of Understanding by Design?

Novice Apprentice

Expert (Self)

Expert (Others)

Flex PD Agenda August 27, 2012

Outcomes: Teachers will…O Understand the instructional shifts within the

CPS Literacy Content Frameworks.O Become acquainted with the big ideas of

Understanding by Design (UbD).O Develop a preliminary understanding of the

Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.

O Specify the essential questions and understandings based on the big ideas of a unit.

Strategic PrioritiesCommon 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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What we Teach How we Teach

O Understanding the standards

O Unpacking standardsO Designing performance

assessments and long term plans aligned to the standards.

O Designing rigorous math tasks reflective of content and practices

O Understanding the level of instruction students need to master these standards

O Understanding how instructional practice must continually improve in order for all students to access to the standards

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CPS Framework for Teaching

HOW we teach

Common Core State Standards

WHAT we Teach

CCSS Instructional Shifts

Literacy(Across Content Areas)

1. Regular practice with complex text and its academic vocabulary

2. Building knowledge through content-rich informational text

3. Reading and writing grounded in evidence from text

How are the Shifts in Instruction Present in the CPS Literacy Content Frameworks?

• Read the your grade level CPS Literacy Planning Guide and Curriculum Map silently, highlight evidence of the connection to Instructional Shifts.

• How are the Shifts in Instruction present in the Literacy Planning Guide/Curriculum Map?

• What changes to your curricula and instructional planning processes will be necessary as a result of the guidance in the Literacy Planning Guide?

• What more support do you and your colleagues will need to embed the CCSS-Literacy Planning Guides in your work?

• http://cps.edu/commoncore/Pages/Teacher.aspx

Getting StartedO Understanding of the instructional

shiftsO Compare current curriculum to the

Literacy Content FrameworksO Construct a curriculum map that

meets the needs of our schoolO Units using Understanding by Design

Individual ReflectionDescribe a unit you have created• What was the unit?

• Why did you choose that unit to study?• What process did you take to create that unit?

Share with partner

Describe whether the students had an understanding of that unit and were able to

transfer that learning.

How does that unit connect to what you see in the CPS Literacy Content Frameworks?

Henry UbD Essential Question

How will Understanding by

Design impact student learning?

BREAK TIME!!!! (10 min)

Video Analysis

Describe evidence of what you see.

Are students impacted by the learning in these

classrooms? If so, how? If not, why?

The Understanding by Design Guide to Creating High-Quality Units

By Grant Wiggins and Jay McTighe

• Module B: The UbD Template• Module F: Essential Questions

and Understandings

Module B: The UbD Template

Purpose:To develop a preliminary

understanding of the UbD Template and to

review sample UbD units in this format.

Teaching Shift

The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.

Content-Focused vs. Results-Focused

The teacher bases a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television). Finally the teacher creates a few essay questions and quizzes for assessing student understanding.

What is wrong with this approach?

Purpose In MindO Why are we asking students to read

this particular novel?O What learnings will we seek from

their having read it?O Do the students grasp why and how

the purpose should influence their studying?

O What should students be expected to understand and do upon reading the book?

Twin Sins of Traditional Unit Design

Activity-

Oriented

Coverage

What is this teaching shift?Away from:

O What book will we read?O What activities will be do?O What will we discuss?

To:O What should they walk out the door able to

understand, regardless of what activities or texts we use?

O What is evidence of such ability?O What texts, activities, and methods will best

enable such a result?

Teachers as CoachesWe are coaches of their

ability to play the “game” of performing with

understanding, not tellers of our understanding to them on the sidelines.

-Grant Wiggins & Jay McTighe-Understanding by Design

The Three Stages of Backward Design

Module BStages 1, 2, and 3

• Jigsaw and share points on chart paper• Stage 1: Pages 14-15, 21-22• Stage 2: Pages 22, 24-25• Stage 3: Pages 25-26

Module BBefore-and-After Example Units• Review before-and-after 3rd Grade

Social Studies Unit using the Unit Design Standards.

• Describe the significant differences you see between the two unit designs.

• Small Group Share• Kindergarten with 6th

• 1st with 5th • 4th with 2nd • 3rd with Pre-K

Individual ReflectionReview the unit from the earlier reflection activity. OHow was the unit similar or

different from UbD? O What steps will you need to

take to ensure that your unit will impact student learning?

ODiscuss with partner from first reflection.

Lunch Break

Module F: Essential Questions and Understandings

Purpose:To specify the essential

questions and understandings based on the big ideas of the unit.

Module FBuilding Background on

Essential Questions

Individually read Jay McTighe handout:

• Essential Questions• Three Types of Essential Questions

Discuss as a grade level your findings and on a post-it note, write one collective finding as a team.

What is an Essential Question?

Essential questions reflect the key inquires and the understanding goals of the unit and this serve to focus the unit and the prioritize learning. The best questions point to and highlight the big ideas.

Quiz Time

What Makes a Questions Essential?

13. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate.14. No – A fact question with a single “correct” answer.15. No – Somewhat open, but does not necessarily point toward any important ideas.16. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate with follow-up prompts (e.g., Why? What’s your reasoning? Support your choice).17. Yes – Open-ended, thought provoking; supports inquiry and discussion.18. Maybe – Not an essential question if it points to a correct answer, but could be if the students are given complex data with no obvious pattern; in this case, students will need to use reasoning to make the test inferences.

Writing Essential Questions

Choose one of the “no” essential questions and with your grade level

create an essential question.

What is an Enduring Understanding?

Enduring Understandings are core generalizations about thebig ideas. They are unobvious inferences drawn from thefacts. An enduring understanding is an inference that requiresinquiry and student-centered construction if it is to beunderstood. Just stating an Enduring Understanding does notmean that a student will understand it. EnduringUnderstandings include overarching understandings whichfocus on transferable, recurring ideas as well as topicalunderstandings that focus on a very specific idea in a contentarea or course. They relate to the real world and help toanswer the question, “Why do we care?”

Quiz Time

Framing Understandings11. No – States the concept to be learned, not the

understanding about the concept that should be learned.

12. Yes – The word ‘relative’ in this statement signals that there is not a single prescribed or pat formula for healthy eating, given individual and cultural differences.

13. Yes – This s a transferable idea, applicable throughout school and life. And it is not obvious that insightful models greatly simplify reality at some potential cost, despite their power.

14. No – Skill objective does not state understandings about telling time that need to be grasped.

15. No – States that topic, not the unobvious understanding about the causes and effects to be achieved.

16. No – States a fact, not an idea.

Henry UbD Essential Question

How will Understanding by

Design impact student learning?

Grade Level Enduring UnderstandingAs a grade level, create an enduring

understanding to the Henry UbD Essential Question

How will Understanding by Design impact student learning?

Chart Grade Level Enduring Understanding

ILT Enduring Understanding

UbD empowers teachers to create inquiry based learning

opportunities in order to facilitate transferable,

relevant, powerful meaning (understanding).

Did we meet our outcomes?

Outcomes: Teachers will…O Understand the instructional shifts within the

CPS Literacy Content Frameworks.O Become acquainted with the big ideas of

Understanding by Design (UbD).O Develop a preliminary understanding of the

Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.

O Specify the essential questions and understandings based on the big ideas of a unit.

What is your comfort level of Understanding by Design?

Novice

Apprentice

Exper

t (Self)

Expert (Others)

Schedule Time

Organization ChartMaster Schedule