welcome back henry hawks!
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Welcome Back Henry Hawks!. August 27, 2012 Flex Professional Development Day. Who’s Who at Henry?. Welcome New Henry Hawks!. Welcome New Henry Hawks. Kindergarten – Room 103: Ms. Emily Victor Kindergarten Room – 107: Ms. Anne Kozisek 2 nd Grade – Room 112: Ms. Melissa Larkin - PowerPoint PPT PresentationTRANSCRIPT
Welcome New Henry HawksO Kindergarten – Room 103: Ms. Emily
VictorO Kindergarten Room – 107: Ms. Anne
KozisekO 2nd Grade – Room 112: Ms. Melissa
LarkinO 3rd Grade – Room 202: Ms. Carrie
LittmanO 6th Grade Math – Room 302: Ms. Emily
Felsenthal O 6th Grade LA – Room 307: Ms. Alexandria
HollettO 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
10
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 11
CPS Framework for Teaching
HOW we teach
Common Core State Standards
WHAT we Teach
CCSS Instructional ShiftsLiteracy
(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?
Video AnalysisDescribe 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 TemplatePurpose:
To develop a preliminary understanding of the UbD Template and to
review sample UbD units in this format.
Teaching ShiftThe 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?
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
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.
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 QuestionsIndividually 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.
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?”
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.
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)