half-day professional development

Half-DayProfessional Development

November 9, 2012

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

Goals and Agenda for Today

OReflect and Learn PilotOSchool-Wide RIT Analysis OUnderstanding by Design

Stage 1: Desired Results

We made it! 3 more Quarters to go!

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

Reflect and Learn Pilothttps://reflectandlearn.cps.edu

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

What is your comfort level of Understanding by Design?

Novice Apprentice

Expert (Self)

Expert (Others)

Henry UbD Theme

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?

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?)

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?)

Stage 1:Clarifying Desired ResultsO Established Goals

O Common Core State StandardsO “Unpack” the standards

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.

NWEA RIT BandsHow do we connect

assessment data to unit planning?

Remember, Small Steps...