Introduction Sign in for PD Take a handout

Introduction Ø Sign in for PD Ø Take a handout Ø Take a piece of white cardstock Ø Find the table with your assigned topic Ø Hotdog fold your piece of cardstock – Write your first name, grade level and school Ø Sign into Home base to register for CEUs

Ub. D January 21 st, 2015 Montgomery County Schools Professional Development Session

Team Building Activity (20 min) Guess who! How it’s played: You will have the name of a celebrity/famous person taped to your back. You have to go around ask questions to try and figure out who your person is. Examples of questions: Am I male or female? Am I a celebrity? Am I a movie star? Am I a musician?

Norms for the session (10 min) Brainstorm Sharing a list of 3 -5 norms at your table session/transpose to chart paper

Stage 1 Review Activity: What is Ub. D and why are we using it?

What it is and why we are using it? Ub. D is a way of thinking purposefully about curricular planning “Backward approach” ensures that we are establishing what we want students to learn before we plan activities Forces us to dig into our content standards This model helps establish connections between content areas and topics Ensure that we are planning with the end in mind Helps ensure that performance tasks are incorporated into lessons

Typical Lesson Planning vs. Ub. D Typical lesson planning: Ub. D “backward planning”

Quick Write Activity Look over the typical and Ub. D lesson plan formats and use an index card at your table to quick write using the following prompt: What makes Ub. D different?

Block Party! Activity When the music starts, dance, boogie or “shake what your mama gave ya” over to a partner. When the music stops, share your quick write with your partner and discuss your thoughts. When the music starts back up, boogie over to a new partner and share your thoughts with this person. Share out some thoughts

Jigsaw Activity (20 minutes) 1. ) Review Ub. D in a Nutshell handout with your team 2. ) Select a representative to share out your section Group 1: Goals and understandings Group 2: Essential Questions Group 3: Students will know Group 4: Student will be able to Group 5: Performance Tasks Group 6: 6 facets of understanding Group 7: Explain the acronym GRASPS

STAGE 1 – DESIRED RESULTS Unit Title: __________________________ Established Goals (add science or social studies essential standards): Understandings: Students will understand that… • Students will know (incorporate ELA and Sci. /S. S. objectives): • Essential Questions: • Students will be able to (incorporate ELA and Sci. /S. S. objectives): •

Stage 1 – Desired Results Establish Goals Start off with a Sci. /S. S. standard – this will become your goal (include all relevant goals in this section) With your team, take 15 minutes to look through your Essential Standards for your subject and locate the standards that fits with your unit topic Fill in the “Goals” section of your template – One member of your team will enter the information on the electronic document

Stage 1 – Desired Results Understandings students will understand that… Create a list of big ideas/understandings that you want your students to take away from these standards (30 minutes) THINK AHEAD – have there typically been any common misunderstandings when teaching these standards in the past?

Break 15 minute break Please be back promptly at the end of the break

Stage 1 – Desired Results Essential Questions what challenging questions will foster inquiry, understanding, and transfer of learning? Now plan your essential questions for your unit/goal Complete a list of essential questions with your team (20 minutes)

Stage 1 – Desired Results Acquisition what will students know? what will students be able to do? Guiding questions: What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skill? Work with your team to complete these 2 sections on your unit template (30 minutes)

STAGE 1 – DESIRED RESULTS Unit Title: __________________________ Established Goals (add science or social studies essential standards): Understandings: Students will understand that… • Students will know (incorporate ELA and Sci. /S. S. objectives): • Essential Questions: • Students will be able to (incorporate ELA and Sci. /S. S. objectives): •

Lunch

Stage 2 – Assessment Evidence Performance Tasks https: //www. youtube. com/watch? v=de 0 ikx 8 b. Vl. I

Stage 2 – Assessment Evidence Performance Tasks Ø Authentic performance tasks incorporate activities that allow students to demonstrate the desired understanding Other formative assessments can be listed in “Other Evidence”

Let’s Take a Further Look at Performance Tasks… Look at the performance tasks listed in your handout. Take 5 minutes to think about the following 2 questions. What makes these activities performance tasks? Can you think of one performance task you have done in your classroom? Use the talking chips at your table to share your tasks (5 minutes)

Performance Task Ideas Based on the Six Facets of Understanding Consider these verbs when planning possible ways for students to demonstrate their understand (refer to your handout). Explain Interpret Apply Perspective Empathy Self-Knowledge

Stage 2 – Assessment Evidence Performance Tasks Work with your team to create 3 -5 performance tasks and 3 -5 other evidences on your unit plan template (1 hour) *use resources you brought to the session* *Reminder: One member of your team needs to enter your information onto the electronic document*

Vertical PLC Agenda With your team, go to a grade level poster What are the strengths and opportunities for improvement of students coming to your grade level at the beginning of the year? Complete the chart with your group with lists for each (510 min) These will be shared at a later date by your Instructional Facilitator

Break 10 minute break Please be back promptly at the end of the break

A Closer Look at Standard Progression Ø Activity 1 - Standard Puzzle Ø Team test -see if you can order the progression of standards correctly.

A Closer Look at Standard Progression Ø Activity 2 – Main Idea and Details ØDiscuss at your table the follow questions… Ø What are some performance tasks you might have students do for this standard at your grade level? Ø What makes 2 nd grade and 3 rd grade tasks different?

TRC Writing Samples Ø MOY Writing Review Stations: (3 minutes at each station) With your table go to a TRC station located around the room. Review, Place discuss and score the writing sample(s). the score on the back of a sticky note Rotate to the next station until all 7 are complete Reveal scores and discuss discrepancies at the end as a whole group

Ticket out the door Ensure that your unit plan template has been recorded electronically and emailed to: chris. jonassen@montgomery. k 12. nc. us bev. russell@montgomery. k 12. nc. us Please take 2 sticky notes and leave us one plus and one delta on the chart paper on your way out