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Bringing Stage One of UbD Together
- 1. Bringing Stage One Together Nov. 25th, 2009 Elizabeth Namba and Stacy Stephens
- 2. What is the Point?
- 3. Today’s Agenda Knowledge vs. Skills - 20 Stage One Sorting Activity - 30 Break - 10 Stage One Design: Drivers Education - 20 Peer Review of Unit: Wows and Wonders - 25 Break - 10 Assessment Preview - 5 Unit Reflection/Review - 40 Wrap-up - 20
- 4. Knowledge and Skills Knowledge is: Factual Declarative in nature Straightforward and accepted truths Skills are: Procedural in nature Simple, discrete procedures Means to a larger goal
- 5. Activity One: Knowledge and Skills Knowledge - Students will know: Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timelines Skills - Students will be able to: Basic skills ---writing, arithmetic, computation Communication skills ---listening, speaking, writing Thinking skills ---compare, infer, analyze, interpret Research, inquiry, investigation skills Study skills ---notetaking Interpersonal, group skills
- 6. Knowledge or Skills? Students will know vs. student will be able to: Vocabulary of debate vs. construct a debate Demonstrate strength training vs. basic physiology concepts Select appropriate units for specific tasks vs. demonstrate an understanding of standard units and how they relate to each other The stages of backwards design vs. draft a unit in the template
- 7. Activity Two – Stage One Card Sort At your tables… Sort the various components of stage one into the correct box.
- 8. Activity Three: Design Drivers Ed 101
- 9. Think about: What are you really teaching for?
- 12. Design Template
- 14. Understandings
- 16. Knowledge
- 19. Reflection Protocol Subject area groups Reflect on a selected unit Choose the reflection process that works best for you at this stage in your design
- 20. Next Steps Try a reflection protocol for one of your UbD units Reflect on units taught this year Revisit Understandings and Essential Questions for next quarter’s units Schedule a meeting with us for next quarter
- 21. Session Reflection What should we keep doing? What should we start doing? What should we stop doing?
- 22. Citations All images via Microsoft ClipArt Authentic Education UbD 101 Summer Institute Workbook, 2009 Idaho Driver Education Standards, http://www.sde.idaho.gov/site/driver_edu/curriculum_docs/ContentStandardBenchmarks.pdf McTighe and Wiggins, Understanding by Design. Professional Workbook, ASCD 2004
Notas del editor
- The reason we don’t see implementation as a result of our PD efforts is because we rarely create the conditions and provide the support for Type 4 professional development.Setting up learning teams…grade-level / content teams and providing them the time to create lessons, deliver the lessons and then discuss/refine lessons is Type 4 PD. We can’t just set up the teams, provide the time, then do nothing more. As leaders, we must attend their meetings, require products (lessons, plans for students, assessments, etc.), so that there is an accountability in place.Bruce Joyce and Beverly Showers wrote a book, Student Achievement through Staff Development; it details Type 4 PD. The book doesn’t call it Type 3…it talks about setting up peer coaching and all of the elements of what we have called Type 4.
- Turn into handout
- Informal chat at table and then review as a group.1. Vocabulary of debate – knowledgeConstruct a debate – skill2. Demonstrate strength – skillBasic physiology concepts – knowledge3. Select units for specific task – skillDemonstrate an understanding of standard units – knowledge4. Stages of UBD – KnowledgeDraft a unit - skill
- I have come up with some questions etc for this activity. I was thinking ten for each one. Not sure though. Also we might want to have some cards that are not any of the above and they have to be pulled out. Add a challenging element to the game I think it is pretty straightforward now as to what is what. Doc is called game cardsRun a game with index cards that have to be sorted and arranged on a large stage one diagram on the charts. Questions are interdisciplinary
- Lead ElizabethWill first explain the design template.Have standards and benchmarks from the state of VA to use as a resource. Teachers will take the standards and benchmarks and using them as a resource fill out the design template.
- Familiar with- Mechanics of a carImportant to Know and Do Meaning of road signs, Big Ideas -Safety, Rules, road signs, general operation of a car, Understandings- People need to act responsibly behind the wheel of a car Driving is a
- Process: Use to help you identify the big ideas
- Using the provided Standards and Benchmarks from a drivers education course create a stage one on the UbD template.Where they will fill in the funnel chart (do chart first and then the template)GoalsEssential QuestionsEnduring UnderstandingsSkills
- If time permits have two travelers share with the group clockwise to you. Stage one draft design for Review, pg. 127
- The chart is hard to add in. Can we just make reference to the booklet where they will have a copy and on this slide talk about why we do a checklist or self test?
- See handout pg.
- Stacy
- Elizabeth-Will add this in tonight. I also will email all of the teachers and ask about the unit they want to look at.Teachers broken up by classes.Ask your UbD groups, which unit they would like to reflect on, we print and have available on the day.Teach a reflection protocol for Stage One.