UbD and the studio model??Thomas RyeDonna Herold Allen Parish School DistrictOctober 10 and 11, 2011

Agenda Day one

Reflection Stage two coding Work time -- Revision based on coding Stage three

Day two Stage three studio model lesson planning Protocol for studio model observations Macro curriculum

Essential Questions

How do students come to transfer?

What constitutes a model lesson?

To what extent can observing UbD lessons inform your own instruction?

Reflection: Form into groups of three to four

Discuss questions in your group

Share out to large group

Reflection: To what extent/how is Understanding by

Design influencing my day to day classroom?

What are the challenges for teachers in my building with regard to unit design?

Some successes include . . . The next step for my teachers will be /

should be . . .

Stage Two Coding Nutrition unit

Geometry unit

Refining Work Performance Task

Other Evidence

Six Facets Revisited Can you name them?

Six Facets Revisited Using the six facets for assessment

ideas.

Design Guide pages 95-101

Stage two work time

AMT and Rubrics If transfer is the ultimate goal, how is it

reflected in your rubrics?

To what extent do your rubrics align with stage 1?

Alignment If it is important enough to be in Stage

1, it must be assessed.

Lunch

Stage Three Mindset

Mindsetonline.com

Stage Three The Talent Code—Dan Coyle -- connect

to Dweck’s fluid mind-set A little reading

Stage Three Opportunities for meaning making,

reflection, revision.

Feedback

Feedback Joey has $50. After eating at the buffet,

he has $27. How much did he spend at the buffet?

Feedback Joey has $50. After eating at the buffet, he has

$27. How much did he spend at the buffet?

50 – x = 27-50 -50 x = -23Joey spent negative 23 dollars at the buffet.

Feedback must be: Timely Specific Understandable Allow for change

Incorporating the 21st Century Skills Revisiting the Checklist

More than just technology

Stage Three Back to Nutrition unit

Back to the Geometry unit

AMT Resources Design Guide pages 106-107

Work time Explicit outline or calendar — create the

balance of AMT

Assignment Print out one copy of your unit Find a partner Provide Feedback using Post-it notes

Timely Specific Understandable Allow for change

Lesson Plan Template Preview of tomorrow

Stage 3 Feedback Planning a lesson

Protocol for observations School Improvement Plans Macrocurriculum Grading

Day two – Good Morning Stage three feedback Studio Model Lesson development

Stage 3 Feedback Sharing Protocol

How do I know an activity is meaning making?

How do I know an activity is transfer?

Stage 3 Feedback Learning Activity Filters

Student Roles Teacher Role

Rigor / Relevance Framework

Time for Revision

Studio Model Lessons Designing the experience

What understandings do you want observers to come to?

Lesson Template Fitting Stage 1 to your lesson

Also consider: 21st Century Rigor and Relevance

Lesson Template Acquisition Meaning Making Transfer

In what ways will these concepts be visible?

Lesson Template Building in assessment

How will we know students “get” the purpose of the lesson?

Planning your lesson Making the ‘Gourmet’ lesson

Lunch

Day two afternoon Protocol for studio model lessons

w/principals Observation tool development

Open ended “Look for”s Conversation starters/debriefing

Studio Model Protocols

Macro-curriculum

End of day Macro-curriculum