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