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Slide 3 Our students today face a brave new world! We are preparing them for jobs that don’t exist yet.
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Slide 4 Their world will expect them to Know more Know more Be more flexible Be more flexible Think more systemically Think more systemically Change faster Change faster than we ever thought was possible!
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Slide 5 MySpace Knowledge Itself Text Messages
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Slide 6 A week’s worth of the New York Times contains more information than a person came across in a lifetime in the eighteenth century.
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Slide 7 We cannot prepare our students for life in the 21 st century in our grandmothers’ classrooms.
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Slide 8 We must make significant changes in the culture of our schools.
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Slide 9 When something becomes part of your culture, you excel.
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Slide 10 The way we do things around here.
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Slide 11 Wait, wait…we don’t have to be sheep!
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Slide 12 Schools and prisons have a lot in common.
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Slide 13 In both schools and prisons a major focus is…
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Slide 14 Curriculum as bunyip…
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Slide 15 UbD comes To MRH… We didn’t want to be a Christmas tree school…but we knew we had to change.
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Slide 16 Now ther e go the Wilsons…seems like everyone is evolving but us!
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Slide 17 Four Ways UbD Has Influenced Our School Culture well tuned to teenage brain focused on design and professional knowledge supports best practice rooted in theory of professional learning communities
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Slide 19 Worksheets Don’t Grow Dendrites
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Slide 20 Adolescent years are perfect for building brains!
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Slide 21 It’s like paving a gravel road with asphalt!
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Slide 22 Sleeker, faster thinking machines
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Slide 23 Giedd’s Study in 1990’s found Overproduction of gray matter during adolescence Overproduction of gray matter during adolescence Gray matter also pruned during this time Gray matter also pruned during this time
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Slide 24 The Twin Sins Superficial coverage Aimless activity
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Slide 25 UbD Supports Students to Deal with complex relationships Stay with hard questions Explore big ideas
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Slide 26 How well are you encouraging students to do big thinking?
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Slide 28 Who is the most important person in determining how well a ship gets from one point to another?
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Slide 29 Design sense is not considered a critical characteristic for teachers in many places.
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Slide 30 Design?
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Slide 31 Design?
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Slide 33 A way of thinking that produces transformative results… (It’s not just about reorganizing!)
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Slide 34 Design is linked to creating a better future.
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Slide 35 I’ve got it, too, Omar…a strange feeling like we’ve just been going in circles.
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Slide 36 Design Thinkers Share Common Characteristics They are creative. They espouse teamwork. They are ambidextrous thinkers. They focus on the end user. They are curious.
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Slide 37 Which of these design attributes are your strongest? Which might you focus on strengthening over the next two days?
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Slide 38 Design Thinkers Share Common Characteristics They are creative. They espouse teamwork. They are ambidextrous thinkers. They focus on the end user. They are curious.
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Slide 40 Declarative Procedural Knowledge know do
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Slide 41 Every student should know what declarative knowledge s/he is tackling during the lesson.
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Slide 42 Twenty-four Practices to Competency
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Slide 43 WHERE works for unit and lesson design.
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Slide 44 W Marzano’s meta analysis is clear: students need to know where they are going!
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Slide 45 H The hook fires neurons!
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Slide 46 E Explore Experiment Engage Examine
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Slide 47 R Bell to bell engagement provides time for final reflection and review… by the STUDENT!
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Slide 48 E An evaluation continuum provides opportunity for clear, specific feedback…one of the greatest leverage points in improving achievement.
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Slide 50 What did I say, Alex? Every time we invite The Zombies over, we all end up just sitting around staring at each other.
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Slide 51 Wouldn’t it be cool if we got really good at this and we hosted a conference where other people come and we could all share our units and talk about teaching?
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Slide 52 UbD supports the rich collegial conversation that influences school culture in dramatic ways!
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