1. UbD and the studio model?? Thomas Rye Donna Herold Allen Parish School District October 10 and 11, 2011

2. 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

3. Essential Questions   How do students come to transfer?  What constitutes a model lesson?  To what extent can observing UbD lessons inform your own instruction?

4. Reflection:  Form into groups of three to four  Discuss questions in your group  Share out to large group

5. 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...

6. Stage Two Coding  Nutrition unit  Geometry unit

7. Refining Work  Performance Task  Other Evidence

8. Six Facets Revisited  Can you name them?

9. Six Facets Revisited  Using the six facets for assessment ideas.  Design Guide pages 95-101

10. Stage two work time

11. 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?

12. Alignment  If it is important enough to be in Stage 1, it must be assessed.

13. Lunch

14. Stage Three  Mindset  Mindsetonline.com

15. Stage Three  The Talent Code—Dan Coyle -- connect to Dweck’s fluid mind-set  A little reading

16. Stage Three  Opportunities for meaning making, reflection, revision.  Feedback

17. Feedback  Joey has $50. After eating at the buffet, he has $27. How much did he spend at the buffet?

18. Feedback  Joey has $50. After eating at the buffet, he has $27. How much did he spend at the buffet? 50 – x = 27 -50 x = -23 Joey spent negative 23 dollars at the buffet.

19. Feedback must be:  Timely  Specific  Understandable  Allow for change

20. Incorporating the 21 st Century Skills  Revisiting the Checklist  More than just technology

21. Stage Three  Back to Nutrition unit  Back to the Geometry unit

22. AMT Resources  Design Guide pages 106-107

23. Work time  Explicit outline or calendar — create the balance of AMT

24. Assignment  Print out one copy of your unit  Find a partner  Provide Feedback using Post-it notes  Timely  Specific  Understandable  Allow for change

25. Lesson Plan Template  Preview of tomorrow  Stage 3 Feedback  Planning a lesson  Protocol for observations  School Improvement Plans  Macrocurriculum  Grading

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

27. Stage 3 Feedback  Sharing Protocol  How do I know an activity is meaning making?  How do I know an activity is transfer?

28. Stage 3 Feedback  Learning Activity Filters  Student Roles  Teacher Role  Rigor / Relevance Framework  Time for Revision

29. Studio Model Lessons  Designing the experience  What understandings do you want observers to come to?

30. Lesson Template  Fitting Stage 1 to your lesson  Also consider:  21 st Century  Rigor and Relevance

31. Lesson Template  Acquisition  Meaning Making  Transfer  In what ways will these concepts be visible?

32. Lesson Template  Building in assessment  How will we know students “get” the purpose of the lesson?

33. Planning your lesson  Making the ‘Gourmet’ lesson

34. Lunch

35. Day two afternoon  Protocol for studio model lessons w/principals  Observation tool development  Open ended  “Look for”s  Conversation starters/debriefing

36. Studio Model Protocols

37. Macro-curriculum

38. End of day  Macro-curriculum