1. Welcome Back Henry Hawks!
August 27, 2012
Flex Professional Development Day

2. Who’s Who at Henry?

3. Welcome New Henry Hawks!

4. Welcome New Henry Hawks
Kindergarten – Room 103: Ms. Emily Victor
Kindergarten Room – 107: Ms. Anne Kozisek
2nd Grade – Room 112: Ms. Melissa Larkin
3rd Grade – Room 202: Ms. Carrie Littman
6th Grade Math – Room 302: Ms. Emily Felsenthal
6th Grade LA – Room 307: Ms. Alexandria Hollett
Art – Room 306: Ms. Cathleen Cramer

5. M&M Team Building Activity
Green: Something interesting about you
Red: Something about you as a teacher
Blue: Favorite Foods or Restaurants
Orange: Favorite Hobbies
Yellow: Favorite Television Shows or Movies
Brown: Favorite Books

6. Henry Norms Start/end on time All technology is on-task
Hold each other accountable
Dive in to make this your own
Stop and ask your burning questions as we go

7. PD Week Agenda CPS Literacy Content Frameworks
Understanding by Design (UbD)
CPS Mathematics Content Frameworks
Common Core State Standards
Continuous Improvement Work Plan (CIWP).
Full School Day Plan (FSD).
Recognizing Educators Advancing CHicago Students (REACH)
Positive Behavior Intervention Supports (PBIS)
O’Hare Network Support Team
Henry Data Review
Administrative Policies and Procedures (Teacher Handbook)
Assessments – NWEA, MClass K-2
Performance Tasks
RtI, Google, Sped, Bilingual, Impact/Gradebook, Schedules, Lesson Plans
Teacher Evaluation Orientation

8. What is your comfort level of Understanding by Design?
Novice
Apprentice
Expert (Self)
Expert (Others)

9. Flex PD Agenda August 27, 2012 Outcomes: Teachers will…
Understand the instructional shifts within the CPS Literacy Content Frameworks.
Become acquainted with the big ideas of Understanding by Design (UbD).
Develop a preliminary understanding of the Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.
Specify the essential questions and understandings based on the big ideas of a unit.

10. Strategic Priorities
Common Core: By SY all students will have access to high quality Common Core-aligned curricula as defined by CPS Framework for Content Standards in literacy and mathematics.
Framework for Teaching: By SY all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching.
In the coming year, we are implementing an aggressive strategy to improve teaching and ensure that all students will succeed in college and career—and our district strategies to accomplish this are few but mighty.
Our work with the Common Core State Standards ensures that teachers have more support and clarity on WHAT we teach. (Click) Our goal as a district is to ensure that all students have access to high quality Common Core-aligned curricula as defined by the CPS Framework for Content Standards. (Click twice) Our work with the Framework for Teaching ensure that teacher have more support and clarity on HOW to teach. Our goal as a district is that all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. (Click twice) Our work on the Full School Day, which focuses on maximizing time, will ensure that teachers have the TIME to teach to more rigorous standards through more engaging instruction. Our goal is that all students will have time to access core academics, participate in intervention and enrichment, and that teachers will have time to collaborate. (Click) It is the combination of these efforts that we believe will accelerate student performance so that they are college and career ready.
The teacher evaluation system actually exists around the border of this graphic — since it is a system for continuous improvement of a teacher’s professional practice.
Today—we want to link together the WHAT (click) and the HOW (click).
Full School Day: By SY all students will have time to access core academics, intervention, and enrichment

11. What we Teach  How we Teach
Common Core State Standards
WHAT we Teach
CPS Framework for Teaching
HOW we teach
Understanding the standards
Unpacking standards
Designing performance assessments and long term plans aligned to the standards.
Designing rigorous math tasks reflective of content and practices
Understanding the level of instruction students need to master these standards
Understanding how instructional practice must continually improve in order for all students to access to the standards
In September we started the road with Common Core State Standards. We unpacked and deconstructed standards. We spent time learning and becoming familiar with the language, structure, and overview of the standards, who developed them, why, and what they are and are not. We learned that we will need to plan from standards, develop a performance assessment, and bring that all together within a unit plan. In math we learned about the mathematical practices and some schools have begun their work of designing rigorous tasks.
Today’s work connects the “what” with the “how.” Understanding the type of instruction students need to master these standards and realizing that the instructional practices must shift in order to provide access to the standards for all students is what the Common Core and the CPS Framework for Teaching will help us do.
We believe that Common Core leads us in that direction by providing WHAT to teach. We believe that the CPS Framework for teaching also leads us in that direction by describing HOW to teach. We are striving to be intentional and thoughtful to ensure that everything we do is focused on our vision.

12. CCSS Instructional Shifts
Literacy
(Across Content Areas)
Regular practice with complex text and its academic vocabulary
Building knowledge through content-rich informational text
Reading and writing grounded in evidence from text

13. How are the Shifts in Instruction Present in the CPS Literacy Content Frameworks?
Read the your grade level CPS Literacy Planning Guide and Curriculum Map silently, highlight evidence of the connection to Instructional Shifts.
How are the Shifts in Instruction present in the Literacy Planning Guide/Curriculum Map?
What changes to your curricula and instructional planning processes will be necessary as a result of the guidance in the Literacy Planning Guide?
What more support do you and your colleagues will need to embed the CCSS-Literacy Planning Guides in your work?

14. Getting Started Understanding of the instructional shifts
Compare current curriculum to the Literacy Content Frameworks
Construct a curriculum map that meets the needs of our school
Units using Understanding by Design

15. Individual Reflection
Describe a unit you have created
What was the unit?
Why did you choose that unit to study?
What process did you take to create that unit?
Share with partner
Describe whether the students had an understanding of that unit and were able to transfer that learning.
How does that unit connect to what you see in the CPS Literacy Content Frameworks?

16. Henry UbD Essential Question
How will Understanding by Design impact student learning?

17. BREAK TIME!!!!  (10 min)

18. Video Analysis
Describe evidence of what you see. Are students impacted by the learning in these classrooms? If so, how? If not, why?

19. Module B: The UbD Template
The Understanding by Design Guide to Creating High-Quality Units By Grant Wiggins and Jay McTighe
Module B: The UbD Template
Module F: Essential Questions and Understandings

20. Module B: The UbD Template
Purpose: To develop a preliminary understanding of the UbD Template and to review sample UbD units in this format.

21. Teaching Shift
The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.

22. Content-Focused vs. Results-Focused
The teacher bases a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television). Finally the teacher creates a few essay questions and quizzes for assessing student understanding.
What is wrong with this approach?

23. Purpose In Mind
Why are we asking students to read this particular novel?
What learnings will we seek from their having read it?
Do the students grasp why and how the purpose should influence their studying?
What should students be expected to understand and do upon reading the book?

24. Twin Sins of Traditional Unit Design
Activity-Oriented
Coverage

25. What is this teaching shift?
Away from:
What book will we read?
What activities will be do?
What will we discuss?
To:
What should they walk out the door able to understand, regardless of what activities or texts we use?
What is evidence of such ability?
What texts, activities, and methods will best enable such a result?

26. Teachers as Coaches
We are coaches of their ability to play the “game” of performing with understanding, not tellers of our understanding to them on the sidelines.
-Grant Wiggins & Jay McTighe
-Understanding by Design

27. The Three Stages of Backward Design
Stage 1: Identify desired results
What should students know , understand, and be able to do?
Stage 2: Determine acceptable evidence
How will we know if students have achieved the desired result?
Stage 3: Plan learning experiences and instruction
What will need to be taught and coached, and how should it be best taught?

28. Module B Stages 1, 2, and 3 Jigsaw and share points on chart paper
Stage 1: Pages 14-15, 21-22
Stage 2: Pages 22, 24-25
Stage 3: Pages 25-26

29. Module B Before-and-After Example Units
Review before-and-after 3rd Grade Social Studies Unit using the Unit Design Standards.
Describe the significant differences you see between the two unit designs.
Small Group Share
Kindergarten with 6th
1st with 5th
4th with 2nd
3rd with Pre-K

30. Individual Reflection
Review the unit from the earlier reflection activity.
How was the unit similar or different from UbD?
What steps will you need to take to ensure that your unit will impact student learning?
Discuss with partner from first reflection.

31. Lunch Break 

32. Module F: Essential Questions and Understandings
Purpose: To specify the essential questions and understandings based on the big ideas of the unit.

33. Module F Building Background on Essential Questions
Individually read Jay McTighe handout:
Essential Questions
Three Types of Essential Questions
Discuss as a grade level your findings and on a post-it note, write one collective finding as a team.

34. What is an Essential Question?
Essential questions reflect the key inquires and the understanding goals of the unit and this serve to focus the unit and the prioritize learning. The best questions point to and highlight the big ideas.

35. Quiz Time

36. What Makes a Questions Essential?
13. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate.
14. No – A fact question with a single “correct” answer.
15. No – Somewhat open, but does not necessarily point toward any important ideas.
16. Yes – Open-ended, thought provoking; supports inquiry, discussion, and debate with follow-up prompts (e.g., Why? What’s your reasoning? Support your choice).
17. Yes – Open-ended, thought provoking; supports inquiry and discussion.
18. Maybe – Not an essential question if it points to a correct answer, but could be if the students are given complex data with no obvious pattern; in this case, students will need to use reasoning to make the test inferences.

37. Writing Essential Questions
Choose one of the “no” essential questions and with your grade level create an essential question.

38. What is an Enduring Understanding?
Enduring Understandings are core generalizations about the big ideas. They are unobvious inferences drawn from the facts. An enduring understanding is an inference that requires inquiry and student-centered construction if it is to be understood. Just stating an Enduring Understanding does not mean that a student will understand it. Enduring Understandings include overarching understandings which focus on transferable, recurring ideas as well as topical understandings that focus on a very specific idea in a content area or course. They relate to the real world and help to answer the question, “Why do we care?”

39. Quiz Time

40. Framing Understandings
No – States the concept to be learned, not the understanding about the concept that should be learned.
Yes – The word ‘relative’ in this statement signals that there is not a single prescribed or pat formula for healthy eating, given individual and cultural differences.
Yes – This s a transferable idea, applicable throughout school and life. And it is not obvious that insightful models greatly simplify reality at some potential cost, despite their power.
No – Skill objective does not state understandings about telling time that need to be grasped.
No – States that topic, not the unobvious understanding about the causes and effects to be achieved.
No – States a fact, not an idea.

41. Henry UbD Essential Question
How will Understanding by Design impact student learning?

42. Grade Level Enduring Understanding
As a grade level, create an enduring understanding to the Henry UbD Essential Question How will Understanding by Design impact student learning? Chart Grade Level Enduring Understanding

43. ILT Enduring Understanding
UbD empowers teachers to create inquiry based learning opportunities in order to facilitate transferable, relevant, powerful meaning (understanding).

44. Did we meet our outcomes?
Outcomes: Teachers will…
Understand the instructional shifts within the CPS Literacy Content Frameworks.
Become acquainted with the big ideas of Understanding by Design (UbD).
Develop a preliminary understanding of the Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.
Specify the essential questions and understandings based on the big ideas of a unit.

45. What is your comfort level of Understanding by Design?
Novice
Apprentice
Expert (Self)
Expert (Others)

46. Organization Chart Master Schedule
Schedule Time 
Organization Chart Master Schedule