Welcome Back Henry Hawks!
August 27, 2012
Flex Professional Development Day
Who’s Who at
Henry?
Welcome New Henry Hawks!
Welcome New Henry Hawks
O Kindergarten – Room 103: Ms. Emily Victor
O Kindergarten Room – 107: Ms. Anne Kozisek
O 2nd Grade – Room 112: Ms. Melissa Larkin
O 3rd Grade – Room 202: Ms. Carrie Littman
O 6th Grade Math – Room 302: Ms. Emily Felsenthal
O 6th Grade LA – Room 307: Ms. Alexandria Hollett
O Art – Room 306: Ms. Cathleen Cramer
M&M Team Building Activity
O Green: Something interesting about you
O Red: Something about you as a teacher
O Blue: Favorite Foods or Restaurants
O Orange: Favorite Hobbies
O Yellow: Favorite Television Shows or Movies
O Brown: Favorite Books
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
PD Week Agenda
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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
What is your comfort level of
Understanding by Design?
Novice
Apprentice
Expert
(Self)
Expert
(Others)
Flex PD Agenda
August 27, 2012
Outcomes: Teachers will…
O Understand the instructional shifts within the
CPS Literacy Content Frameworks.
O Become acquainted with the big ideas of
Understanding by Design (UbD).
O Develop a preliminary understanding of the
Understanding by Design (UbD) Template and to
review sample Understanding by Design units in
this format.
O Specify the essential questions and
understandings based on the big ideas of a unit.
Strategic Priorities
Framework for
Teaching: By SY 201213 all educators will
be supported by a
clear vision for
effective instruction
as defined by the CPS
Framework for
Teaching.
Common Core: By SY
2014-15 all students
will have access to high
quality Common Corealigned curricula as
defined by CPS
Framework for Content
Standards in literacy
and mathematics.
10
Full School Day: By SY 2012-13 all
students will have time to access core
academics, intervention, and enrichment
What we Teach  How we Teach
Common Core State Standards
CPS Framework for Teaching
WHAT we Teach
HOW we teach
O Understanding the
O Understanding the level
standards
of instruction students
need to master these
O Unpacking standards
standards
O Designing performance
O Understanding how
assessments and long
instructional practice
term plans aligned to the
must continually improve
standards.
in order for all students
O Designing rigorous math
to access to the
tasks reflective of content
standards
and practices
11
CCSS Instructional Shifts
Literacy
(Across Content Areas)
1. Regular practice with complex text
and its academic vocabulary
2. Building knowledge through contentrich informational text
3. Reading and writing grounded in
evidence from text
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?
http://cps.edu/commoncore/Pages/Teacher.aspx
Getting Started
O Understanding of the instructional shifts
O Compare current curriculum to the Literacy
Content Frameworks
O Construct a curriculum map that meets the
needs of our school
O Units using Understanding by Design
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?
Henry UbD
Essential Question
How will Understanding
by Design impact
student learning?
BREAK TIME!!!!  (10 min)
Video Analysis
Describe evidence of what
you see.
Are students impacted by the
learning in these classrooms?
If so, how?
If not, why?
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
Module B: The UbD Template
Purpose:
To develop a preliminary
understanding of the UbD
Template and to review
sample UbD units in this
format.
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.
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?
Purpose In Mind
O Why are we asking students to read this
particular novel?
O What learnings will we seek from their
having read it?
O Do the students grasp why and how the
purpose should influence their studying?
O What should students be expected to
understand and do upon reading the book?
Twin Sins of
Traditional Unit Design
ActivityOriented
Coverage
What is this teaching shift?
O
O
O
O
O
O
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?
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
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?
Module B
Stages 1, 2, and 3
• Jigsaw and share points on
chart paper
• Stage 1: Pages 14-15, 2122
• Stage 2: Pages 22, 24-25
• Stage 3: Pages 25-26
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
Individual Reflection
Review the unit from the earlier
reflection activity.
O How was the unit similar or different
from UbD?
O What steps will you need to take to
ensure that your unit will impact
student learning?
O Discuss with partner from first
reflection.
Lunch Break 
Module F:
Essential Questions and
Understandings
Purpose:
To specify the essential
questions and understandings
based on the big ideas of the
unit.
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.
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.
Quiz Time
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.
Writing Essential Questions
Choose one of the “no”
essential questions and with
your grade level create an
essential question.
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?”
Quiz Time
Framing Understandings
11. No – States the concept to be learned, not the
12.
13.
14.
15.
16.
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.
Henry UbD
Essential Question
How will Understanding
by Design impact
student learning?
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
ILT Enduring Understanding
UbD empowers teachers to
create inquiry based learning
opportunities in order to
facilitate transferable,
relevant, powerful meaning
(understanding).
Did we meet our outcomes?
Outcomes: Teachers will…
O Understand the instructional shifts within the
CPS Literacy Content Frameworks.
O Become acquainted with the big ideas of
Understanding by Design (UbD).
O Develop a preliminary understanding of the
Understanding by Design (UbD) Template and to
review sample Understanding by Design units in
this format.
O Specify the essential questions and
understandings based on the big ideas of a unit.
What is your comfort level of
Understanding by Design?
Novice
Apprentice
Expert
(Self)
Expert
(Others)
Schedule Time 
Organization Chart
Master Schedule