Slide 1
to
Slide 2
Slide 3
Our students today face a brave
new world!
We are preparing them for jobs that don’t exist yet.
Slide 4
Their world will expect them to
 Know
more
 Be more flexible
 Think more systemically
 Change faster
than we ever thought was possible!
Slide 5
MySpace
Text Messages
Knowledge Itself
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.
Slide 7
We cannot prepare our students for life
in the 21st century in our grandmothers’
classrooms.
Slide 8
We must make significant changes in the
culture of our schools.
Slide 9
When something becomes part of
your culture, you excel.
Slide 10
The way we do things around here.
Slide 11
Wait, wait…we don’t have to be sheep!
Slide 12
Schools and prisons have a
lot in common.
Slide 13
In both schools and prisons a
major focus is…
Slide 14
Curriculum as bunyip…
Slide 15
UbD comes
To MRH…
We didn’t want
to be a
Christmas tree
school…but
we knew we
had to change.
Slide 16
Now there go the Wilsons…seems
like everyone is evolving but us!
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
Slide 18
Slide 19
Worksheets Don’t Grow Dendrites
Slide 20
Adolescent years are perfect for
building brains!
Slide 21
It’s like paving a gravel road with
asphalt!
Slide 22
Sleeker, faster
thinking machines
Slide 23
Giedd’s Study in 1990’s found
 Overproduction
of gray matter
during adolescence
 Gray
time
matter also pruned during this
Slide 24
The Twin Sins
Superficial coverage
Aimless activity
Slide 25
UbD Supports Students to
•Deal with complex
relationships
•Stay with hard questions
•Explore big ideas
Slide 26
How well are you encouraging
students to do big thinking?
Slide 27
Slide 28
Who is the most important person in
determining how well a ship gets
from one point to another?
Slide 29
Design sense is not considered a
critical characteristic for teachers
in many places.
Slide 30
Design?
Slide 31
Design?
Slide 32
Slide 33
A way of thinking that produces
transformative results…
(It’s not just about reorganizing!)
Slide 34
Design is linked to creating a
better future.
Slide 35
I’ve got it, too, Omar…a strange feeling
like we’ve just been going in circles.
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.
Slide 37
Which of these design attributes
are your strongest? Which might you
focus on strengthening over the next
two days?
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.
Slide 39
Slide 40
Knowledge
Declarative
know
Procedural
do
Slide 41
Every student should know what
declarative knowledge s/he is tackling
during the lesson.
Slide 42
Twenty-four Practices to Competency
Slide 43
WHERE works
for unit and
lesson design.
Slide 44
W
Marzano’s meta analysis is
clear: students need to know
where they are going!
Slide 45
H
The hook fires neurons!
Slide 46
E
Explore
Experiment
Engage
Examine
Slide 47
R
Bell to bell engagement
provides time for final
reflection and review…
by the STUDENT!
Slide 48
E
An evaluation continuum provides
opportunity for clear, specific
feedback…one of the greatest
leverage points in improving
achievement.
Slide 49
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.
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?
Slide 52
UbD supports the rich collegial
conversation that influences school
culture in dramatic ways!
Slide 53
Slide 54