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Day 3 of UbD – Getting To There

Aligning Stages 1, 2 and 3. Day 3 of UbD – Getting To There. Creating Lesson Plans Based on Unit Template. AGENDA. Text-based Seminar Burning Issues – Housekeeping Global Education Peer Review Process – Aligning Stages 1, 2 and 3 Powerpoints :

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Day 3 of UbD – Getting To There

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  1. Aligning Stages 1, 2 and 3 Day 3 of UbD– Getting To There Creating Lesson Plans Based on Unit Template

  2. AGENDA • Text-based Seminar • Burning Issues – Housekeeping • Global Education • Peer Review Process – Aligning Stages 1, 2 and 3 • Powerpoints: • Integrating standardized assessments into unit. • Mapping the Mini-Units • Weekly Template or Glass Lesson Template • WHERETO – planning daily lessons

  3. Text-based Seminar • Read texts. • Choose one text and write about it. • Switch writing with a colleague. • Colleague – Underline something you find interesting in partner’s response to quote and make respond with your own notations. • Share-Out – Read what you underlined from partner’s quote and read your notations.

  4. Burning Issues • Anything anyone wants to discuss?

  5. Global Competencies • Investigate the World. Globally competent students ask and explore critical questions and "researchable" problems - problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally. • Weigh Perspectives. Globally competent students recognize that they have a particular perspective, and that others may or may not share it.  They are able to articulate and explain the perspectives of other people, groups, or schools of thought and identify influences on these perspectives, including how differential access to knowledge, technology, and resources can affect people's views.

  6. Global Competencies • Communicate Ideas. Globally competent students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information.  • Take Action. What skills and knowledge will it take to go from learning about the world to making a difference in the world?

  7. Peer Review Process:Aligning Stages 1, 2, 3How to make sure your unit meets UbD Criteria: • Does Culminating Project help students discuss EQ. Culminating Project is rigorous. • Stages 1, 2 and 3 are aligned. • Review Peer Review Process on p. 36 Add: • Unit should include Tier II and III vocabulary words • Unit should include connections to careers.

  8. Peer Review Process Questions to discuss when looking at aUbD unit. Stage 1: • Did the unit clearly capture the content that is important to address in this unit? Would you add anything to the list? • How does ‘the what’ of the unit reflect the CCSS and the content standards of the city and state for the discipline? • How does the what of the unit reflect the magnet standards? Environmental, Career, Activism, Inquiry, Sense of Place, Technology • What skills would you teach as part of this unit? Is that evident in the unit?

  9. Would you agree with the big ideas? Would you have added another big idea / enduring life lesson to this unit? • Do you agree with the essential question as the enduring life issue? How would you modify it? • Does the essential question connect to the school’s theme? Would you have done something differently? • Is the essential question provocative and kid friendly? 8a. Do the focusing questions relate to the content and skills? 8b. Do the focusing questions help students discuss the Essential Questions?

  10. Questions to discuss when looking at a unit exploring UBD’s Stage 2: • Is the culminating project rigorous? Would you suggest any changes? • Does the culminating project allow for the students to demonstrate their knowledge of the macro concepts of the unit? • Does the essential question drive the culminating project? • Does the projects rubric provide solid criteria? • What are the other types of assessments with in the unit? • Do the tests and quizzes evaluate the students knowledge of the micro content? • Do they prepare the students for the state and city tests within the discipline? How so? Would you suggest anything? • How does the culminating project incorporate the school’s theme? • 16a. Progressive Tests • 17 . Homelink

  11. Questions to discuss when looking at a unit exploring UBD’s Stage 3: • Evaluate the activity grasp / unit map – • Does the time spent on each topic make sense? Why or why not? • Does the map lay out milestones for the mini-unit assessments and culminating assessments? • Are there additional skills that you would add?

  12. How do the lessons address the EQs and EUs? Explain. Do you have any suggestions? • Do the lesson plans build upon each other and lead towards the assessment? How so? • Are the lessons engaging? Give an example? • Is there a lesson that you would add onto? Which one? How? Why? • How do the lessons meet the needs of a diverse audience of learners? • Do the lessons integrate a variety of resources and perspectives? • Homeworks – Homelink

  13. Powerpoints • Integrating standardized assessments into unit. • Mapping the Mini-Units • Weekly Template or Glass Lesson Template • WHERETO – planning daily lessons

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