2014+UbD+Training


 * Understanding by Design Training - Curriculum Review Week **

= =

**Overall Outcome:** Participants will use their knowledge of the Understanding by Design process to create at least one complete unit for their content area and grade level.

__** Day 1: Stage 1 **__


 * Outcomes**
 * Participants will define and develop an understanding of learning principles, standards, yearlong curriculum or course maps, and unpacking individually and in relationship to each other.
 * Participants will define and develop an understanding of Understanding by Design, curriculum, Stage 1 of UbD (desired outcomes), enduring understandings, and essential questions individually, in relationship to each other, and in relationship to learning principles, standards, yearlong curriculum or course maps, and unpacking.

__**Agenda**__


 * 8:00-8:30 Overview - Jason Van Heukelum, Auditorium**


 * 8:30-9:45 Learning Principles, Michael Williams and Tara Nattrass, //Media Center//**
 * Welcome
 * Key Vocabulary
 * Learning Principles
 * [[file:Best Practices Art.pdf|Best Practices in the Arts]]
 * [[file:Best Practices Social Studies.pdf|Best Practices in Social Studies]]


 * 9:45-10:00 Break**


 * 10:00-10:30 What is UbD?**
 * [[file:UbD in a Nutshell.pdf|UbD in a Nutshell]]
 * [[file:McTighe_Wiggins_CCSS.pdf|Wiggins and McTighe on the CCSS]]


 * 10:30-12:00 Unpacking Standards, Michael Williams and Tara Nattrass, //Media Center//**
 * [[file:Tips for Unpacking.docx|Tips for Unpacking]]
 * [[file:Unpacking standards.docx|Unpacking Standards Worksheet]]

//Social Studies Yearlong Curriculum Maps//
 * [[file:Kindergarten.docx|Kindergarten]]
 * [[file:First Grade.docx|First Grade]]
 * [[file:Second Grade.docx|Second Grade]]
 * [[file:Third Grade.docx|Third Grade]]
 * [[file:Fourth Grade.docx|Fourth Grade]]
 * [[file:Fifth Grade.docx|Fifth Grade]]


 * 12:00-1:00 Lunch**

//Breakout Teams//
 * 1:00-3:30 Social Studies Teams - Stage 1: Desired Results, Tara Nattrass, //Media Center//**

Stage 1: Enduring Understandings and Essential Questions //Close Read of Stage 1// (pages 18, 23, and 29)
 * 1) Read with a pencil in hand, annotating the text by underlining or highlighting key words and phrases - anything that strikes you as surprising or significant, or that raises questions - as well as making notes in the margins.
 * 2) Look for patterns in the things you've noticed about the text - repetitions, contradictions, or similarities.
 * 3) Ask questions about the patterns you've noticed - especially how and why. To do so, look back at the text and see what else is going on, paying close attention to the evidence, asking questions, formulating interpretations in order to reason toward own ideas.



//Resources for Reference when Writing Stage 1 Components//
 * [|Essential Standards]
 * [|North Carolina Unpacking Documents]
 * [[file:Questions to Ponder when Determining Enduring Understandings (1).docx|Stage 1: Writing Enduring Understandings]]
 * [[file:Pages from Essential Questions.pdf|Delving Deeper into Essential Questions]]

//Unit Template//


 * 1:00-3:30 Visual Arts, Arts, and Chorus Teams - Course Maps, Michael Williams, //909//**



__** Day 2: Stage 2 **__


 * Outcomes:**
 * Participants will define and develop an understanding of Stage 2 of UbD (assessment evidence) individually and in relationship to learning principles, standards, yearlong curriculum or course maps, unpacking, Stage 1 of UbD (desired outcomes), enduring understandings, and essential questions.
 * Participants will understand the purpose of assessment.
 * Participants will be able to explain how performance tasks are used to evaluate student progress.
 * Participants will know and be able to select the four types of assessments that best provide the evidence needed to measure student learning.

__**Agenda**__ //Breakout Teams//
 * 8:00-10:00 Social Studies Teams - Stage 1: Desired Results, Jessica Garner, //Media Center//**
 * Continue to write


 * 8:00-10:00 Visual Arts, Arts, and Chorus Teams - Stage 1: Desired Results, Michael Williams, //909//**

Stage 1: Enduring Understandings and Essential Questions //Close Read of Stage 1// (pages 18, 23, and 29)
 * 1) Read with a pencil in hand, annotating the text by underlining or highlighting key words and phrases - anything that strikes you as surprising or significant, or that raises questions - as well as making notes in the margins.
 * 2) Look for patterns in the things you've noticed about the text - repetitions, contradictions, or similarities.
 * 3) Ask questions about the patterns you've noticed - especially how and why. To do so, look back at the text and see what else is going on, paying close attention to the evidence, asking questions, formulating interpretations in order to reason toward own ideas.



//Resources for Reference when Writing Stage 1 Components//
 * [|Essential Standards]
 * [|North Carolina Unpacking Documents]
 * [[file:Questions to Ponder when Determining Enduring Understandings (1).docx|Stage 1: Writing Enduring Understandings]]
 * [[file:Pages from Essential Questions.pdf|Delving Deeper into Essential Questions]]

//Unit Template//




 * 10:00-10:15 Break**

//All Teams// //Key Assessment Concepts//
 * 10:15-12:15 Assessments, Michael Williams and Tara Nattrass, //Media Center//**
 * [[file:Chapter 2- Assessment of and for Learning.pdf|Assessment for and of Learning]]
 * [[file:Chapter 3 - Assess What Clear Targets.pdf|Assess What? Clear Targets]] and [[file:Assessment Development Cycle.pdf|Assessment Development Cycle]]
 * [[file:Chapter 4 - Designing Assessment to do What You Want.pdf|Designing Assessment]]


 * Lunch: 12:15-1:15**

//All Teams//
 * 1:15-3:15 Assessments, Michael Williams and Tara Nattrass, Media Center**
 * Digging Deeper into Assessment
 * [[file:Chapter 5 - Selected Response Assessment (1).pdf|Selected Response]]
 * [[file:Chapter 6 - Extended Written Response Assessment (1).pdf|Extended Written Response]]
 * [[file:Chapter 7 - Performance Assessment.pdf|Performance Assessment]]
 * [[file:Chapter 8 - Personal Communication as Assessment (1).pdf|Personal Communication]]

//Quality Assessment Evaluation// > //Assessment Alignment//
 * [[file:KeystoQAChecklist.pdf|Keys to Quality Assessment Checklist]]
 * //[[file:Assessment Alignment.docx|Aligning Assessment with Stage 1]]//


 * 3:15-3:30 Wrap-up, Michael Williams and Tara Nattrass, //Media Center//**

__** Day 3: Stages 2 and 3 **__


 * Outcomes:**
 * Participants will define and develop an understanding of Stage 3 of UbD (learning plan) individually and in relationship to learning principles, standards, yearlong curriculum or course maps, unpacking, Stage 1 of UbD (desired outcomes), enduring understandings, and essential questions.

__**Agenda**__ //All Teams//
 * 8:00-10:00 Assessments, Michael Williams, //Media Center//**
 * Finalize Assessments for Unit 1

//Potential Resources//
 * 10:00-12:00 Learning Plan, Michael Williams and Tara Nattrass, //Media Center//**
 * //[|iCurio]//
 * //[|Define STEM]//
 * //[|Discovery Education]//
 * //[|North Carolina Social Studies Wikispace]//
 * //[|NC Social Studies wikispaces]//


 * 12:00-1:00 Lunch**


 * 1:00-3:30 Learning Plan, Michael Williams and Tara Nattrass, Media Center**
 * Develop Learning Plan for Unit 1

__** Day 4: Unit Writing **__


 * Outcomes:**
 * Participants will finalize at least one unit using all three stages of Understanding by Design.

__**Agenda**__ //Breakout Teams//
 * 8:00-12:00 Social Studies Teams - Finalize Unit 1 and Begin Unit 2, Tara Nattrass, //Media Center//**


 * 8:00-12:00 Visual Arts, Arts, and Chorus Teams - Unit Writing, Michael Williams, //Media Center//**


 * 12:00-1:00 Lunch**

//Breakout Teams//
 * 1:00-2:45 Social Studies Teams - Continue Unit 2, Tara Nattrass, //Media Center//**


 * 1:00-2:45 Visual Arts, Arts, and Chorus Teams - Unit Writing, Michael Williams, //Media Center//**


 * 2:45-3:15 Finalize Google Docs**


 * 3:15-3:30 Wrap-Up**