PST Coordinators -

PST Coordinators -

Day 5 CLR Secondary Fellows Presenter: Javier San Romn, PreK-12 SEL Specialist Grounding Activity Give One, Get One (2 rotations) What did you learn from administering the SEL Language Screener and the conducting the student interviews? Seven Tenets of the UbD Framework-Appendix A 1.

Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe. 2. The UbD framework helps to focus curriculum and teaching on the development and deepening of student understanding and transfer of learning. 3.

Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding-the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess Seven Tenets of the UbD Framework-Appendix A 4. Effective curriculum is planned backward from longterm, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan)

5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens 6. Regularly reviewing units and curriculum against design standards enhances curricular quality. 7. The UbD framework reflects a continual

improvement approach to students achievement and teacher craft. Learning Goals and Teaching Roles-Appendix B Acquire Make Meaning Transfer The goal seeks to help learners acquire factual

information and basic skills This goal seeks to help students construct meaning (i.e. come to an understanding) of important ideas and processes. This goal seeks

to support the learners ability to transfer their learning autonomously and effectively in new situations Direct Instruction Facilitative Teaching Coaching What is UdB? Video Cases

Video Cases UbD in a Nutshell-Desired Results (Stage 1) What long-term transfer goals are targeted? What meanings should students make in order to arrive at important understandings? What essential questions will students explore? What knowledge and skill will students acquire? What established goals/standards are targeted?

Stage 1:Desired Results In Stage 1 designers consider the following elements. A variety of examples and design tools are provided to assist G: Unpack the goals (CCSS standards to derive the big ideas, key knowledge skills) K: Identify what students will know S: Identify what students will be able to do Q: Select/develop Essential Questions to guide inquiry into big ideas U: Frame the big ideas as specific understanding (the student will understand that Drafting a Design from Big

Ideas Study the samples on pages 85-86 of Understanding By Design In triads Draft a Design from Big Ideas. We will use topics from either History or English to build understanding UbD in a Nutshell-Evidence (Stage 2) What performances and products will reveal evidence of meaning-making and transfer? By what criteria will performance be assessed, in light of Stage 1 desired results?

What additional evidence will be collected for all Stage 1 desired results? Are the assessments aligned to all Stage 1 elements? Stage 2: Assessment Evidence Consider the following elements as you identify the evidence needed to determine the extent to which the desired results (Stage 1) have been achieved. OE: Identify the Other Evidence that will be needed T: Design authentic Performance Tasks

R: Identify appropriate criteria and use them to develop the scoring rubric(s) What Does the Goal Imply for Assessment? Study the samples on pages 152 and 153 In triads use post-its to fill out the template on page 154 UbD in a Nutshell-Learning Plan (Stage 3) What activities, experiences, and lessons will lead to achievement of the desired results and success

for the assessments? How will the learning plan help students with acquisition, meanng-making, and transfer? How will the unit be sequenced and differentiated to optimize achievement for all learners? How will progress be monitored? Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments? Stage 3: Learning Plan/W.H.E.R.E.T.O. Consider the following as you develop the learning plan, mindful of the desired results identified in Stage 1 and the needed evidence in stage 2. Use

the W.H.E.R.E.T.O. elements as you plan. W: help the students know where the unit is going and what is expected. Help the teacher know where the students are coming from (CLR piece) H: hook all students and hold their interest E: equip students, help them experience the key ideas, and explore the issues Four Areas for Infusing CLR Pedagogy Responsive Classroom Management Responsive Academic Vocabulary

Use of attention signals strategically: Evidence of reinforcement/practice activities Use of movement activities strategically: Collaborative opportunities (extended beyond protocols) Evidence of leveling vocabulary words (tier 2 and tier 3) Use of vocabulary acquisition strategies

(word structure, apposition, context clues, synonym replacement) Responsive Academic Literacy Responsive Academic Language Use of CR text and media Code-switching opportunities Connected to the standards and unit theme

Sentence lifting/Retellings/Role playing/Teachable moments Use of engaging read-alouds Use of effective literacy strategies Revising (phonetics, markers, syntax, and vocabulary Use your CLR Teaching & Learning Book to Build in Strategies. Responsive Classroom Management (RCM)Participation Protocol (PP), Discussion Protocol (DP)

[Appendix A, pgs. 152-163) Responsive Literacy (RL)-List culturally responsive literature title. List any culturally responsive readaloud activities [Appendix D, pgs. 190-193) or literacy strategy activities [Appendix E, pgs. 194-203] Responsive Academic Vocabulary (RAV)- Use of Personal Thesaurus, Personal Dictionary, synonym study, Frayer models, etc [Chapter 5, pgs 101-110] Responsive Academic Language (RAL)-Use of codeswitching activities [Chapter 6, pg. 131] W.H.E.R.E.T.O Design Contd R: provide opportunities to rethink and revise their understandings and work E: allow students to evaluate their work and its implications

T: be tailored (personalized) to the different needs, interests, and abilities of learners T: is where the CLR pieces fit in: Responsive Academic Vocab (RAV), Responsive Literacy (RL), Responsive Academic Language (RAL), Responsive Classroom Management (RCM)- Discussion Protocols (DP) and Participation Protocols (PP) O: be organized to maximize initial and sustained engagement as well as effective learning Secondary CLR Fellows Project Overview Fellows Task

Pages 46-51 in UbD workbook contain the 6 page lesson template that will be used to construct our unit of study. The UbD workbook has many models The template was also emailed to you. All assignments (make-up also)are due on January 12, 2015. You will submit the work to a designated dropbox folder that will be shared with you via your lausd email account. Assignments will include: -CLR (UbD) Curricular Unit -a copy of the SEL linguistic screener roster -2 SEL student interviews Assignment Turn-in

You may turn in your student interviews today or you may scan them and turn them into the dropbox You may turn in your Linguistic Screener Roster today or you may scan them and turn them into the dropbox You may turn in your unit today if it is complete or you may turn it into the dropbox. Evaluation Link

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