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Understanding by Design and the Studio Model: Strategies for Effective Lesson Planning

This agenda outlines a two-day workshop held on October 10-11, 2011, focusing on Understanding by Design (UbD) and the Studio Model for lesson planning. Participants engage in reflective activities, coding exercises, and group discussions to enhance curriculum design. Essential questions such as how to facilitate student transfer of knowledge and the impact of observing UbD lessons on teaching are explored. The workshop emphasizes the importance of meaningful assessments, timely feedback, and alignment between teaching objectives and evaluation methods, fostering an environment of continuous improvement in instructional strategies.

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Understanding by Design and the Studio Model: Strategies for Effective Lesson Planning

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Presentation Transcript

  1. UbD and the studio model?? Thomas Rye Donna Herold Allen Parish School District October 10 and 11, 2011

  2. Agenda • Day one • Reflection • Stage two coding • Work time -- Revision based on coding • Stage three • Day two • Stage three studio model lesson planning • Protocol for studio model observations • Macro curriculum

  3. Essential Questions • How do students come to transfer? • What constitutes a model lesson? • To what extent can observing UbD lessons inform your own instruction?

  4. Reflection: • Form into groups of three to four • Discuss questions in your group • Share out to large group

  5. Reflection: • To what extent/how is Understanding by Design influencing my day to day classroom? • What are the challenges for teachers in my building with regard to unit design? • Some successes include . . . • The next step for my teachers will be / should be . . .

  6. Stage Two Coding • Nutrition unit • Geometry unit

  7. Refining Work • Performance Task • Other Evidence

  8. Six Facets Revisited • Can you name them?

  9. Six Facets Revisited • Using the six facets for assessment ideas. • Design Guide pages 95-101

  10. Stage two work time

  11. AMT and Rubrics • If transfer is the ultimate goal, how is it reflected in your rubrics? • To what extent do your rubrics align with stage 1?

  12. Alignment • If it is important enough to be in Stage 1, it must be assessed.

  13. Lunch

  14. Stage Three • Mindset • Mindsetonline.com

  15. Stage Three • The Talent Code—Dan Coyle -- connect to Dweck’s fluid mind-set • A little reading

  16. Stage Three • Opportunities for meaning making, reflection, revision. • Feedback

  17. Feedback • Joey has $50. After eating at the buffet, he has $27. How much did he spend at the buffet?

  18. Feedback • Joey has $50. After eating at the buffet, he has $27. How much did he spend at the buffet? 50 – x = 27 -50 -50 x = -23 Joey spent negative 23 dollars at the buffet.

  19. Feedback must be: • Timely • Specific • Understandable • Allow for change

  20. Incorporating the 21st Century Skills • Revisiting the Checklist • More than just technology

  21. Stage Three • Back to Nutrition unit • Back to the Geometry unit

  22. AMT Resources • Design Guide pages 106-107

  23. Work time • Explicit outline or calendar — create the balance of AMT

  24. Assignment • Print out one copy of your unit • Find a partner • Provide Feedback using Post-it notes • Timely • Specific • Understandable • Allow for change

  25. Lesson Plan Template • Preview of tomorrow • Stage 3 Feedback • Planning a lesson • Protocol for observations • School Improvement Plans • Macrocurriculum • Grading

  26. Day two – Good Morning • Stage three feedback • Studio Model Lesson development

  27. Stage 3 Feedback • Sharing Protocol • How do I know an activity is meaning making? • How do I know an activity is transfer?

  28. Stage 3 Feedback • Learning Activity Filters • Student Roles • Teacher Role • Rigor / Relevance Framework • Time for Revision

  29. Studio Model Lessons • Designing the experience • What understandings do you want observers to come to?

  30. Lesson Template • Fitting Stage 1 to your lesson • Also consider: • 21st Century • Rigor and Relevance

  31. Lesson Template • Acquisition • Meaning Making • Transfer • In what ways will these concepts be visible?

  32. Lesson Template • Building in assessment • How will we know students “get” the purpose of the lesson?

  33. Planning your lesson • Making the ‘Gourmet’ lesson

  34. Lunch

  35. Day two afternoon • Protocol for studio model lessons w/principals • Observation tool development • Open ended • “Look for”s • Conversation starters/debriefing

  36. Studio Model Protocols

  37. Macro-curriculum

  38. End of day • Macro-curriculum

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