Title: Day 5 CLR Secondary Fellows Presenter: Javier San Rom
1Day 5 CLR Secondary FellowsPresenter Javier
San Román, PreK-12 SEL Specialist
2Grounding Activity
- Give One, Get One (2 rotations)
- What did you learn from administering the SEL
Language Screener and the conducting the student
interviews?
3Seven Tenets of the UbD Framework-Appendix A
- Learning is enhanced when teachers think
purposefully about curricular planning. The UbD
framework helps this process without offering a
rigid process or prescriptive recipe. - The UbD framework helps to focus curriculum and
teaching on the development and deepening of
student understanding and transfer of learning. - 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
4Seven Tenets of the UbD Framework-Appendix A
- Effective curriculum is planned backward from
long-term, desired results through a three-stage
design process (Desired Results, Evidence, and
Learning Plan) - Teachers are coaches of understanding, not mere
purveyors of content knowledge, skill, or
activity. They focus on ensuring that learning
happens - Regularly reviewing units and curriculum against
design standards enhances curricular quality. - The UbD framework reflects a continual
improvement approach to students achievement and
teacher craft.
5Learning 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
6What is UdB? Video Cases
7UbD 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?
8Stage 1Desired 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
9Drafting 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
10UbD 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?
11Stage 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)
12What 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
13UbD 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?
14Stage 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
15Four Areas for Infusing CLR Pedagogy
- Responsive Classroom Management
- Use of attention signals strategically
- Use of movement activities strategically
- Collaborative opportunities (extended beyond
protocols)
- Responsive Academic Vocabulary
- Evidence of leveling vocabulary words (tier 2 and
tier 3) - Evidence of reinforcement/practice activities
- Use of vocabulary acquisition strategies (word
structure, apposition, context clues, synonym
replacement)
- Responsive Academic Language
- Code-switching opportunities
- Sentence lifting/Retellings/Role
playing/Teachable moments - Revising (phonetics, markers, syntax, and
vocabulary
- Responsive Academic Literacy
- Use of CR text and media
- Connected to the standards and unit theme
- Use of engaging read-alouds
- Use of effective literacy strategies
16Use 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 read-aloud 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
code-switching activities Chapter 6, pg. 131
17W.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
18Secondary CLR Fellows Project Overview
19Fellows 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
20Assignment 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.
21Evaluation Link
- http//bit.ly/clrsecondary4