Day 5 CLR Secondary Fellows Presenter: Javier San Rom

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Day 5 CLR Secondary FellowsPresenter Javier
San Román, PreK-12 SEL Specialist
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Grounding Activity

• Give One, Get One (2 rotations)
• What did you learn from administering the SEL
  Language Screener and the conducting the student
  interviews?

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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

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Seven Tenets of the UbD Framework-Appendix A

1. Effective curriculum is planned backward from
   long-term, desired results through a three-stage
   design process (Desired Results, Evidence, and
   Learning Plan)
2. Teachers are coaches of understanding, not mere
   purveyors of content knowledge, skill, or
   activity. They focus on ensuring that learning
   happens
3. Regularly reviewing units and curriculum against
   design standards enhances curricular quality.
4. The UbD framework reflects a continual
   improvement approach to students achievement and
   teacher craft.

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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
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What is UdB? Video Cases

• Video Cases

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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?

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Stage 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

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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

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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?

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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)

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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

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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?

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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

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Four 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

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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 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

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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

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Secondary CLR Fellows Project Overview
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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

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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.

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Evaluation Link

• http//bit.ly/clrsecondary4