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TRANSCRIPT
Using Understanding
by Design to Plan
Professional Devleopment
Presented By:Susan Carmody
Rapid Fire Sentence Completion
1. When teachers get the e-mail that tells them there is a
professional development activity on Wednesday, they probably
feel…
2. As teachers are entering the room for the professional
development activity, they often look…
3. When I, or the other presenters, am talking to them during
professional development, teachers are probably thinking…
4. When teachers leave the professional development activity, they…
5. A fly on the wall in the teacher’s lounge the day after PD might
hear…
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Handout 1
Rapid Fire Sentence Completion
6. When teachers learn there is a professional development activity
planned, I want them to feel…
7. As teachers enter the room for the professional development
activity, I want them to look…
8. When I, or the other presenters, am talking to teachers during
professional development, I hope teachers are thinking…
9. When teachers leave the professional development activity, I want
them to…
10. I hope a fly on the wall in the teacher’s lounge the day after PD
would hear…
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Handout 1
BeforeBEFORE BOX
Read the words and phrases in boxes 1-5.
Write a one-sentence summary to describe the thoughts and feelings expressed in those boxes.
AFTER BOX
Read the words and phrases in boxes 6-10.
Collaboratively write a one-sentence summary to describe the desired thoughts and feelings of teachers before, during, and after professional development.
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies2 MINUTES
Before After
3 MINUTES
Agenda
Area of Focus Approximate Time
Opening & Agenda 8 minutes
Stage 1: Desired Results 10 minutes
Stage 2: Acceptable Evidence 5 minutes
Stage 3: Learning Plan 10 minutes
Closing 2 minutes
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
During: Closing Questions After: PD Plans
Stage 1: Desired Results
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Established Goals• Standards, CIP Goals, SMART Goals
Transfer
• Use learning in new context
Meaning
• Understandings
• Essential Questions
Acquisition
• Knowledge
• Skills
• Mindset
Handout 2
Stage 1: Desired Results
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Established Goals• Standards, CIP Goals, SMART Goals
Transfer
• Use learning in new context
Meaning
• Understandings
• Essential Questions
Acquisition
• Knowledge
• Skills
• Mindset
Understandings & Questions
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Administering and carefully analyzing formative assessments will allow for more targeted planning and growth tracking and result in greater student achievement.
What tools do teachers need to design learning experiences that will close the gap between students’ current performance levels in remedial courses and those of their peers in regular and advanced courses?
Understandings & Questions
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Understanding what makes a text complex allows the teacher to design appropriate learning activities and scaffolds that guide students toward independent reading of the text.
How does text complexity impact classroom instruction?
Stage 1: Desired Results
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Established Goals• Standards, CIP Goals, SMART Goals
Transfer
• Use learning in new context
Meaning
• Understandings
• Essential Questions
Acquisition
• Knowledge
• Skills
• Mindset
Understandings & Questions
Write one Understanding and one Essential Questions
Engagement
Alignment
Rigor
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies5 MINUTES
Stage 2 Design: Acceptable Evidence
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
In stage 2 of the planning process, the teacher determines what he or she will accept as evidence that students have met the desired results outlined in stage 1, including performance tasks and other assessments.
Performance Tasks
Other Evidence
Reflection and Self-Assessment
Think about a time you effectively evaluated
professional development. What did you do?
1 MINUTE
Stage 3: Learning PlanW=Where are we going? Why? What is expected?H=How will we hook and hold interest?E=How will we equip learners for expected performance?R=How will we help learners rethink and revise?E=How will learners self-evaluate and reflect on their learning?T=How will we tailor learning to varied needs, interests, and styles?O=How will we organize and sequence the learning?
Guiding Questions What engagement strategies did I use? When I used a teaching strategy, did I identify that for teachers and give
them time to think about how they might use it in their classroom? How and how often did I check for understanding? What did I do with the
information after my checks? Ultimately, how would my lesson do if someone collected EAR data during
the training?
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
Handout 3
Stage 3: Learning Plan
Review the plan for today. Look specifically for either the WHERETO elements or the elements posed in questions.
What is present?
What is missing?
How could I improve this plan?
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies5 MINUTES
Handout 4
Closing
What is one idea discussed today you would like to focus on using or improving the use of in your next professional
development plan?
How do you think that will you go from the “before” thoughts and feelings to the “after” thoughts and feelings?
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies2 MINUTES