Transcript Studying the Units of Study - Adams 12 Five Star Schools

Studying the Units
of Study
Teaching/Learning Cycle Standards Summit
Day 2 • April 30, 2012
Session Overview
Enduring Understanding
“Excellence is the gradual result of always striving
to do better.” –Pat Riley
Essential Questions
• What does this mean to you, individually and
as a member of the organization?
• What gets in the way of achieving excellence?
Session Overview
Objective:
Create a deeper understanding of the
Teaching/Learning Cycle by analyzing the
Teaching/Learning Guides and engaging in the
study phase.
Norms for the Session
• Focus on the PROCESS more than the content
or product.
• Remain in your role as school leader. The goal
is for you to engage in this process so that you
can support your teachers in this work.
• Pay attention to collaborative norms (refer to
table tent).
T/LC Guides
• Describe the ideal for each phase
• To be used as tools for in-depth collaboration
in each phase of the T/LC
• Provide a common language
• NOT intended to be all-inclusive or hierarchical
Activating Background
Knowledge
Teaching/Learning Cycle Match Game
• In teams of 3-4, place the cards from the
envelope in their appropriate places on the
matrix gameboard.
• Use the Teaching/Learning Cycle Guides for
reference.
• Take turns and come to consensus as a team!
T/LC Analogy
As a table group, create an analogy for the
Teaching/Learning Cycle using the following
stem:
The T/LC is like ___________________
because . . .
Components of the Units
of Study
Unit __Overview
Unit ___:
Timeline:
Unit name
The time allotted for this unit
Sample Overarching Question:
One of the six district overarching questions aligning with the big ideas of this unit
How and why do things change?/How does form follow function?/How does the part relate to the whole?/How can we analyze patterns
to make predictions?/How do we make meaning of the world?/How do we know what is true?
Meaning
Established Goals
Sample Topical Enduring Understanding:
Sample Essential Questions:
Students will know and be able to…
These are full-sentence statements
describing what the students should
understand over time. The statements are
abstract, transferable, and have a lasting
value beyond the timeline of the unit.
These questions address the heart of a
subject and promote inquiry leading to a
deep understanding of the topic. They can
be overarching (long-term) or topical (unit
specific).
The established goals summarize skills,
knowledge, and understanding students
will master by the end of the unit. This
column provides clarity of the long term
independent accomplishments students will
attain throughout the unit.
They implicitly answer the question, “why is
this topic worth studying?”
They engage students in uncovering the
enduring understandings over time.
Transfer:
Transfer goals highlight what students should be able to do when they confront
new challenges in school and in life. It is not the transfer of the actual
knowledge and skills but the transfer of the understandings that allow students
to independently realize which facts and skills to use.
What it might look like?
Components of the Units
of Study
Components of the Units
of Study
Processing . . .
Now that you have seen
the components, how
can you use them to
support you in the
study phase?
Worktime
Use the Study Guide, the planning template (if
desired) and the Unit of Study to engage in the
Study phase.
Getting ready:
• Establish or review norms.
• Decide logistics: how will we capture our
thinking?
Processing the Study
Phase
• Process observer shares descriptive
observations.
• Discuss as a team:
• How was your conversation impacted by the
use of the study phase?
• What is the change in this process from your
current practice?
Closure
Spend a few
minutes writing:
• What do you
want to share
with your team
about what you
learned this
morning?
Reminders for afternoon
• Please take all of your belongings with you
during lunch OR move them to your afternoon
breakout room.
• Return at 1 p.m. to the locations designated on
the back of the program.