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It would be more accurate if we were able to select more than one choice...i.e. teacher table and technology

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If we are able to update our Walk Throughs application, would it be possible for us to also be able to select more than one; i.e. teacher table and technology.

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Would it be possible that our Walk Through Application could be update to allow us to look for/document UBD data...Characteristics of the Best Learning Designs?  (p.45)

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Would it be possible that our Walk Through Application could be update to allow us to look for/document UBD data...Characteristics of the Best Learning Designs?  (p.45)

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Asses knowledge and skills of the staff's knowledge of UBD process.

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What is the district’s expectation moving forward regarding the development of Stage 1, 2, & 3, given that the district already provides UBD template for each Unit?

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- Have a better understanding than before of Stages 1-3.

- Understand better what is and what is not the essential question and understanding.

- Kids make their own discovery.

- Better awareness of alignment between assessments and standards.

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This seems to align well with the new T-TESS appraisal system.

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Finding the best ways to present to staff to align the familiarity of planning and what they already know with UbD.

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The lesson plan is how you accomplish the essential questions.

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1)What is the correlation between this and TTESS?
2) The
stronger teachers get in regards to understanding UbD;  how will that translate into differences in team planning discussion?

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Admin should be able to notice the continuity between what is  happening daily in walkthroughs vs what is in their proposed Unit plan

Teachers could use a refresher of UBD to understand the difference between the unit plan and making a daily plan based upon the desired unit outcomes.

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The lesson plan is what you are going to do to accomplish the unit goals.

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Framing the questions -how to develop essential questions.

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How much do our Ts really know about UbD?
Our Ts are not really accustomed to making their own assessments - how do we make that shift?
Can principals share how they have helped their Ts get more time for planning?
What should we start with as principals so that we can get Ts onboard, but not completely overwhelm them?

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Questions are so important
EQs are the doorway to bigger ideas
Begin with planning the assessment

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Faucets of Understanding was insightful. It gave indicators if students understood the concept.

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If you want to teach for understanding, you want to uncover content.

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Conversations at the team level need to revolve around essential questions.

Want to be able to discuss with staff connection between this and Planning Domain in T-TESS.

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UBD assessments are steps to assure Ts  have a clear understanding of knowledge and skills that assure Ss success in high level application on performance tasks.

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Teaching for Understanding is different from teaching for knowledge.

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Productive struggle is okay.

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1. What is the expectation for teachers regarding implementation?
2. How does UbD transfer to SLOs, STAAR, and PES?

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How will we present to teachers and staff so they don't feel the information contradicts what they've been doing but complements it.

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EQs vs Learning Targets:  how do those work together in the UBD philosophy

Term objective vs understanding--what is the difference in this philosophy

Where is the best place to start as a campus

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-Facets of understanding
-A familiarity of what is needed, more practiced
-Have a common language
-Will be able to use this in facilitating pre-conference and post-conference discussions
-Great language to use in discussions with teachers
-Allows reflection for teachers

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Understanding of states 1 and 2

Clarification between questioning and understanding

Broad focus

Permission to start small

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With our curriculum already in place, what should planning look like? What is our role in planning with teams.

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- Deeper Understanding of Stage 1 and 2
- Assessments are essential to design

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What are the benefits of essential questions vs. learning targets

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What are the benefits of essential questions vs. learning targets

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- How do we measure our proficiency w/UbD?
- Can we spend some time with our curriculum planner and make connections to what we are learning about UbD and what PISD has in place? This will help us as we meet with teachers during planning meetings.

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- Understand how UbD, SLOs, TTESS, and guided reading connect.

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It is critical that teachers understand the importance of framing Essential Questions

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-Start with the end in mind
-design assessment before designing lesson
-facets of understanding

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Questions:  What additional support will we have from the curriculum department?

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Questions:  What additional support will we have from the curriculum department?

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Are the curriculums updated with UbD?

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Insights:  Teach for understanding, not just knowledge

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Insights:  Teach for understanding, not just knowledge

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Knowledge versus Understanding; teachers have to teach for understanding and transfer through backwards design

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Insights:  UbD is not the same as hands on learning

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Insights:  UbD is not the same as hands on learning

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- this is hard work!
- it will take time to understand
- Transfer is the goal of all education
- I can help teachers understand the importance of Essential Questions and what is meant by "Understandings"