1. UbD 2.0 Professional Development Outline
Title:
Magnet Schools
2012 Summer Institute
Targeted Audience:
All Magnet School Instructional Staff
Grade(s): K-5
Designer(s) (name and school/district)
Cheryl Camacho/Champaign Unit 4 Magnet Schools
Transfer
Participants will be able to independently use their learning to…
• Effectively plan and teach (or implement) using the key principles and practices of UbD and neuroscience
• Effectively plan and teach using the key principles and practices of culturally proficient and responsive pedagogy
• Effectively plan and teach using the key principles and practices of the Teaching As Leadership framework (devised and implemented by Teach
For America)
Meaning
Understandings
Participants will understand that…
Essential Questions
Participants will keep considering…
 Student learning is maximized when appropriately supported by
the school and classroom environment.
 Culturally proficient & responsive learning environments benefit
students academically, socially, and emotionally.
 Adults determine through their beliefs and behaviors, the
environment that students “live” in at school.
 Real learning and understanding is easily transferred to different
contexts
 Effective teaching doesn’t happen by accident; there is an art
and science at work
 What is the long-term mission of our school?
 Do my beliefs about education align with my actions? Are
these beliefs and actions aligned with our school mission?
 Why should we plan “backward”?
 What is understanding? How will we know if learners
really understand?
 How can insights from research influence educational
practices?
 How do my actions impact my school and classroom
environment?
 How do my actions impact student learning?
 How are my teaching practices adjusting the trajectory of
my struggling students?
Acquisition of Knowledge and Skill
Knowledge
Participants will know that…
Skills
Participants will be skilled at…
 Intelligence is not fixed, it is malleable; the brain is dynamic and
environment is a stronger influencer than genetics.
 The social and emotional environment and student academic
growth inform one another.
 Student identity and self-perception are influenced and directed
by their experiences in and out of school; this identity is the
most malleable in the early years of schooling.
 Educators impact family and community perceptions of the
student.
 A repeated lack of task engagement can create a repeated lack
of classroom engagement, which can create a repeated lack of
school engagement, which can result in a lack of social
engagement.
 Planning instruction through backwards design intensifies
instruction and minimizes student confusion and failure.
 Effectively communicating key ideas, checking for
understanding, and coordinating student practice (I do, we do,
you do) minimizes student failure and increases student
learning.
 Setting big goals is essential when working with students who
need to accelerate their learning to close the achievement gap.
 Building positive and brain-friendly interpersonal
relationships with students.
 Structuring their classroom and school environments to
maximize student learning.
 Strategically informing student identity and self-
perception through the provision of student choice,
responsibility, and success.
 Strategically informing student identity and self-
perception through purposeful and positive
communication with parents and families.
 Planning engaging and motivating learning.
 Planning at the Unit level and think at the lesson level
using the UbD framework .
 Effectively communicating key points to their students.
 Effectively checking for understanding.
 Effectively coordinating student practice.
 Effectively set compelling goals that will propel learning
and eradicate achievement gaps.

2. UbD 2.0 Professional Development Outline