FQL+Plan+for+WES+Professional+Development+08-09

Albemarle County Public Schools Curriculum Unit Framework

Unit Title: Communication in the Woodbrook Learning Community Grade Level: All Discipline/Topic Area(s): Unit Designer(s): Woodbrook CAI 08 Team Time Frame: 2008-2009

Interdisciplinary Concepts: Communication Problem-solving

Concepts in the Discipline: Reasoning and Justification Logical Thinking Higher Order thinking

Enduring Understandings: What overarching understandings are derived from the relationships between organizing concepts?

• Making and conveying meaning is essential to the engagement of all stakeholders (teachers, students, parents, community) in our learning community.

• Characteristics, properties and arguments about mathematical relationships can be analyzed and developed using logical and spatial reasoning.

Lifelong-learner Standards: Which life-long learner standards are central to this unit?


 * 1,2,3,4,5,6,7,8,9,10,11,12

Habits of Mind in this Discipline: What habits of mind employed by adults working in this discipline are partially developed within this unit?

Analyze situations in mathematical terms and pose problems based on situations observed Select and use various types of reasoning and methods of proof as developed through consistent use in many contexts Organize and consolidate mathematical thinking through precise verbal, written, and graphical communication Analyze and evaluate the mathematical thinking and strategies Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Use representations to model and interpret physical, social, and mathematical phenomena Evaluate appropriate uses of technology as a tool to support and apply the problem-solving process

Content Standards: Which SOL or discipline standards are central to this unit? • NCTM Focal Points • Students will apply their knowledge of number and number sense, computaton and estimation, measurement and geometry, probability and statistics, and patterns, functions and algebra to investigate and solve problems Essential Questions: What essential questions will focus this unit? What essential questions will drive inquiry and understanding within this unit? • What influences student engagement? • What does teaching that ensures high levels of learning through problem solving by all students look like? • Which strategies do students need to solve mathematical problems and how do they access them? • How does a student justify a strategy to efficiently solve a real world problem?

Interdisciplinary Connections: What are the natural connections to other disciplines in this unit?

Pre-Assessment(s): What pre-assessment(s) and rubrics that define quality will be used to determine students’ prior knowledge and/or misconceptions related to the essential knowledge, understanding, skills, and vocabulary in this unit? How will pre-assessment data be used to inform instruction?

Essential Knowledge, Understanding, Skills, and Vocabulary

Students will know: Students need to know various strategies to solve mathematical problems.

Students will understand: There is more one way to solve a mathematical problem.

Students will be able to: Students will solve a problem in more than one way. Students will justify their solutions.

Vocabulary:

Summative Assessment(s): What summative assessment(s) and scoring guides will be used to determine if students have mastered the essential knowledge, understanding, skills, and vocabulary in this unit? At what levels of Bloom’s Taxonomy will students demonstrate mastery?

Albemarle County Public Schools Curriculum Unit Framework

Unit Title: Communication in the Woodbrook Learning Community Grade Level: All Discipline/Topic Area(s): Unit Designer(s): Woodbrook CAI 08 Team Time Frame: 2008-2009

Interdisciplinary Concepts: Communication Problem-solving

Concepts in the Discipline: Reasoning and Justification Logical Thinking Higher Order thinking

Enduring Understandings: What overarching understandings are derived from the relationships between organizing concepts?

Making and conveying meaning is essential to the engagement of all stakeholders (teachers, students, parents, community) in our learning community

Lifelong-learner Standards: Which life-long learner standards are central to this unit?


 * 1,2,3,4,5,6,7,8,9,10,11,12

Habits of Mind in this Discipline: What habits of mind employed by adults working in this discipline are partially developed within this unit?

Analyze situations in mathematical terms and pose problems based on situations observed Select and use various types of reasoning and methods of proof as developed through consistent use in many contexts Organize and consolidate mathematical thinking through precise verbal, written, and graphical communication Analyze and evaluate the mathematical thinking and strategies Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Use representations to model and interpret physical, social, and mathematical phenomena Evaluate appropriate uses of technology as a tool to support and apply the problem-solving process

Content Standards: Which SOL or discipline standards are central to this unit? • NCTM Focal Points • Students will apply their knowledge of number and number sense, computaton and estimation, measurement and geometry, probability and statistics, and patterns, functions and algebra to investigate and solve problems Essential Questions: What essential questions will focus this unit? What essential questions will drive inquiry and understanding within this unit? • What influences student engagement? • What does teaching that ensures high levels of learning through problem solving by all students look like? • Which strategies do students need to solve mathematical problems?

Interdisciplinary Connections: What are the natural connections to other disciplines in this unit?

Pre-Assessment(s): What pre-assessment(s) and rubrics that define quality will be used to determine students’ prior knowledge and/or misconceptions related to the essential knowledge, understanding, skills, and vocabulary in this unit? How will pre-assessment data be used to inform instruction?

Essential Knowledge, Understanding, Skills, and Vocabulary

Students will know: What ideas, concepts, information, and facts will students be able to recall or recite?

Students will understand: What ideas, concepts, information, and facts will students be able to explain, interpret, manipulate or apply in new situations?

Students will be able to: What skills will students demonstrate?

Vocabulary: What terms must students know and use?

Summative Assessment(s): What summative assessment(s) and scoring guides will be used to determine if students have mastered the essential knowledge, understanding, skills, and vocabulary in this unit? At what levels of Bloom’s Taxonomy will students demonstrate mastery?

 **Concept:** Communication in the Woodbrook Learning Community Stakeholders: colleagues, students, parents **Enduring Understanding:** We believe that making and conveying meaning is essential **Topics/Themes:** Communication between and among stakeholders Who are the stakeholders?  Colleague to colleague communication – what do we need to be doing?  Teacher to student communication – what do we need to be doing?  Teacher to parent communication – what do we need to be doing?  Student to student communication – what do we need to be doing?  Student to community communication  What’s next? ** YEAR 1 ** **Colleague to colleague communication**  //Spearheading:// Matt Caduff - Sending out information to staff about peer observations with option of getting feedback - Collecting data  //Spearheading:// Bronwyn Murray and Pete Fiddner - quarterly math problem solving task grades K-5 - facilitating faculty conversation about what people found - involving all staff, not just classroom teachers **Teacher to student communication** Conferencing with students (checking for understanding) //Spearheading:// Bronwyn Murray - Conferencing related to the quarterly problem solving math tasks -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Pick several students to conference with (not necessarily the whole class) <span style="color: rgb(0, 24, 255)"> //Spearheading:// Edie Richards -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> focus on each grade level; developing age appropriate authentic research models for students ( process & graphic organizers) **Teacher to parent communication** <span style="color: rgb(0, 24, 255)"> //Spearheading:// Bill Sterrett; Janelle Catlett; Ben Williams -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> budget? <span style="color: rgb(0, 24, 255)"> //Spearheading:// Laurel McClurken; Kristie Sclater; Kelli Huffman **Student to student communication** Buddy classes (reading; projects, etc.) <span style="color: rgb(0, 24, 255)"> //Spearheading:// ALL (Under //Voices// piece of faculty meetings) -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> also included in the memo of strengths <span style="color: rgb(0, 24, 255)"> //Spearheading:// Jocelyn Pearson **Teacher to student communication** <span style="color: rgb(0, 24, 255)"> //Spearheading//: Bronwyn Murray <span style="color: rgb(0, 24, 255)">//Spearheading:// Matt Caduff; Kristie Sclater; Laurel McClurken; Kelli Huffman
 * Essential Questions: **
 * <span style="color: rgb(0, 24, 255)"> Students
 * <span style="color: rgb(0, 24, 255)"> Staff
 * <span style="color: rgb(0, 24, 255)"> Parents
 * <span style="color: rgb(0, 24, 255)">Community
 * <span style="color: rgb(0, 24, 255)"> Focused observations through the lens of communication
 * <span style="color: rgb(0, 24, 255)">Set up a culture; incorporate smart goals; menu of strengths from each teacher (self assessment; reflection; culture of communication; peer coaching model); could also invite someone to observe an area where you need help (peer coaching model)
 * <span style="color: rgb(0, 24, 255)">Vertical conversation with a focus on problem solving in math
 * <span style="color: rgb(0, 24, 255)"> Bring examples of what you consider problem solving in math at your grade level; discussion about instruction in each grade level
 * <span style="color: rgb(0, 24, 255)"> Quarterly – K-5 math problem solving task; rubric (measurable goal; growth in a student) – could be the same task for every grade level or per grade level
 * <span style="color: rgb(0, 24, 255)">Conversation about math problem solving strategies across the grade levels
 * <span style="color: rgb(0, 24, 255)"> Student rubrics K-5
 * <span style="color: rgb(0, 24, 255)"> Conferencing with students (checking for understanding)
 * <span style="color: rgb(0, 24, 255)">Students developing their own questions
 * <span style="color: rgb(0, 24, 255)"> Positive phone calls with students at the beginning of the year
 * <span style="color: rgb(0, 24, 255)"> Newsletter
 * <span style="color: rgb(0, 24, 255)">IPhoto – postcards to send home (communication budget)
 * <span style="color: rgb(0, 24, 255)"> Webpage (keep record of letters on webpage for parents to refer back to)
 * <span style="color: rgb(0, 24, 255)">Home visits
 * <span style="color: rgb(0, 24, 255)"> Buddy classes (reading; projects, etc.)
 * <span style="color: rgb(0, 24, 255)"> Morning meetings/class meetings
 * <span style="color: rgb(0, 24, 255)"> New Counselor facilitate student to student relationships– Olweus; Problem solving; HS mentors (recess games, etc.); Madison Boosters
 * <span style="color: rgb(0, 24, 255)"> Peer to peer feedback (Think-Pair-Share)
 * <span style="color: rgb(0, 24, 255)">Cooperative Learning
 * <span style="color: rgb(0, 24, 255)"> Reaching out to community partners
 * <span style="color: rgb(0, 24, 255)"> Service projects
 * <span style="color: rgb(0, 24, 255)">Community Garden – Matt’s Big Idea
 * <span style="color: rgb(0, 24, 255)"> When will this happen? (faculty meetings; how many years are we looking at)
 * <span style="color: rgb(0, 24, 255)"> What does this look like?
 * <span style="color: rgb(0, 24, 255)"> Who will be responsible?
 * <span style="color: rgb(0, 24, 255)">Are we focusing on all parts or different parts in different years?
 * <span style="color: rgb(0, 24, 255)"> Focused observations through the lens of communication
 * <span style="color: rgb(0, 24, 255)">Set up a culture; incorporate smart goals; menu of strengths from each teacher (self assessment; reflection; culture of communication; peer coaching model); could also invite someone to observe an area where you need help (peer coaching model)
 * <span style="color: rgb(0, 24, 255)">Vertical conversation with a focus on problem solving in math
 * <span style="color: rgb(0, 24, 255)"> Bring examples of what you consider problem solving in math at your grade level; discussion about instruction in each grade level
 * <span style="color: rgb(0, 24, 255)"> Quarterly – K-5 math problem solving task; rubric (measurable goal; growth in a student) – could be the same task for every grade level or per grade level
 * <span style="color: rgb(0, 24, 255)">Conversation about math problem solving strategies across the grade levels
 * <span style="color: rgb(0, 24, 255)">Students developing their own questions
 * <span style="color: rgb(0, 24, 255)"> Positive phone calls with students at the beginning of the year
 * <span style="color: rgb(0, 24, 255)"> Newsletter
 * <span style="color: rgb(0, 24, 255)">IPhoto – postcards to send home (communication budget)
 * <span style="color: rgb(0, 24, 255)"> Webpage (keep record of letters on webpage for parents to refer back to)
 * <span style="color: rgb(0, 24, 255)">Home visits
 * Student to community communication **
 * <span style="color: rgb(0, 24, 255)">Service projects
 * <span style="color: rgb(0, 24, 255)"> Morning meetings/class meetings
 * <span style="color: rgb(0, 24, 255)"> Peer to peer feedback (Think-Pair-Share)
 * <span style="color: rgb(0, 24, 255)">Cooperative Learning
 * <span style="color: rgb(0, 24, 255)">New Counselor facilitate student to student relationships– Olweus; Problem solving; HS mentors (recess games, etc.); Madison Boosters
 * YEAR 2 **
 * Continuation of the work from Year 1 with the following additions: **
 * <span style="color: rgb(0, 24, 255)">Student rubrics K-5
 * Student to community communication **
 * <span style="color: rgb(0, 24, 255)">Community Garden – Matt’s Big Idea