Staff+Development+-+Big+Ideas+and+Essential+Questions

Mr. Schultz began with and introduction that grabbed our attention, seven students were suspended in the past two days - our focus now, getting students engaged in learning to help curb the frequency of behavior issues. (No one is implying that we, as a faculty, are at fault for the choice students make, BUT, getting students engaged will help curb some behavior.)

We need to know our content well / deeply so we can determine our teaching goal and THEN make educated choices regarding activities that will get our students to the goal at the end of the unit.

First question to ask is: What is or are my teaching goals?

All activities need to be purposeful, and lead to understanding of concepts and big ideas.

After you have identified a target or targets for your unit, look back at that unit and check for enduring understanding to utilize UBD.

WE NEED support systems... time/ space/ resources to utilize UBD.

Essential questions should "hook" students initially and use them to lead into content.

For culminating activities every student needs to take a role.

Some comments from my group:
 * "We are doing UBD..."
 * "Today is a day to work together and "fix" things, or start new where we need to."
 * "Our little steps are building up to the "bigger" ides."

UBD can:
 * more meaning because students are not just learning facts/ dates
 * there is increase in assimilation of information between content areas
 * this teaching style aids in the activation of prior knowledge

Essential Question Jeopardy - then we worked with grade levels / departments on curriculum maps and how effective our essential questions were.