Understanding by Design (UbD) Unit Outline for the Culture of Growth Initiative in BISD

Big Hairy Audacious Goal (BHAG): A year or more after this course is over, I want and hope that learners will realize the
importance of life-long learning, and communicate efficiently and collaborate intentionally in their personal and
professional environments.

Stage 1: Desired Results

Established Goals: To ensure alignment with my Alternate PL outline, this UbD outline will highlight professional
learning (PL) and content on social-emotional learning (SEL).

Enduring Understandings: Essential Questions:

● Growth mindset ● What are the benefits and challenges of practicing a
● Lifelong learning growth mindset?
● What are examples and non-examples of effective
communication and intentional collaboration within
your specific professional environment?
● How is a growth mindset connected to
communication and collaboration?
● How will this learning help you and your work?
● What does it mean to be a lifelong learner? What does
it look and sound like?

Learners will know… Learners will be able to…

● What their learning preferences are
● What their communication style is
● What values are most significant to them
● What values are most significant to their
colleagues
● The impact of a learning environment rooted
in growth mindset
● Understand and incorporate a growth mindset
towards self and others
● Develop and sustain an attitude of lifelong learning
● Practice reflection, be open to new ideas, and give
and receive feedback
● Understand the components of and increase effective
communication
● Understand best practices for and increase
intentional collaboration

Stage 2: Assessment Evidence

Formative Assessments: Summative Assessments:

● Respect agreement or community agreement
● Welcoming inclusion activities: relationship
building mini circles
● Engaging strategies: Think-Pair-Share, Walk &
Talk
Goal(s): Members of the Special Services department will be
introduced to virtual temperature checks which will be
completed weekly. The purpose of the temperature check is
for every participant to be provided the opportunity to share
how they are doing in a quick and simple manner. This will
 ● Optimistic closures during all meetings:
reflective exit tickets
Key Criteria:
Every learner is expected to complete the temperature
check every week. Since this will be set up as a Google
form, we will be able to see the completion rate and
send reminders to those who have not submitted the
form by the deadline.
provide our supervisor with data on every team member and
she will be able to better support every employee.
Role: The temperature check will allow every learner to
self-reflect and share their mental and emotional standing in
a confidential and precise manner.
Audience: The only people to see the temperature check will
be the participant who is completing it, our supervisor who
will review them weekly and potentially the project facilitator
(me).
Situation: Learners will complete the Google form
independently using their district-issued electronic device by
the end of the workday every Thursday.
Performance: Learners will reflect on their week so far and
choose the appropriate number from the scale provided. If
they are comfortable, they can elaborate on their choice by
answering the other two questions in the form.
Standards: After a period of 3-4 weeks, I will meet with our
supervisor to review the efficiency of the activity and whether
it is supporting our learning goals. The completion rate
should be at least 80% and next steps (such as natural
check-ins and planned one-on-one meetings with
participants) can be discussed.
Other Evidence:
● The respect agreement or community agreement will
be placed in a location that is easily visible to all
participants. It will be used as a reminder to reiterate
expectations and preferences in the learning
environment.
● All learners will be expected to participate in monthly
engagement activities to increase social interactions
and build meaningful relationships.
● Our supervisor will be encouraged to practice daily
warm welcomes with all learners as much as
possible.
● All learners will complete a feedback form via Google
Forms to share the impact of these activities on their
performance and attitude while at work.
 Stage 3: Learning Plan Activities

W - Where are we going? What is expected? Resources

● It is expected that all learners develop a ● What Makes Employees Happy at Work? - TED Talk
growth mindset and practice effective ● Developing a Growth Mindset - TED Talk
communication and intentional collaboration. ● Temperature Check - Character Strong resource
H - How will we hook (introduce this to) the learners? ● 3 Signature Practices - CASEL resource
● We will hook the learners with relationship ● I-messages
building mini circles which should take 5-10 ● Respect Agreement
minutes at the beginning of any meeting. A ● Monthly engagement activities
bulletin board will also be created in a visible ● Visual Cues
space so that interactions can remain regular. ● Initial Survey for Educators
E - How will we equip learners for expected ● Resource for relationship building mini circles
performances? ● Community Agreement (may be completed in place
● Monthly engagement activities include of respect agreement)
extrinsic rewards.
● Weekly temperature checks will be required
and timely completion of this form will result in
natural and/or planned check-ins from our
supervisor.
R - How will you rethink or revise? What are likely or
predictable student misunderstandings and/or
performance weaknesses in this unit? What do the
research and teacher experience say we can expect
the greatest difficulties to be? What suggestions can
you offer about how to troubleshoot these issues?
● I expect that the resistance to these activities
will be strong since it is evident from my
conversations and interactions so far that
these practices are not important aspects of a
work environment.
● I do not expect participation to be at 100%
from the start. It will take time for all members
of the department to see the value in this
content and we will work with whoever is
willing and open.
E - How will students self-evaluate and reflect on their
learning?
● The weekly temperature checks will be
adapted after the first couple of weeks to
include 2-3 questions which will allow
students to self-evaluate and reflect on their
learning and efforts.
T- How will we tailor learning to varied needs,
interests, and learning styles?
● Refresher training will be provided on Google
Suite applications.
● Feedback will be collected regularly so that
proper adjustments can be made.
● Physical resources can be provided to
supplement digital resources and activities.
O- How will we organize the sequence of learning?
● Activities will be completed in various formats
- whole group, small group and independently.
● A flipped model of blended learning will slowly
be introduced after the first six weeks.
● The schedule and cadence of existing work
will be affected by these activities but it will
not be disrupted or negatively impacted.