Last weekend, UVEI held mock interviews.  I was one of three volunteers to go in front of the panel and receive feedback.  Here are some general tips from the panel arising out of all three mock interview sessions about what to do during an interview:

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Gratitude:  It Can Make Schools Better Places to Learn

"I just want to thank Jake for a great discussion at lunch today," Naomi declared at the end of seminar. She went on to say that she appreciated the conversation they had over their bagged lunch, and it made her feel better about other school-related anxieties.

Naomi's comment was authentic, but not unprompted. At the end of every seminar, UVEI participants engage in a ritual we call gratitude, a voluntary time to acknowledge and appreciate colleagues. Gratitude is a complex emotion. People are grateful when they notice and appreciate the good things that happen to them and express thanks to those responsible (Emmons, 2007).

Why do we end sessions with declarations of gratitude and appreciation? Well, a number of reasons.

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New Years is typically a time when people reflect on their lifestyle choices of the past year, and turn towards thoughts of reform. “I need to lose weight!” “I want to donate more money to charity this year,” or “It’s time to read those books I’ve told people I’ve read but really haven’t.” I’m just kidding about that last one. Really. I totally read The Fountainhead.

For me, New Year’s marks the time I begin to review the literature on Understanding by Design (UbD), also known as backwards planning-- a way for teachers to think about unit design. We just wrapped up UbD week last Friday.  

This year, however, I began to think about the possible connections between resolutions and backwards planning.

UbD can be confusing and a little heavy on jargon (Essential Questions, Enduring Understandings), but the heart of backwards planning is really common sense: Plan with the end in mind. What can students do or know if they really understand? How will you, the teacher, really know that students “get it?”

I think these questions might easily apply to New Year’s resolutions, and the tenants of UbD might help to achieve those nebulous resolutions.

Let’s walk through an example. And let’s take one of the most popular (and most commonly broken) NYE resolutions: Lose weight and get fit.

Understanding by Design dictates that we first envision the end result. In our example, to weigh less and be in better shape/health. Next, we might decide on the Essential Question and Enduring Understandings of the resolution. Essential questions are provocative, open-ended, and can be applied across lots of different topics.  

For this example, here’s a proposed Essential Question: How do we feel good in the skin we’re in?

This question in an Essential Question because it could be answered in different ways. People might feel good in the skin they’re in by spending more time with family. Or by mastering that craft they’ve only dabbled in for years. Or by learning to love their body just the way it is.

But for some, the answer is to lose weight and get fit.

UbD also asks that we think about the necessary skills and knowledge one would need to be able to demonstrate true understanding.

This might be crucial to actually keeping that resolution. Do I need to learn more about meal planning and nutrition? Do I need to have a trainer help with with an exercise routine? Do I need to learn how to cook vegetables? Simply resolving to eat less or exercise more isn’t specific enough and may leave critical knowledge and skills off the table.

Understanding by Design is a framework for increasing student achievement, but it might also increase resolution achievement. Here’s a basic template. Try plugging in a resolution. Let me know how it goes!

Commentary by Kristen Downey

Kristen is UVEI's Asssociate Director for Teacher Education.  You can follow her on Twitter @UVEIconnect.