Post on 12-Jan-2015
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Professional development
Curriculum Maps Grade and Subject Based
on Understanding by Design Model
ObjectivesDisseminate Curriculum Maps and federal
compliance requirements, Title I - Part A, Section 1111 - Standards and Assessment.
Explain the Model Understanding by Design (UbD) in which the maps are based Curriculum.
Interpret the alignment tool and schedules sequence (group dynamics).
Analyze the parts of a Curriculum Map by grade and academic area.
Using the Curriculum Map for planning, as circular letter 2:2010-2011.
Federal complianceTitle I, Part A, Section 1111 - Standards and Assessment requires evidence Implementing Content Standards and Grade Expectations 2007 Documented evidence aligned to standards curriculum aligned Daily planning of the educational experience Continuing Professional Development Assessments
Rationale for Curriculum Maps
Why was it necessary to create them?
To ensure that all teachers of the DE have the resources that allow access to all the educational experiences aligned with the Content Standards and Grade Expectations 2007 document.
What documents underly the process of aligning a Curriculum Map?
Content Standards and Grade Expectations for 2007 Curriculum Framework Academic Program Circular Letters Circular Letters 2:2010-2011: Planning School Calendar
the Curriculum Map Model Adopted: Horizontal
1Time
2Topic
3Essential Question
4Concept
5Standar
d
6Prior
Knowledge
7Skills
8Assessme
nt
9Activity
10Re
Key1.Time2 Topic3. Essential Question4 . Concept5. Standard6. Prior Knowledge7. Skills8. Assessment9. Activity10. Resources
Understanding by Design Model
Created by Wiggins, G., & McTighe, J. in 1998.
Understanding by Design (UbD) - Teaching for Understanding.
Backward Planning Based on Three Stages Stage I: Results Expected Stage II: Assessment Evidence Stage III: Learning Plan
What is Understanding?
Understanding - I caught the idea, I can explain it, make connection,. know why and how it works. It is the ability to apply knowledge wisely and effectively to real world situations.
To know
If you have learned only
"content" then you will be able to
...
To understandIf you can
understand a topic / concept /
subject matter you will be able to……
Six Facets of Understanding
Explanation –sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions and ideas.
Perspective- critical and insightful points of view.
Interpretation-interpretations, narratives and translations that provide meaning.
Application- ability to use knowledge effectively in new situations and diverse, realistic contexts
Empathy-the abililty to get inside another person’s feelings.
Self-Knowledge- the wisdom to know one’s ignorance and how one’s pattern of thought and action inform as well as prejudice understanding
. UbD - EmphasizesBig Ideas / Essentials Questions
Transfer goals
Performance Requirements ( Standards and expectations)
Evaluation criteria (assessment)
Understanding By Design (UbD)– Teaching for Comprehension or
Understanding Design of Understanding
The Seven Tenets of UbD Framework
Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.
The UbD framework helps to focus curriculum and teaching on the development and deepening of student understanding and transfer of learning ( the ability to effectively use content knowledge and skill) .
The Seven Tenets of UbD The Framework
Understanding is revealed when students automatically make sense of and transfer their learning through authentic performance. Six facets of understanding – the capacity to explain, interpret, apply, shift perspective, empathize, and self assess- can serve as indicators of understanding.
Continue
Effective curriculum is planned backward from long- term, desired results through a three- stage design process( Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity oriented teaching in which no clear priorities and purposes are apparent.
Teachers are coaches of understanding, not mere transmitters of content knowledge, skill, or activity. They focus on ensuring that learning happens, not teaching ( and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
continues
Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.
The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs- student performance- inform needs’ adjustments on curriculum as well as instruction so the student learning is maximized
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
Planning Using the Curriculum Map
Backwards Design
Recommends leaving the objectives-activity-assessment sequence and ponder "how do I know that students learned what they needed to learn" before thinking of how to teach
Grade standards and expectations of 2007, big
ideas and essential questions
Performance Task
Planning activities, experiences and
instruction
Curriculum Map
Stage 1: Desired Results
Unit Summary
Content Standards and Learning Expectations
Big Ideas/ Enduring Understandings: Essential Questions:
Content (The student will know….) Skills( The student will be able to…)
Stage 2: Assessment Evidence
Performance Tasks: Other Evidence
Stage 3: Learning Plan
Learning Activities:
Subjec: ESLLenght:
Stage 1—Identify Desired Results
Key Questions: What should students know, understand, and
be able to do? What is the ultimate transfer we seek as a
result of this unit? What enduring understandings are desired? What essential questions will be explored in-
depth and provide focus to all learning?
Stage 2—Determine Assessment Evidence How do I teach?
Key Questions: How will we know if students have achieved the desired results?
What will we accept as evidence of student understanding and their ability to use (transfer) their learning in new situations?
How will we evaluate student performance in fair and consistent ways?
Stage 3—Plan Learning Experiences and Instrucctions
Key Questions: How will we support learners as they come to
understand important ideas and processes? How will we prepare them to autonomously
transfer their learning? What enabling knowledge and skills will
students need to perform effectively and achieve desired results?
What activities, sequence, and resources are best suited to accomplish our goals?
Curriculum MappingStructure maximizing learning time (school
calendar).Is a design that organizes the material
contained in a sequential and systematic way.Synthesizes and presents the highlights that
every teacher has to work in content.Emphasizes essential concepts required to
develop different levels of knowledge.It is an organized way to plan the content to be
offered with different strategies, activities and assessment.
Focus on understanding.(Hayes, J., 2004).
Curriculum mapsThe process by which teachers document
their curriculum, share, examine to identify gaps, inconsistencies, redundancies and new learning.
This experience creates a coherent and consistent curriculum across disciplines, aligned with the standards and expectations that responds to the information we have of students.
Udelhofen, 2005
Example of a Unit:
4.3 Making
Predictions,
Inferences and
Connections About
Characters
Curriculum maps allows:development of teaching and learning.alignment with the curriculum of the
Department of Education.daily lesson planning. (a must)instructional activities to improve the
academic achievement of ALL students.reinforcement of teaching and learning
through curriculum materials: Scope and Sequence, Maps and Calendar Sequence Curriculum (K-12).
Additional materials:Alignment Tool
To ensure that all expectations were being addressed, a curriculum alignment tool was created.
This way, we make sure that all of the parts of the expectation are being addressed.
Acts as a tool for teachers, instructional leaders, and principals to see at a glance what expectations are covered in a unit.
What is the purpose of the Curriculum Alignment Tool?
Bi-dimensional organization Vertical alignment compares all the
standards in a content area/strand across all of the grades
Ensures that as students progress from one grade to the next, they are building on prior knowledge
Guarantees that as the standards become more broad/deep, new concepts and skills are introduced
Establishes the prerequisite skills that are taught in preceding grades
Corresponds to the sequence of the contents to be achieved.
Ensures that all teachers, are covering a specific content, to a degree and following a similar time line.
Is a common curriculum to ensure that all students receive equal educational opportunities throughout the grades.
Development of educational experiences that demonstrate conceptual skills of standards and
expectation based assessment.
Vertical Horizontal
Pacing Calendar
Stage 1Desired Results
Stage 1Desired Results
Stage 1Desired Results
Stage 1Desired Results
Stage 2Assessment
Evidence
Stage 2Assessment
Evidence
Stage 3 Learning
Plan
Stage 3 Learning
Plan
Stage 3 Learning
Plan
Stage 3 Learning
Plan
Using the maps in our daily planningStage 1Desired Results
Stage 2Assessment
Evidence
Stage 3 Learning Plan
Stage 3 Learning Plan