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UbD Curriculum Development Why are we doing this? How are we doing? What are the next steps?
UbD Curriculum
Development
Why are we doing this?
How are we doing?
What are the next steps?
What is this equation about?
What is this equation about?
Model
Curriculum
Units
Curriculum,
Instruction
and
Assessment
College
and Career
Readiness Understanding
by Design
Next
Generation
Science
Standards
District
Determined
Measures
Curriculum
Embedded
Performance
Assessments
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
You are here And here
And here
“These Standards are
not intended to be
new names for old
ways of doing
business.
They are a call to
take the next step.
-2011 Massachusetts Curriculum Framework for
Mathematics (page 14)
-Common Core State Standards for Mathematics
(page 5
Common Core Standards Shifts
6 Shifts in ELA Literacy
Common Core Implementation Common Core Assessments
1. Balancing Informational and Literary Text
2. Building Literacy in the Disciplines
3. Staircase of Complexity
4. Text-based Answers
5. The Argument (not Persuasive essay)
1 & 2: Non-fiction Texts
Authentic Texts
3: Higher Level of Text
Complexity
Paired Passages
4& 5: Focus on command of
evidence from text:
rubrics and prompts
6: Academic Vocabulary
Six Shifts in Literacy
Fiction and Non-Fiction
50/50 Students need to learn to read NF
Use of “texts” not textbooks
In the content areas
Challenging Texts Scaffolding lessons is essential
“Staircase of complexity”
Text-based answers Quotes, paraphrases, summaries
Author’s words, author’s ideas, what it means in student’s words
Writing based on sources No more “snowy day” essays
All will be based on texts
Vocabulary Content words
Process words—analyze, trace
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Text Dependent Questions Good text dependent questions will often linger over
specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading.
An effective set of text dependent questions delves systematically into a text to guide students in extracting the key meanings or ideas found there.
They typically begin by exploring specific words, details, and arguments and then moves on to examine the impact of those specifics on the text as a whole.
Along the way they target academic vocabulary and specific sentence structures as critical focus points for gaining comprehension.
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MAIN SHIFT We need to provide students
with opportunities to grapple
with complex texts, sources
and problems.
e.g. Was the Black Death—deadly
because of genetics or were the plagues
precipitated by the conditions in the
environment? (MA DESE)
Shifts in All Content Areas
• 6-12: Students” learn through domain specific
reading and writing in science, social studies, and
technical subjects.
• 6-12: Students “speak, write, and evaluate
arguments, integrate information to inform, and
research to build and present knowledge.
• …including vocabulary describing political, social, or
economic aspects of history/social studies
• …the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used
in specific scientific or technical context.
Shifts in Mathematics Shift 1
Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.
Shift 2 Coherence
Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Shift 3 Fluency
Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.
Shift 4 Deep Understanding
Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.
Shift 5 Application
Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.
Shift 6 Dual Intensity
Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.
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Higher Expectations
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ELA/Literacy
Read sufficiently complex texts independently
Write effectively to sources
Build and present knowledge through research
Math
Solve problems: content and mathematical practice
Reason mathematically
Model real-world problems
Have fluency with mathematics
Going from CC Shifts
to UbD
to your classroom
7 Keys to ACTIVE ENGAGEMENT Seven Tips for Aligning Assignments to Common Core
1. Engage students in complex ideas in texts:
Short, focused projects;
longer in-depth research
2. Analysis of ideas
Comparison/contrast
Summarize
Main ideas/detail
3. Text-dependent questions or prompts to extract evidence
Quotation, paraphrasing, summarizing
4. Writing is essential: multi-paragraph compositions not personal essays
5. Speaking and listening are essential for learning
6. Language proficiency for different audiences they go beyond grammar
and spelling
7. Nudge students toward independence as part of your plan
UbD Template/Lesson Plan
Phase 1:
Setting goals
Phase 2
Evidence of student
learning
Performance Assessments
• CEPA
• GRASPS
• Use MA Rubric
Phase 3
Step-by-step
lessons/activities
Continuum of assessment Think of anchoring your unit with a performance task.
But use the Other Evidence along the way.
(i.e. Don’t throw out all your old quizzes!)
Other evidence
What should a Performance Task ask students to do?
Contextualize it to a real-world situation.
Require students to use judgment and innovation.
Call for exploration of the subject like a professional in the field.
Replicate challenging situations in which people are truly “tested” in life and work.
Compel students to use a repertoire of knowledge and skill to negotiate a task
Allow opportunities to rehearse, practice, consult resources, get feedback, and refine performance.
Use the Six Facets of Understanding
How can I create an authentic Performance Task that
fosters understanding?
Use GRASPS to assist in the creation!
G - Goal (What task do I want the students to achieve?)
R - Role (What’s the student’s role in the task?)
A - Audience (Who is the student’s target audience?)
S - Situation (What’s the context? The challenge?)
P - Performance (What will students create/develop?)
S - Standards (On what criteria will they be judged?)
Remember: Make the tasks real world problems to solve!
GRADE 7 CEPA
You are the producer of a well-known news or talk show.
You have been granted the power to invite anyone, living
or dead, to appear on your show. You have decided to
invite two people, (or is it one?), to appear on your show:
Samuel Clemens and his alter ego, Mark Twain.
Your show’s host will interview Clemens and Twain about
how the setting of Tom Sawyer, St. Petersburg, compares
to Clemens’ boyhood home, Hannibal, Missouri. Did Mark
Twain describe a town just like Sam’s hometown? Did he
change some things? Why?
You need to produce a script with your cast. Make
sure that it contains 10-15 open-ended questions
(not including “How are you?”) and thorough
answers that include information and/or quotes
from the passages you have read in class. You
need to bring out the aspects of the fictional St.
Petersburg that are similar to the real Hannibal and
aspects that are different. If Mark Twain did alter
the truth, the interview needs to explain how and
why.
GRADE 7 CEPA
Rubrics for CEPA
Performance Assessments in 4 areas
1. Topic Development
2. Evidence and Content
3. Use of visuals and Media
4. Standard English Conventions
GENERIC Rubric for CEPAs in Mass 1 2 3 4 5 6
1 2 3 4 5 6
Topic
development
Little topic/idea
development,
organization,
and/or details
Little or no
awareness of
audience and/or
task
Limited or weak
topic/idea
development,
organization, and/or
details
Limited awareness of
audience and/or
task
Rudimentary
topic/idea
development
and/or
organization
Basic supporting
details
Simplistic
language
Moderate
topic/idea
development and
organization
Adequate, relevant
details
Some variety in
language
Full topic/idea
development
Logical
organization
Strong details
Appropriate use of
language
Rich topic/idea
development
Careful and/or
subtle organization
Effective/rich use of
language
Evidence and
Content
Accuracy
Little or no evidence
is included
and/or
content is
inaccurate
Use of evidence and
content knowledge is
limited or weak
Use of evidence
and content is
included but is
basic and
simplistic
Use of evidence
and accurate
content is relevant
and adequate
Use of evidence
and accurate
content is logical
and appropriate
A sophisticated
selection of and
inclusion of
evidence and
accurate content
contribute to an
outstanding
submission
Use of
Visuals/Media
Visuals and/or
media are missing
or do not contribute
to the quality of the
submission
Visuals and/or media
demonstrate a
limited connection to
the submission
Visuals and/or
media are
basically
connected to the
submission and
contribute to its
quality
Visuals and/or
media are
connected to the
submission and
contribute to its
quality
Visuals and/or
media contribute
to the quality of
the submission in a
logical and
appropriate way
Visuals and/or
media are carefully
and strategically
selected to
enhance the
content of the
submission
1 2 3 4
Standards for
English
Conventions
Errors seriously interfere with
communication
and
Little control of sentence
structure, grammar and usage,
and mechanics
Errors interfere somewhat with
communication
and/or
Too many errors relative to the
length of the submission or
complexity of sentence
structure, grammar and
usage, and mechanics
Errors do not interfere with
communication
and/or
Few errors relative to length
of submission or complexity
of sentence structure,
grammar and usage, and
mechanics
Control of sentence structure,
grammar and usage, and
mechanics (length and
complexity of submission
provide opportunity for
student to show control of
standard English conventions)
Sample CEPAs
Goal #1: Create High Quality Assessments
Summative Assessment Components:
Performance-Based Assessment (PBA) administered as close
to the end of the school year as possible. The ELA/literacy
PBA will focus on writing effectively when analyzing text. The
mathematics PBA will focus on applying skills, concepts, and
understandings to solve multi-step problems requiring
abstract reasoning, precision, perseverance, and strategic
use of tools
End-of-Year Assessment (EOY) administered after approx.
90% of the school year. The ELA/literacy EOY will focus on
reading comprehension. The math EOY will be comprised of innovative, machine-scorable items
Goal #1: Create High Quality Assessments
Non-Summative Assessment Components:
Diagnostic Assessment designed to be an indicator of
student knowledge and skills so that instruction, supports and
professional development can be tailored to meet student
needs
Mid-Year Assessment comprised of performance-based
items and tasks, with an emphasis on hard-to-measure
standards. After study, individual states may consider
including as a summative component
PARCC Performance Assessment: ELA, Social Studies, Science, Technology Literacy
A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculum
2. Taught Curriculum
3. Assessed Curriculum4. Learned
Curriculum
SAMPLE UBD Units
Breakout Session Goals • Begin to examine your curriculum units
Use the Tri-State Rubric and/or the UbD Self-Assessment Tool
• Select one strong unit that needs the least amount of major change
Develop an authentic performance assessment for the unit that
aligns with the standards identified in the unit
• As a department/grade level decide on next-steps to align your units
with common core expectations
Use planning sheet provided
• Report back to group at 3:00
