Curriculum Maps Based on Understanding by Design Model

7/30/2019 Curriculum Maps Based on Understanding by Design Model

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Professional development

Curriculum Maps

Grade and Subject Based on

Understanding by DesignModel



Objectives

Disseminate 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 compliance

Title 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

3EssentialQuestion

4Concept

5Standard

6Prior

Knowledg

e

7Skills

8 Assessme

nt

9 Activity

10Re

Key1.Time

2 Topic

3. Essential Question

4 . Concept

5. Standard

6. Prior Knowledge

7. Skills8. Assessment

9. Activity

10. 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 isthe ability to apply knowledge wisely and effectively toreal world situations.

To know

If you have learned

only "content" then

you will be able to ...

To understand

If 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 - Emphasizes

What ideas are worth understanding?

What aspects of the ideas should be included?

How can we promote understanding?

How can we find out what studentsunderstand?

Big 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 aboutcurricular 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 authenticperformance. 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 designstandards 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. Theresults 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 thatstudents learned what they needed to learn" before

thinking of how to teach

Stage II

Evidence

Stage III

Learning Plan

Stage 1DesiredResults

Grade standards andexpectations 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: ESL

Lenght:



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?



Curr iculum Mapping

Structure maximizing learning time (schoolcalendar).

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 maps

The 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, alignedwith the standards and expectations that

responds to the information we have of students.

Udelhofen, 2005



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, Mapsand Calendar Sequence Curriculum (K-12).



Additional materials:

Alignment Tool



To ensure that all expectations were beingaddressed, 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 thestandards in a content area/strandacross all of the grades

Ensures that as students progressfrom one grade to the next, theyare building on prior knowledge

Guarantees that as the standardsbecome more broad/deep, newconcepts and skills are introduced

Establishes the prerequisite skillsthat 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 demonstrateconceptual skills of standards and

expectation based assessment.

Vertical Horizontal



Pacing Calendar



Stage 1

Desired

Results

Stage 1

Desired

Results

Stage 2

Assessment

Evidence

Stage 3

Learning Plan



Stage 3

Learning Plan



Using the maps in our daily planning

Stage 1

Desired Results



Stage 2

AssessmentEvidence



Stage 3 Learning Plan



Stage 3 Learning

Plan

Curriculum Maps Based on Understanding by Design Model

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