March 11, 2011http://hsdbpiuva2011.wikispaces.com

Curriculum Development within the UbD Framework

Presented by Bob O’Donnell, Chris Adams, Rachel Martin, Kim Rineer & Ronda Miller

“Every journey does begin with a single step. The journey to successfully differentiated or personalized classrooms will succeed only if we carefully take the first step – ensuring a foundation of best-practice curriculum and

instruction.”

Carol Ann Tomlinson

What is the reason behind our efforts to integrate these?

Curriculum

A guaranteed and viable curriculum is the number one factor impacting student

achievement (Marzano - What Works in Schools. 2003).

Instruction

The number one in-school factor impacting student achievement is the quality of the

instruction delivered to each student (Danielson - ASCD. 2009).

Curriculum & Instruction: What’s the Big Deal?Curriculum & Instruction: What’s the Big Deal?

Ethical LeadershipEthical Leadership

Is about taking people or an organization to the right places, even when it is

difficult or unpopular to do so.

Growth MindsetIntelligence can be developed

Fixed MindsetIntelligence is static

Leads to a desire to learn and therefore a tendency to…

Leads to a desire to look smart & therefore a tendency to…

…avoid challenges…embrace challenges

…gets defensive or gives up easily

…persists in the face of setbacks

…sees effort as fruitless or worse

…ignores useful negative feedback

…feel threatened by success of others

…Success comes from Effort

…learn from criticism

…find lessons & inspiration in success of others

Challenges

Obstacles

Effort

Criticism

Success of Others

MindsetBy Carol S. Dweck

Ph.D. (2006).

“I have always been deeply moved by

outstanding achievement and

saddened by wasted potential.”

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Dr. Benjamin CarsonProfessor of Neurosurgery, Oncology, Plastic Surgery & PediatricsDirector Division of Pediatric NeurosurgeryCo-DirectorJohns Hopkins Craniofacial Center

Video 1: Excerpts from Gifted Hands: The Ben Carson Story

Video 2: Dr. Ben Carson's Inspiring Words

•Traumatic brain injuries, brain and spinal cord tumors, achondroplasia, neurological and congenital disorders, craniosynostosis, epilepsy & trigeminal neuralgia•Interested in maximizing intellectual potential of every child•B.S in Psychology –Yale: M.D. - University of Michigan•Internship in general surgery and residency in neurological surgery at The Johns Hopkins Medical Institutions.

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Determining Your Goals with Curriculum Development

• What is the status of conversations relating

to Depth vs. Breadth?

• What are your priorities for students to be

able to successfully TRANSFER learning

experiences outside of the classroom?

What is Understanding by Design (UbD)?What is Understanding by Design (UbD)?

• UbD is a backward design framework that helps us identify teaching and learning priorities. (Stage 1 - Essential Questions / KUD’s evolved from standards)

• UbD includes a process determining the manner in which we will determine if students have learned what was intended. (Stage 2 - Assessment)

• UbD helps us to identify/collaborate on experiences that students need to have to achieve the desired learning. (Stage 3 - Instructional Activities)

Understanding by Design frames our curriculum process because “there’s no such thing as the perfect

lesson, the perfect day in school, or the perfect teacher. For teachers and students alike, the goal is

not perfection but persistence in the pursuit of understanding the important things.”

~ Tomlinson and McTighe, Integrating Differentiated Instruction and Understanding

Why Understanding by Design?

How do we move from research to creating rich curriculum that reflects best practices AND impacts

student learning/achievement?

Why does this matter?

Hempfield’s First Steps…

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CURRICULUM

EducationalProgram

atHempfield

Instruction

Relationships

Learning

TEACHERS STUDENTS

Managing Process to Ensure Inclusive of All Program Areas (& Refinement)

Managing the Process to Ensure Inclusive of All Program Areas (& Refinement)

Ensuring Tight Alignment to Your State’s Standards (coming soon to PA…Common Core)

http://www.pdesas.org/

Curriculum Framework & Format to Support Instructional

Expectations

Curriculum Framework & Format to Support Instructional

Expectations

Tweak Understanding by Design’s Unit Template

FROM THE GRAPHIC TO ACTION: 2010-11

FROM THE GRAPHIC TO ACTION: 2010-11

FROM THE GRAPHIC TO ACTION: 2010-11

FROM THE GRAPHIC TO ACTION: 2010-11

SPECIFIC CORE EXAMPLE Literacy Curriculum Development,

Implementation, Refinement, Coaching

Big Ideas for Reading Instruction based on “What Good Readers Do”

1. Summarizing2. Inferring3. Making Meaningful Connections4. Self Monitoring

Add this … Not this• Independent reading

• Teacher modeling

• Teaching reading as a process

• Writing before and after reading

• Use of reading in the content field

• Choice

• Round-robin oral reading

• Teaching isolated skills on worksheets

• Teaching reading as a single, one-step act

• Little or no writing

• Grouping by reading level

• Measuring success of reading program only by test scores

• Teacher selects all the reading materials

Best Practices in Language Arts

Focus on Reading Strategies

Reading/Writing Connection

Increased Independence

Opportunity to apply the strategies

Increased level of difficulty

Stamina building

Reading Instruction ExpectationsGetting Started Developing Fully Implementing

• A Mini-Lesson based on district curriculum.

• Independent Strategic Reading • Students read

individually or discuss books with response partners.

• The teacher holds Independent Reading Conferences  with students.

• Sharing time for closure at the end of Independent Strategic Reading.

• A Mini-Lesson based on the needs of students in relation to the district curriculum.

• Independent Strategic Reading o Students read individually,

discuss books with response partners, or respond in Readers Notebooks.

o The teacher holds Individual Conferences with students and/or leads small Flexible Groups during this time.

• Sharing time for closure at the end of Independent Strategic Reading.

• A Mini-Lesson based on the needs of students in relation to the district curriculum. The lesson is designed to meet students' needs as determined by on-going observation and assessment.

• Independent Strategic Reading o Students read individually, discuss

books with response partners, or respond in Readers Notebooks.

o Students meet in Literature Discussion Groups.

o The teacher holds Individual Conferences with students and/or leads small Flexible Groups during this time.

o The teacher organizes time to meet frequently with students to ensure that they are engaged in Meaningful Literacy Experiences during the work time.

• Sharing time for closure at the end of Independent Strategic Reading.

The Ultimate Goal of a Workshop Approach is to

enable learners to acquire strategies for self-regulating

their learning.

~ Linda Dorn & Carla Soffas (2010).

Reading Workshop Embraces Understanding by Design & Differentiation

It matters where my students are reading in their lives…

It matters that they become committed to reading so

when they leave elementary school, they own reading like

a habit.

~ Aimee Buckner (2009, p. 27), Notebook Connections: Strategies for the Reader’s Notebook.

And in the End…

Deeper understanding requires a reader to go beyond the author’s message, assimilating the text experience into his or her own background and in the process, creating a new message. To move deeper into the text implies that readers are moving deeper into their ownminds. - Linda J. Dorn and Carla Soffos (2005)

For Your Information

RES News Clip: Reading Challenge:•http://www.wgal.com/video/25669429/detail.html

Example of Multimedia and Literacy Being Integrated (fluency lesson tool): Pete The Cat•http://www.youtube.com/watch?v=nUubMSfIs-U&safety_mode=true&persist_safety_mode=1

Chris Adams (secondary) - chris_adams@hempfieldsd.org

Bob O’Donnell (elementary) - bob_odonnell@hempfieldsd.org

Rachel Martin (principal) – rachel_martin@hempfieldsd.org

Kim Rineer (literacy coach) – kim_rineer@hempfieldsd.org

Ronda Miller (literacy coach) - ronda_miller@hempfieldsd.org

Feel Free to Contact Us:Feel Free to Contact Us: