Curriculum Maps based on the Understanding by Design model
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The document discusses professional development on curriculum maps based on the Understanding by Design model. It aims to disseminate curriculum maps and explain how they are aligned to federal standards. The maps are created using the Understanding by Design framework which emphasizes backward planning from desired results to evidence of understanding to learning experiences. Teachers can use the curriculum maps in their daily planning by referring to the three stages of understanding by design: identifying desired results, determining assessment evidence, and planning learning experiences and instructions.
Curriculum Maps based on the Understanding by Design model
- 1. Professional development Curriculum Maps Grade and Subject Based on Understanding by Design Model
- 2. 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.
- 3. 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
- 4. 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
- 5. the Curriculum Map Model Adopted: Horizontal 1 Time 2 Topic 3 Essential Question 4 Concept 5 Standard 6 Prior Knowledge 7 Skills 8 Assessment 9 Activity 10 Re Key 1.Time 2 Topic 3. Essential Question 4 . Concept 5. Standard 6. Prior Knowledge 7. Skills 8. Assessment 9. Activity 10. Resources
- 6. 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
- 7. 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 understand If you can understand a topic / concept / subject matter you will be able to……
- 8. 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 Empathy-the abililty to get inside another person’s feelings. Self-Knowledge- the wisdom to know one’s ignorance and how
- 9. . UbD - Emphasizes Big Ideas / Essentials Questions Transfer goals Performance Requirements ( Standards and expectations) Evaluation criteria (assessment)
- 10. Understanding By Design (UbD)– Teaching for Comprehension or Understanding Design of Understanding
- 11. 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) .
- 12. 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.
- 13. 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.
- 14. 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.
- 15. Planning Using the Curriculum Map
- 16. 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
- 17. 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:
- 18. 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?
- 19. 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?
- 20. 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?
- 21. Curriculum Mapping Structure 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).
- 22. 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, aligned with the standards and expectations that responds to the information we have of students. Udelhofen, 2005
- 23. Example of a Unit: 4.3 Making Predictions, Inferences and Connections About Characters
- 24. 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).
- 26. 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?
- 27. 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
- 28. Pacing Calendar
- 29. Stage 1 Desired Results Stage 1 Desired Results Stage 1 Desired Results Stage 1 Desired Results Stage 2 Assessment Evidence Stage 2 Assessment Evidence Stage 3 Learning Plan Stage 3 Learning Plan
- 30. Stage 3 Learning Plan Stage 3 Learning Plan
- 31. Using the maps in our daily planning Stage 1 Desired Results
- 33. Stage 3 Learning Plan
- 34. Stage 3 Learning Plan
Editor's Notes
- #8: Conocer- contenido, teorías, fechas, otros Entender- adueñarse del conocimiento para aplicarlo a situaciones nuevas o reales (prácticas)
- #9: Me adueñé del conocimiento y entonces puedo explicar, interpretar, … Se relaciona con los niveles de pensamiento de Bloom.
- #10: Ideas grandes - Conceptos, principios y teorías principales que se utilizan para enfocar el currículo, la instrucción y el assessment. Son patrones significativos que permiten conectar el conocimiento fragmentado. Metas para la Transferencia- Mediante la comprensión de las grandes ideas. Requisitos de Desempeño Es lo que el estudiante debe saber, hacer y entender. Criterios de evaluación al principio (assessment) Determinar hasta qué punto los resultados del aprendizaje corresponden a los esperados.
- #11: Transferir- aplicar lo aprendido a nuevos contextos y situaciones. Necesito practicar, practicar y practicar, solo así, puedo utilizar el aprendizaje. Dar sentido- enfrentar las grandes ideas, hacer conexiones, proponer hipótesis, criticar y editar documentos. Adquirir- enseñanza directa de instrucción. Leer en voz alta, sumar, recordar eventos, calcular la distancia entre dos puntos.
- #17: Preguntas Esenciales Deben actuar como una referencia o un guía hacia el entendimiento de las ideas grandes de una unidad o tema del curso. Una pregunta no puede ser esencial si no está formulada pensando en los estudiantes y sus necesidades; si ésta no provoca más interés y más preguntas, no puede ser considerada “esencial”. Su propósito es despertar a los estudiantes - estimular sus mentes con interés, provocar más preguntas en sus cabezas. Son las que comenzamos en la sala de clases pero cuyas respuestas profundizamos y seguimos tratando siempre, llegando a respuestas que cambian y varían dependiendo de las experiencias de la vida.
- #20: Cómo se demuestran las facetas del entendimiento. Explicar – proporcionar, a fondo y con apoyo, cuentos justificados de los fenómenos, los hechos y los datos. Perspectiva- escuchar los puntos de vistas a través de ojos y oídos críticos, ver el panorama completo. Interpretar- contar historias significativas, ofrecer traducciones, proporcionar una revelación histórica o dimensión personal a la ideas y acontecimientos. Empatía- encontrar valores en lo que otros podrían encontrar extraño . Percibir con sensibilidad las experiencias directas y previas. Aplicar- utilizar eficazmente y adaptar lo que se conoce en diversos contextos. Autoconocimiento – percibir el estilo propio, los prejuicios, las proyecciones y los hábitos de la mente.