Embed Size (px)
Citation preview
Tina Willis and Adrienne Walker
YEARLONG CURRICULUM MAPS & UNDERSTANDING
BY DESIGN
OBJECTIVES
Explore our curriculum maps and how to eff ectively use them in implementing instruction in your classroom.
We will review:Curriculum Maps
What they are Where they came from How to find them
Understanding by Design Units
Planning in PLCs
YEARLONG CURRICULUM MAPS
Standards• Common Core• Essential Standards• Know and Be able
to do
Curriculum• The road map• Content & Skills• Unit plan• Formative
Assessments
Instruction• Daily learning plan• Student
experiences• Strategies
WHY ARE WE DOING THIS?
GIVE ME THE TALKING POINTS!
Curriculum
Coherent
Guaranteed
Viable
Written Curriculu
m
Taught Curriculu
m
Learned Curriculu
m
Assessed Curriculu
m
Written Curriculum
Learned Curriculu
m
Taught Curriculu
m
WHAT ARE WE DOING?
MAJOR K12 CCS INITIATIVES
2010 Professional Learning Communities
Dufours’ FrameworkEvery content every weekCommon Formative Assessments
2012 Guaranteed Curriculum
Understanding by DesignClassroom WalkthroughsStudent EngagementRigorWorkshop ModelStandards Based Instruction
2014 Personalization
Digital ContentBlended LearningMastery LearningArtificial Intelligence
MAJOR K12 INITIATIVES
Personalized Learning
Professional Learning Communities
Guaranteed Curriculum
WHERE DID THE MAPS COME FROM?
Summer Planning
ACCESSING THE MAPS
UNDERSTANDING BY DESIGN
What is understanding?
What do we mean when we say that we want our students to understand the content, not just know it?
What is the diff erence between really “getting it” and
just mindlessly regurgitating back what was taught?
REFLECTING
OUR ENDURING UNDERSTANDINGS
Learning principles guide decisions made during unit design processes.
Understanding by Design provides a framework for identifying the core ideas and questions that form the work of the content and disciplines we teach.
By beginning with the end in mind, we are able to determine what students should know, be able to do, and understand in order to support them as they master content and reach performance standards.
The integration of assessment and instruction leads to genuine diff erentiation that supports the unique strengths and needs of individual students.
OUR ESSENTIAL QUESTIONS
What does a viable, guaranteed, and coherent curriculum mean for Cabarrus County Schools?
Why Understanding by Design?How does Understanding by Design align with the other
current initiatives (PLC, Workshop, SBIGR, etc.) that we are embarking upon in Cabarrus County?
How can we use Understanding by Design to create meaningful learning opportunities for students that align with the Common Core State Standards?
How can we acquire and ensure the long-term availability of resources required to sustain successful UbD implementation?
How can we ensure that UbD is a clear and natural part of instruction and learning for all students, including those in primary grades, those enrolled in special education, language learners, and those who are socioeconomically disadvantaged?
WHY UBD?RATIONALE
Rationale #1: A frequent absence of Understanding
Rationale #2: TWIN SINS of planning – “Aimless Activity” and “Superficial Coverage”
Rationale #3: Many instructional design do not align goals and assessments.
Rationale #4: Few educators understand the Standards
WHY UBD?TRADITIONAL VS. STANDARDS-BASED
INSTRUCTION
WHY UBD?THE 3 STAGES OF DESIGN
1. Identify desired results
2. Determine acceptable evidence
3. Plan Learning Experiences
WHAT IS UBD?UNDERSTANDING BY DESIGN
UBD IS NOT…
…a rigid program or prescriptive recipe • Rather, UbD offers helpful design tools and design standards.
It does not tell us how to teach or which activities to use.
…a philosophy of education• UbD does not require a belief in any single pedagogical
approach.
…incompatible with established content standards or state testing• In fact, the focus on understanding and transfer of
knowledge, not recall of facts and procedures, highly correlates with Common Core Content Standards and the Standards for Mathematical Practice.
BREAK
PLC PLANNING PROCESS
Read and discuss Stage 1
Develop an assessment plan for the unit
Discuss best instructional practices for the unit
Plan and deliver instruction specifics independently
Deliver the assessment
PLC PLANNING PROCESS
Analyze core instruction: What was most effective? What areas of learning were challenging?
Design and provide enrichment and interventions
Looking forward: What are we taking from this unit into our next unit?
Read and discuss Stage 1
Develop an assessment plan for the unit
ARE
Effective and engaging
Promote desired understandings, knowledge, and skills from Stage 1
Ensure ALL students learn
ARE NOT
Just workbooks or textbooks
What works for the teacher
LEARNING EXPERIENCES
Digital Tools All Resources
RESOURCES AVAILABLE
WHY ISN’T THIS COMPLETED WITH CURRICULUM WRITING
TEAMS?
PLC PLANNING PROCESS
Read and discuss Stage 1
Develop an assessment plan for the unit
Discuss best instructional practices for the unit
Plan and deliver instruction specifics independently
Deliver the assessment
PLC PLANNING PROCESS
Analyze core instruction: What was most effective? What areas of learning were challenging?
Design and provide enrichment and interventions
Looking forward: What are we taking from this unit into our next unit?
Read and discuss Stage 1
Develop an assessment plan for the unit
EXIT SLIP
