UBD CURRICULUM

UNDERSTANDING CURRICULUM AND ITS IMPACT ON INSTRUCTION

WHAT UBD IS NOT

……Daily lesson plans

…..Is not based on Chapters

WHAT UBD IS• UBD curriculum format is a way of “working backwards”

• Understanding by Design- Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development

• What do we want the students to understand?

• The curriculum document is broken down by themes or “units”, NOT by chapters in a textbook, as historically done in the past

• Start with the goal and work backwards as to “how” we (the educators) are going to get the student “there” (the goal of the standard being met)

• It is a “living document” and a “work in progress”

THE PURPOSE OF CURRICULUM

• Drives daily instruction…it’s a framework for teaching and learning

• Guides the creation of lesson plans*• Provides guidelines for pacing

• Creates a “Guaranteed and viable curriculum”

GUARANTEED AND VIABLE

• G/V Curriculum has the single greatest effect size on student learning (Marzano / Classroom Instruction That Works)

• All Spanish Is get “x” so all Spanish II can start at “Y”

• Allows common discussion about what “works”

UBD CURRICULUM UNIT COMPONENTSALL UNITS CONTAIN:

Unit narrative/overview

Content Standards (World Language NJCCCS 7)

Technology Standards (8.1-8.2)

21st Century Themes and Skills (check all that apply)

Essential Questions and Enduring Understandings

Learning Targets/Expectations (SWBAT. . . )

Evidence of Learning

Formative and Summative Assessments

Modifications and Supplements (ICS and Honors)

Resources

Learning Plans

STAGE 1

Identify Desired Results…….

What do they need to know?

• Sort the Standards (subject), CPI’s (Cumulative Progress Indicators), and Content Statements into specific grade levels, courses

• Maintain a clear learning progression

• Sometimes called “Unpacking the Standards”

STEP #1- SORT THE STANDARDS

• Teachers of specific grade levels/courses work together to cluster the standards, CPI’s, and Content Statements at each grade level and course into specific clusters or “UNITS” that will be taught together

• Typically 5-8 units for an academic course

STEP #2-CREATE UNITS

A short narrative at the beginning of each unit

Why is the unit being taught?

Big ideas you expect students to gain from this unit

• Example:• The properties of matter are vital in determining its behavior and

interactions with other substances. From observations made during experimentation, students will use properties to describe matter and its behavior to predict its interactions with other substances. This unit will culminate by student using these skills to characterize unknown substances based on their physical and properties and behavior.

UNIT FOCUS

Specific questions that you expect the students to be able to answer to demonstrate that they have gained the intended ENDURING UNDERSTANDINGS

Reveal PERSONAL MEANING that students have gained from this unit

There is not a “wrong” answer, providing there is evidence to support the answer

Typically 2-4 per unit

• Ex: What does it take to survive?

ESSENTIAL QUESTIONS

Long-term understandings that you expect students to get from their overall experiences in this unit

What you expect to become part of the students’ schema

These are the “answers” to the Essential Questions

Typically 2-4 per unit

• Ex: Living organisms can adapt to enable them to survive in harsh or changing environments.

ENDURING UNDERSTANDINGS

EQ AND EU HAVE A 1 TO 1 RELATIONSHIP

Essential Question(s) Enduring Understanding(s)● How do physical properties determine if a substance is a solid, liquid or gas?

● What is the relationship between matter and energy?

● How can matter and energy be transformed and transferred?

● Solids, liquids, and gases have different physical properties and behaviors.

● Energy and its changes are used to explain the behavior of matter.

● The conservation of matter and energy demonstrates how matter and energy are converted and transferred during interactions.

STUDENT LEARNING TARGETS / OBJECTIVES

• Students will know…(knowledge)

• Students be able to…(skills)

SWBAT form

 

21ST CENTURY THEMES AND SKILLS

In this unit plan, the following 21st Century themes and skills are addressed

Check ALL that apply –21st Century Themes

Indicate whether these skills are: E – encouraged T – taught A – assessed

Global Awareness ETA Creativity and InnovationEnvironmental Literacy ETA Critical Thinking and

Problem Solving

Health Literacy ETA CommunicationCivic Literacy ETA CollaborationFinancial, Economic, Business and Entrepreneurial Literacy

STAGE 2

Determine Acceptable Evidence

STEP #4 – CREATE A SUMMATIVE ASSESSMENT FOR THE UNIT (WORKING BACKWARDS)

• Final assessment of learning

• Little room for re-doing or revision

• “Autopsy”

STEP #5 – CREATE FORMATIVE ASSESSMENTS

• Frequent formal and informal checks for student learning

• Provide information that changes instruction

• Open to revision and re-dos

• “Check-up”

Quizzes

Exit cards

Do nows

Activities

Homework

Classwork

Writing assignments (Collins)

Dialogs/ Conversations

Oral Questioning

EXAMPLES OF FORMATIVE ASSESSMENTS

Formative assessments are given during the unit

and

Summative assessments are given at the end of a unit.

FORMATIVE VS. SUMMATIVE ASSESSMENTS“THE MEDICAL EXAM VS. THE AUTOPSY”

STAGE 3

Learning Plan

• Outline of teaching and learning actions in chronological order.

Resources need to come from MULTIPLE areas – DO NOT just teach from your text in chapter order

A “menu”

Needs to be detailed – (titles, publishers, dates, titles of documents, web addresses and links to resources)

Examples of resources:• Textbooks• Supplemental workbooks• Web resources• Teacher created

• Where are these stored? H:drive? Departmental Course binder? Location?

Needs to be updated annually (my job)

RESOURCES(FOR TEACHERS AND STUDENTS)