PROFESSIONAL DEVELOPMENTCURRICULUM MAPS BY

GRADE AND SUBJECT BASED ON UNDERSTANDING BY DESIGN

MODEL

San Juan II School District

ESTADO LIBRE ASOCIADO DE PUERTO RICODEPARTAMENTO DE EDUCACIÓN

REGIÓN EDUCATIVA DE SAN JUAN

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.

Submit curriculum materials: Scope and Sequence Calendar

(k-12). 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

3Essential Question

4Concept

5Standar

d

6Prior

Knowledge

7Skills

8Assessme

nt

9Activity

10Re

Key1.Time2 Topic3. Essential Question4 . Concept5. Standard6. Prior Knowledge7. Skills8. Assessment9. Activity10. 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 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 understandIf 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

I give meaning to ideas to

understand, to confirm or

question my new knowledge

UbD - Emphasizes.Big Ideas / Essentials Questions

Transfer goals

Performance Requirements ( Standards and expectations)

Evaluation criteria (assessment)

People communicate through words. Literature, both, reflects and contributes to knowledge.

Examples ( Big Ideas) :

The student will understand:literature brings opportunity to reflect and contribute to acquire new knowledge.

Example ( Content):

Example:

Reading:

R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, and distinguishes text feautures to enhance comprehension

Example:

Have students read a newspaper article and use a T-chart to pull out the facts and opinions about the text (See Attachment 8.6 Graphic Organizer – T-chart).

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 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) .

The Seven Tenets of UbD Framework

Understanding is revealed when students autonomously 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.

The Seven Tenets of UbD Framework 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.

The Seven Tenets of UbD Framework 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.

Planning Using the Curriculum Map

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

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: ESLLenght:

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 Instruction

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?

VIGNETTES

For two weeks every fall, all the 3rd grade classes participate in a unit on apples. The students engage in a variety of activities related to the topic.

In language arts, they read Johnny Appleseed  and view an illustrated filmstrip of the story.

They each write a creative story involving an apple and then illustrate their stories using tempera paints.

In art, students collect leaves from nearby crab apple trees and make a giant leaf print collage on the hallway bulletin board adjacent to the 3rd grade classrooms.

The music teacher teaches the children songs about apples. In science, they use their senses to carefully observe and describe the characteristics of different types of apples

During mathematics, the teacher demonstrates how to "scale up" an applesauce recipe to make a quantity sufficient for all the 3rd graders.

A highlight of the unit is the field trip to a local apple orchard, where students watch cider being made and go on a hayride.

The culminating unit activity is the 3rd grade apple fest, a celebration for which parent volunteers dress as apples and the children rotate through various activities at stations making applesauce, competing in an apple "word search" contest, bobbing for apples, completing a math skill sheet containing word problems involving apples, and so on.

The fest concludes with selected students reading their apple stories while the entire group enjoys candy apples prepared by the cafeteria staff

The fictionalized apples unit presents a familiar scene; an activity-oriented curriculum in which students participate in a variety of hands-on activities. Such units are often engaging for students.

The units may be organized, as in this vignette, around a theme and provide interdisciplinary connections.

But questions remain…

To which ends is the teaching directed? What are the big ideas and important skills to be

developed during the unit? Do the students understand what the learning targets

are? How often does the evidence of learning from the unit

(e.g., the leaf print collage, creative writing stories, and completed word searches) reflect worthwhile content standards?

What understandings will emerge from all these activities and will endure?

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).

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

SCIENTIFIC EVIDENCE: VENUS GARDENS PILOT PROJECT

Example of a Unit:

4.3 Making

Predictions,

Inferences and

Connections About

Characters

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).

ADDITIONAL MATERIALS:ALIGNMENT TOOL

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?

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

PACING CALENDAR

Stage 1Desired Results

Stage 1Desired Results

Stage 2Assessment

Evidence

Stage 3 Learning

Plan

Stage 3 Learning

Plan

USING THE MAPS IN OUR DAILY PLANING

Stage 1Desired Results

Stage 2Assessment

Evidence

Stage 3 Learning Plan

Stage 3 Learning Plan

THANK YOU FOR YOUR ATTENTION See you next workshop