Professional development

Curriculum Maps Grade and Subject Based

on Understanding by Design Model

ObjectivesDisseminate 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.

Federal complianceTitle 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

. UbD - EmphasizesBig Ideas / Essentials Questions

Transfer goals

Performance Requirements ( Standards and expectations)

Evaluation criteria (assessment)

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 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.

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.

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.

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 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?

Curriculum MappingStructure 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 mapsThe 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

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 1Desired Results

Stage 1Desired Results

Stage 2Assessment

Evidence

Stage 2Assessment

Evidence

Stage 3 Learning

Plan

Stage 3 Learning

Plan

Stage 3 Learning

Plan

Stage 3 Learning

Plan

Using the maps in our daily planningStage 1Desired Results

Stage 2Assessment

Evidence

Stage 3 Learning Plan

Stage 3 Learning Plan