Curriculum ActualizationCurriculum Actualization

How the planning organizer How the planning organizer incorporates curriculum changesincorporates curriculum changes

March 12, 2009March 12, 2009

Big IdeaBig Idea

Constructing knowledge is the Constructing knowledge is the foundation of all learning.foundation of all learning.

Purpose of TodayPurpose of Today

►To build an understanding among To build an understanding among administrators about using the UbD process administrators about using the UbD process (backward planning) in order to actualize (backward planning) in order to actualize curriculum curriculum

►To build an understanding of the To build an understanding of the administrator’s role in the Curriculum administrator’s role in the Curriculum Strategic Plan in terms of UbD planning Strategic Plan in terms of UbD planning organizerorganizer

English Language Arts AimEnglish Language Arts Aim

The K-12 aim of the Saskatchewan The K-12 aim of the Saskatchewan English language arts curricula is to English language arts curricula is to help students understand and help students understand and appreciate language, and to use it appreciate language, and to use it confidently and competently in a confidently and competently in a variety of situations for learning, variety of situations for learning, communication, work, life, and communication, work, life, and personal satisfaction.personal satisfaction.

English Language ArtsEnglish Language Arts

Components of Planning Organizer

Contexts (Descriptions found on page 12 of curriculum document)

Contexts – (Description found on page 12 of curriculum document

Big Ideas (What do we want students to remember 40 years from now?)

Stage 1 – Begin With the End in Mind

•How do I describe, analyze, and shape the world around me?

•How does that natural and technological world affect and shape me?

• How do I make sense of and communicate with the world?

• How do I support communication with differing audiences?

• How do I know if communication is effective?

• How do I use my imagination and intuition and that of others to understand and relate to people, the community, the world an society in a positive way?

• How do I foster imaginative ideas of self and others?

• What are my rights and responsibilities in communities, cultures, and economies?

• How am I defined by these relationships?

• Who am I?• What is my place?• Where am I going?

Environmental/Technological

CommunicativeImaginative and LiterarySocial/Cultural/Historical

Personal and Philosophical

Contexts must be meaningful and address big Contexts must be meaningful and address big ideas and essential questionsideas and essential questions

Type of Unit: (page 13) 3 Multi-genre Thematic 1 Multi-genre Inquiry and/or Interdisciplinary 1 Author or Genre Study

Assess and ReflectStudents will assess their own language skills;discuss the skills of effective viewers,representers, listeners, speakers, readers, andwriters; and set goals for future improvement.

Compose and CreateStudents will extend their abilities torepresent, speak, and write toexplore and present thoughts,feelings, and experiences in a varietyof forms for a variety of purposes andaudiences.

Comprehend and Respond Students will extend their abilities toview, listen to, read, comprehend,

andrespond to a range of contemporaryand traditional grade-level texts ina variety of forms (oral, print, and

othertexts) from First Nations/ Métis andother cultures for a variety of purposesincluding for learning, interest, andenjoyment.

Language Arts Curriculum Goals (p. 4)

Students will also develop their abilities in using and learning about the appropriate before, during, and after strategies, and the pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic and other language and communication cues and conventions (p.23)

► Addresses specific goals to achieve the aimAddresses specific goals to achieve the aim► Equips students with powerful cognitive and Equips students with powerful cognitive and

communication strategiescommunication strategies

Before/During/After ChartsBefore/During/After Charts

► Unpacking outcomes constructs curriculum Unpacking outcomes constructs curriculum knowledge to a deep levelknowledge to a deep level

► Challenges traditional practiceChallenges traditional practice

And be able to do: (What should they eventually be able to do as a result of such knowledge and skill?) (Indicators, p. 33)

Students need to know: (What concepts do students need to know from the outcomes?) (What key knowledge and skills will students acquire as a result of this outcome?) (What is the approximate level of Bloom’s Taxonomy of thinking skills?) (outcomes p. 10)

Essential Questions (Questions for deeper understanding that address the ideas and issues students need to think about throughout the unit) (p. 14) (p.20) (Enduring understandings from “unpacked” outcomes in relation to big ideas)

Understandings (from unwrapped outcomes)

Outcomes (Circle the verbs or skills, underline the nouns or noun phrases)

►Ensures learners can describe the goals, the Ensures learners can describe the goals, the performance requirements, and the criteriaperformance requirements, and the criteria

►Encourages student Encourages student self-reflectionself-reflection to build to build metacognitionmetacognition

(See assessment rubrics p. 48 -50) (Student Holistic rubric p.51)

(See assessment rubrics p. 48 -50) (Student Holistic rubric p.51) (What pre-assessment can I use?)

Summative Assessment (What other evidence – e.g., (Determine grades in reference to clearly established goals andoutcomes)

Formative Assessment (Through what authentic performancetasks will students demonstrate the desired understandings?)(Determine acceptable evidence of student learning) Collect multiplesources of assessment evidence matched to the outcomes to chartstudent growth)

Stage Two – Assessment Evidence

►UbD is based on outcomes and indicators.UbD is based on outcomes and indicators.►Doing work is not the key – understanding Doing work is not the key – understanding

is the keyis the key

(What strategies do students need Before, During, After and cues and conventions? P. 23 – 27) (How can I differentiate instruction to address individual student needs, interests, and learning profile?)

Stage Three – Learning Plan

►Reflection for teachers, students, and Reflection for teachers, students, and administratorsadministrators

Reflection

Resources (Texts)Resources (Texts)

Students need to have access to a wide range of Students need to have access to a wide range of high quality learning resources in oral, visual, high quality learning resources in oral, visual, multimedia, print, and electronic formats.multimedia, print, and electronic formats.

A text is any form of communication, whether oral, A text is any form of communication, whether oral, written, visual, or multimedia (including digital written, visual, or multimedia (including digital media), that constitutes a coherent, identifiable media), that constitutes a coherent, identifiable unit.unit.

Why UbD?Why UbD?

► Inquiry is inherent in processInquiry is inherent in process► Actualizes the curriculumActualizes the curriculum► Encourages higher level thinkingEncourages higher level thinking► Encourages deep understanding and Encourages deep understanding and

demonstration of understanding. demonstration of understanding. ► UbD is based on outcomes and indicatorsUbD is based on outcomes and indicators► Highlights the importance of the year planHighlights the importance of the year plan► Helps teachers become crystal clear about what Helps teachers become crystal clear about what

they are teachingthey are teaching► Assists in the continuum of learning across gradesAssists in the continuum of learning across grades

The Role of the The Role of the Teacher is to:Teacher is to:

FacilitatePlan

Assess

Explore

Inspire Monitor

Discover

Generate Knowledge

Collaborate

Construct Knowledge

Lead

Ensure Accountability

Evaluate

Support

AdvocateInquire

Reflect

The Role of the The Role of the Student is to:Student is to:

FacilitatePlan

Assess

Explore

Inspire Monitor

Discover

Generate Knowledge

Collaborate

Construct Knowledge

Lead

Ensure Accountability

Evaluate

Support

AdvocateInquire

Reflect

The Role of the The Role of the Administrator is to:Administrator is to:

FacilitatePlan

Assess

Explore

Inspire Monitor

Discover

Generate Knowledge

Collaborate

Construct Knowledge

Lead

Ensure Accountability

Evaluate

Support

AdvocateInquire

Reflect