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Unwrapping & Unpacking Standards

Unwrapping & Unpacking Standards. “focused alignment of curriculum, assessment , and instruction”. Why Backwards Planning and Unpacking the Standard?. http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history ?. Why Backwards Planning and Unpacking the Standard?.

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Unwrapping & Unpacking Standards

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  1. Unwrapping & UnpackingStandards “focused alignment of curriculum, assessment , and instruction”

  2. Why Backwards Planning and Unpacking the Standard? http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history ?

  3. Why Backwards Planning and Unpacking the Standard? • To ensure that what we teach is strictly aligned to the standards. • Allowing teachers to let go of things that are not essential. • Better prepare our students for exams and assessments. • Ensure that our students are better prepared for college and/or careers. • Allow a discussion point and basis for PLC groups. • Start the groundwork for year plans, unit plans, and common assessment.

  4. Why Unpack the Standard? • Unpacking is essential to identify the “big ideas” and core tasks contained within. • Currently, standards are written in a format that teachers and students see as too many, too big, too small, or too vague • Statements contained in the content standards are nebulous that they practically guarantee that different teachers will interpret them in different ways, thus defeating the intentions of the entire standards movement--clear, consistent, and coherent educational goals.

  5. Unpacking the Standards Unpack and sort into piles • Targeted for assessment (CST/CAHSEE) • Essential • Nice to know

  6. Unwrapping the Standards • Breaking down the individual standard into its component parts. • 1) Content • What you want the student to know and do • 2) Context • How you want the student to use the content • 3) Enduring Understanding • Students will understand that…… • 4) Essential Questions • Provocative questions to guide teaching and learning

  7. Goals • Identify the standards to be tested. • Reduce the number of standards to be assessed per assessment. • Align curriculum, assessment, and instruction. • Make Year Plans more meaningful and usable.

  8. Unpacking Assessment • Unpacking is assessment driven • CA Blueprints • CAHSEE-CST • Vertical and Horizontal Articulations

  9. Unwrapping Instruction • Unwrapping aids in determining instruction. • Develop clear Understandings. • How are students going to use the content? • What Essential Questions will engage the student to achieve mastery?

  10. Example • World Geography Standard: The student will analyze the regional development of Asia, Africa, the Middle East, , Latin America, and the Caribbean, in terms of physical, economic, and cultural characteristics and historical evolution from 1000 A.D. to the present day.

  11. Example of Unpacked Standard • Standard Unpacked: The geography, climate, and natural resources of a region influence the lifestyle, culture, and economy of its inhabitants. • By unpacking the standard in this fashion, we now have a larger conceptual lens through which we can explore any geographic region over time and compare regions.

  12. Essential Questions • As a result of unpacking the standard, meaningful essential questions can be rendered. • Essential questions are open ended and designed for students to draw on their own experiences to allow for deeper understanding of the content. • Example: How does where you live, influence who you are? • Example: Why do you live here? What factors would cause you to move to another area?

  13. UBD and PLC • Unpacking the standard is the first of many steps in setting up curriculum in UBD. • By unpacking the standards in your PLC groups, you will have the benefit of having meaningful conversations with your colleagues about the standards. • You will also be able to work more closely with your colleagues to ensure that you are aligning your lessons to the standards. • Then as a PLC team, you can develop common essential questions, activities, formative assessments, and learning experiences to be used in your classes.

  14. UBD and DII • As a final result, you will have the ability to use the DII strategies that you already are familiar with to improve learning. • Students will have a more focused standard to work with that allows for them to have a greater understanding of what needs to be learned. • UBD Curriculum DII Instruction

  15. References • Grant Wiggins and Jay McTighe Understanding by Design Second Edition and Professional Development Workbook. 2005 • Val Verde Unified District UBD Trainings and Notes (Dr. John Brown)

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