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UBD CURRICULUM

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”

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UBD CURRICULUM

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  1. UBD CURRICULUM Understanding Curriculum and its Impact on Instruction

  2. What Ubd is not • ……Daily lesson plans • …..Is not based on Chapters

  3. 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”

  4. 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”

  5. 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”

  6. UBD curriculum unit components • ALL 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

  7. Stage 1 • Identify Desired Results……. • What do they need to know?

  8. Step #1- sort the standards • 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”

  9. Step #2-create units • 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

  10. Unit focus • 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.

  11. Essential questions • 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?

  12. Enduring understandings • 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.

  13. EQ and EU have a 1 to 1 relationship

  14. Student Learning Targets / Objectives • Students will know…(knowledge) • Students be able to…(skills) • SWBAT form

  15. 21st Century themes and skills

  16. Stage 2 • Determine Acceptable Evidence

  17. Step #4 – create a summative assessment for the unit (working backwards) • Final assessment of learning • Little room for re-doing or revision • “Autopsy”

  18. 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”

  19. Examples of formative assessments • Quizzes • Exit cards • Do nows • Activities • Homework • Classwork • Writing assignments (Collins) • Dialogs/ Conversations • Oral Questioning

  20. Formative vs. summative assessments“The medical exam vs. the autopsy” Formative assessments are given during the unit and Summative assessments are given at the end of a unit.

  21. Stage 3 • Learning Plan • Outline of teaching and learning actions in chronological order.

  22. Resources(for teachers and students) • 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)

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