Baldwin-Whitehall School District

1. Baldwin-Whitehall School District Curriculum Mapping & Understanding by Design

2. Essential Questions for Today: • What is curriculum mapping? • What is the purpose of • curriculum mapping? • What is Understanding By • Design? • What are the 3 stages of • Understanding By Design?

3. What is curriculum mapping? • It is defined as: • a systematic process for collecting and maintaining data of the operational curriculum in a school district. • a way to ensure that there is congruence among the written, taught, and tested subject matter, courses and content areas. • a procedure for creating a culture of continuous learning and improvement of student achievement.

4. Why does mapping matter? To drive a continuous cycle of improvement.

5. What year are you educating your students for?

6. Purposes of Curriculum Mapping • Accrues and maintains system-wide data across schools, grades, and subject areas. • Guides teachers in identifying and analyzing instructional gaps. • Defines the science of teaching, yet encourages the art of teaching. • Integrates the natural connections between disciplines and classrooms.

7. Purposes of Curriculum Mapping • Reveals duplication of effort and eliminates the waste of time and resources. • Ensures consistency within grades and content areas. • Provides for horizontal articulation and vertical alignment of courses. • Aligns courses to the PA and Common Core Standards.

8. Purposes of Curriculum Mapping • Expands instructional time by eliminating redundancy and providing focus. • Addresses student learning outcomes and scholastic achievement. • Organizes the knowledge and skills of experienced teachers. • Creates a legacy and establishes a roadmap for newly hired teachers.

9. Purposes of Curriculum Mapping • Establishes an overview and systemic plan for purchases of textbooks and materials. • Increases professional conversations. • Incorporates 21st Century Learning skills into teaching and learning. • Includes appropriate use of technological applications and programs to enhance teacher productivity and student learning.

10. Purposes of Curriculum Mapping • Provides information for teachers and administrators to collect and analyze data. • Encourages reflective practice among teachers. • Ensures compatibility and congruence among the written, taught, and tested curricula.

11. Overview of a Pre-K-12 Curriculum Map • 4 Major Components • Course • Unit/Module • Core Lesson • Teacher Lesson Plans

12. Component #1 • Course – The science (what) of teaching • Non-negotiable • All teachers must teach it. • Each course may include 8-9 must teach units.

13. Component #2 • Unit/Module – The science (what) of teaching • Non-negotiable • All teachers must teach them. • Each unit/module may include 5-10 must teach core lessons depending on the amount of content and length of course.

14. Component #3 • Core Lesson – The science (what) of teaching • Non-negotiable • All teachers must teach them. • Each core lesson may include 5-20 must teach teacher lesson plans depending on the amount of content and length of course.

15. Component #4 • Teacher Lesson Plans – The art (how) of teaching

16. Understanding by Design • “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” • - Stephen R. Covey (The Seven Habits of Highly Effective People)

17. The 8 Big Ideas of UbD UbDis a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards – not a program or recipe. The end goal of UbD is understanding and the ability to transfer learnings – to appropriately connect, make sense of, and use discreet knowledge and skills in context.

18. The 8 Big Ideas of UbD Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, using one or more facets (explain, interpret, apply, shift perspective, empathize, and self-assess. Educators are coaches of understanding, not mere purveyors of content or activity.

19. The 8 Big Ideas of UbD Planning is best done “backward” from the desired results and the transfer tasks that embody the goals. UbDtransforms content standards and other goals into focused learning targets based on “big ideas” and transfer tasks. Design standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control.

20. The 8 Big Ideas of UbD UbDreflects a “continuous improvement”approach to design and learning.

21. The Six Facets Of Understanding

22. When one truly understands, one… • Can explain: provide thorough , supported, and justifiable accounts of phenomena, facts and data. • Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make them personal or accessible through images, anecdotes, analogies, and models.

23. When one truly understands, one… • Can apply: effectively use and adapt what one knows in diverse contexts. • Has perspective: sees points of view through critical eyes and ears; sees the big picture. • Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

24. When one truly understands, one… • Has self-knowledge: perceives the personal style, prejudices, projections, and habits of mind that both shape and impede one’s own understanding. One is aware of what one does not understand, of why understanding is hard, and of how one comes to understand.

25. Good Design is “Backward” Design

26. The 3 Stages of UbD

27. Stage 1: Identify Desired Results • What long-term transfer goals are targeted? • What meanings should students make to arrive at important understandings? • What essential questions will students keep considering? • What knowledge and skill will students acquire? • What established goals/standards are targeted?

28. Stage 2: Determine Acceptable Evidence • What performances and products will reveal evidence of meaning-making and transfer? • By what criteria will performance be assessed, in light of Stage 1 desired results? • What additional evidence will be collected for all Stage 1 desired results? • Are the assessments aligned to all Stage 1 elements?

29. Stage 3: Plan Learning Experiences & Instruction Accordingly • What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments? • How will the learning plan help students achieve transfer, and meaning and acquisition, with increasing independence? • How will progress be monitored? • How will the unit be sequenced and differentiated to optimize achievement for all learners? • Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?

30. The Logic of Backward Design

31. Sample Documents

37. Questions?For more information, or links to today’s resources go to:http://bwsdcurriculum.weebly.com