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Baker College

Baker College. Curriculum Design Tier I. Curriculum Tier Professional Development. Tier I – (required) Training for curriculum development focused on UbD Stage 1 and its applications ( you are here ). Tier II- (required) Training for the use of curriculum design and development tools.

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Baker College

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  1. Baker College Curriculum Design Tier I

  2. Curriculum Tier Professional Development • Tier I – (required) Training for curriculum development focused on UbD Stage 1 and its applications (you are here). • Tier II- (required) Training for the use of curriculum design and development tools. • Tier III – (optional) Professional development for future Curriculum Tier Champions.

  3. Curriculum Design Tier I Objectives • Develop an understanding of Baker’s curriculum process. • Discuss significance of uniform curriculum. • Examine how curriculum is used to maximize student learning and engagement.

  4. UbD Uses • Ways you will be able to use UbD concepts: • Actively participate in the design process. • Apply the concepts to your existing curriculum. • Critically evaluate and maximize the use of your existing course student learning outcomes.

  5. Baker’s Curriculum Process • Understanding by Design (UbD) is our curriculum process. • UbD is a backward design process. • Beginning with the end in mind. • Example: • Going on vacation- you start by asking yourself, “Where do I want to go?”

  6. The UbD Process Three stages: • Stage 1: Identify desired results. • What will students know and be able to do at the end of a course or a program? • Stage 2: Determine acceptable evidence. • How do we know that students know it and can do it? • Stage 3: Planning learning experiences. • How will we get them to the desired results?

  7. General to SpecificStage 1 Big Ideas & Essential Questions Goals Student Learning Outcomes Enabling Objectives

  8. UbD Stage I • Goal – Purpose for the course. • Big Ideas – Key concepts that you want students to take away from the course. • Essential Questions –Open-ended, deep thinking questions. • What students will know and do – The knowledge and skills students will acquire. • These lead to the SLOs & EOs.

  9. Stage 1: Goal and Big Ideas • Goal: • This is generally the purpose for the course. • Big Ideas: • Core to the subject. • Establishes learning priorities. • Holds together the related content. • Broad and abstract. • One or two words. • Universal in application. • Timeless. • Uncover meaning or value.

  10. Drivers Training • Brainstorm the goal of the Drivers Training course. • Brainstorm Big Ideas for the Drivers Training course.

  11. Stage 1 Essential Questions Essential Questions: What provocative questions will foster inquiry, understanding and transfer of learning? • Lead to the investigation of the Big Ideas and key content. • Open-ended. • Broad in scope and timeless by nature. • Perpetually arguable and may lead to a debate. • Questions should not generate a list or simple word answers, but may lead to other questions.

  12. Stage 1 Knows and Dos • Students will Know: What key knowledge and skills will students acquire as a result of this course? • Students will Do: What will students eventually be able to do as a result of such knowledge? • The Knows and Dos will lead to the development of Student Learning Outcomes and Enabling Objectives

  13. Drivers Training • Brainstorm the Knows and Dos of the Drivers Training course.

  14. Application Process • In small groups: • Read your SLOs. • Look for common points/themes. • Group SLOs according to common themes. • Then: • Identify the Big Ideas of your groups of SLOs. • Create an Essential Question based on your Big Ideas. • Brainstorm ways that you might use your Big Ideas & Essential Questions in your course.

  15. What Now? What is one thing that you are going to take away and use from this Professional Development session?

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