Understanding Curriculum and its Impact on Instruction 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” 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”

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”

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”

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

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

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”

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

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.

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?

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.

EQ and EU have a 1 to 1 relationship Essential Question(s) Enduring Understanding(s) ● How do physical properties determine if a substance is a solid, liquid or gas? ● What is the relationship between matter and energy? ● How can matter and energy be transformed and transferred? ● Solids, liquids, and gases have different physical properties and behaviors. ● Energy and its changes are used to explain the behavior of matter. ● The conservation of matter and energy demonstrates how matter and energy are converted and transferred during interactions.

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

21st Century themes and skills In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – 21st Century Themes Indicate whether these skills are: E – encouraged T – taught A – assessed Global Awareness ETA Creativity and Innovation Environmental Literacy Critical Thinking and Problem Solving Health Literacy Communication Civic Literacy Collaboration Financial, Economic, Business and Entrepreneurial Literacy

Stage 2 Determine Acceptable Evidence

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

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”

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

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.

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

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)