2. Tina Willis and Adrienne Walker YEARLONG CURRICULUM MAPS & UNDERSTANDING BY DESIGN

3. OBJECTIVES Explore our curriculum maps and how to effectively use them in implementing instruction in your classroom. We will review:  Curriculum Maps  What they are  Where they came from  How to find them  Understanding by Design Units  Planning in PLCs

4. YEARLONG CURRICULUM MAPS

5. Standards Common Core Essential Standards Know and Be able to do Curriculum The road map Content & Skills Unit plan Formative Assessments Instruction Daily learning plan Student experiences Strategies WHY ARE WE DOING THIS?

6. GIVE ME THE TALKING POINTS! Curriculum CoherentGuaranteedViable

7. Written Curriculum Taught Curriculum Learned Curriculum Assessed Curriculum Written Curriculum Learned Curriculum Taught Curriculum WHAT ARE WE DOING?

8. MAJOR K12 CCS INITIATIVES 2010 Professional Learning Communities Dufours’ Framework Every content every week Common Formative Assessments 2012 Guaranteed Curriculum Understanding by Design Classroom Walkthroughs Student Engagement Rigor Workshop Model Standards Based Instruction 2014 Personalization Digital Content Blended Learning Mastery Learning Artificial Intelligence

9. MAJOR K12 INITIATIVES Personalized Learning Professional Learning Communities Guaranteed Curriculum

10. WHERE DID THE MAPS COME FROM? Summer Planning

11. ACCESSING THE MAPS

12. UNDERSTANDING BY DESIGN

13.  What is understanding?  What do we mean when we say that we want our students to understand the content, not just know it?  What is the difference between really “getting it” and just mindlessly regurgitating back what was taught? REFLECTING

14. OUR ENDURING UNDERSTANDINGS  Learning principles guide decisions made during unit design processes.  Understanding by Design provides a framework for identifying the core ideas and questions that form the work of the content and disciplines we teach.  By beginning with the end in mind, we are able to determine what students should know, be able to do, and understand in order to support them as they master content and reach performance standards.  The integration of assessment and instruction leads to genuine differentiation that supports the unique strengths and needs of individual students.

15. OUR ESSENTIAL QUESTIONS  What does a viable, guaranteed, and coherent curriculum mean for Cabarrus County Schools?  Why Understanding by Design?  How does Understanding by Design align with the other current initiatives (PLC, Workshop, SBIGR, etc.) that we are embarking upon in Cabarrus County?  How can we use Understanding by Design to create meaningful learning opportunities for students that align with the Common Core State Standards?  How can we acquire and ensure the long-term availability of resources required to sustain successful UbD implementation?  How can we ensure that UbD is a clear and natural part of instruction and learning for all students, including those in primary grades, those enrolled in special education, language learners, and those who are socioeconomically disadvantaged?

16. WHY UBD? RATIONALE  Rationale #1: A frequent absence of Understanding  Rationale #2: TWIN SINS of planning – “Aimless Activity” and “Superficial Coverage”  Rationale #3: Many instructional design do not align goals and assessments.  Rationale #4: Few educators understand the Standards

17. WHY UBD? TRADITIONAL VS. STANDARDS-BASED INSTRUCTION

18. WHY UBD? THE 3 STAGES OF DESIGN 1. Identify desired results 2. Determine acceptable evidence 3. Plan Learning Experiences

19. WHAT IS UBD? UNDERSTANDING BY DESIGN

20. UBD IS NOT… …a rigid program or prescriptive recipe Rather, UbD offers helpful design tools and design standards. It does not tell us how to teach or which activities to use. …a philosophy of education UbD does not require a belief in any single pedagogical approach. …incompatible with established content standards or state testing In fact, the focus on understanding and transfer of knowledge, not recall of facts and procedures, highly correlates with Common Core Content Standards and the Standards for Mathematical Practice.

21. BREAK

22. PLC PLANNING PROCESS Read and discuss Stage 1 Develop an assessment plan for the unit Discuss best instructional practices for the unit Plan and deliver instruction specifics independently Deliver the assessment

23. PLC PLANNING PROCESS Analyze core instruction: What was most effective? What areas of learning were challenging? Design and provide enrichment and interventions Looking forward: What are we taking from this unit into our next unit? Read and discuss Stage 1Develop an assessment plan for the unit

24. ARE  Effective and engaging  Promote desired understandings, knowledge, and skills from Stage 1  Ensure ALL students learn ARE NOT  Just workbooks or textbooks  What works for the teacher LEARNING EXPERIENCES

25. Digital ToolsAll Resources RESOURCES AVAILABLE

26. WHY ISN’T THIS COMPLETED WITH CURRICULUM WRITING TEAMS?

27. PLC PLANNING PROCESS Read and discuss Stage 1 Develop an assessment plan for the unit Discuss best instructional practices for the unit Plan and deliver instruction specifics independently Deliver the assessment

28. PLC PLANNING PROCESS Analyze core instruction: What was most effective? What areas of learning were challenging? Design and provide enrichment and interventions Looking forward: What are we taking from this unit into our next unit? Read and discuss Stage 1Develop an assessment plan for the unit

29. EXIT SLIP