Understanding by Design… Curriculum Mapping Process

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Understanding by Design…Curriculum Mapping Process

The Big Ideas Behind UbD

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West Jefferson Hills School DistrictMonday, January 9, 2011

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Today’s Objectives: To develop a common vocabulary and format

for the curriculum mapping process

To review the rationale for Backwards Design and Understanding by Design methodology

To connect the curriculum mapping process and products with OnHandSchools, EdInsight Curriculum Manager tools

To plan for next steps 1/9/2012

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Getting into the “zone”

Kids today

Important knowledge today

Making connections

Curriculum writing

Textbook teaching1/9/2012

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District Mission

Students are the primary focus of the

West Jefferson Hills School District where, in partnership with families and community, the

mission is to educate and prepare all students to become active, contributing members of society

by providing a challenging, innovative educational program guided by an exceptional

staff in a safe, positive, caring environment, all of which promote excellence.

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Traditional Approach…Starts with teacher inputsWhat material must be covered”?

What activities will be incorporated into the lesson?

What homework will be assigned?

What questions should be on the test?1/9/2012

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Begin With the End In Mind“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. CoveyThe 7 Habits of Highly Effective People

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Understanding by Design (UbD) groundbreaking, but commonsense approach to

building curriculum, instruction and assessment.

framework for designing curriculum units, performance assessments and instruction that lead students to deep understanding of the content taught

expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic

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Backwards Design Approach…Non-Traditional Approach Starts with student outputs

What enduring understandings in this content area should students master?

How will students demonstrate their degree of mastery?

What instructional strategies & learning experiences must be provided so that students will be able to demonstrate what they know and are able to do?

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UbD Researchers: Jay McTighe & Grant Wiggins

Understanding by Design: Professional Development Workbook.Jay McTighe and Grant Wiggins. ASCD: Alexandria VA. 2004

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3 Stages of UbD: Overview 1. Desired Results

Standards Big Ideas/Enduring Understandings Essential Questions Knowledge & Skills

▪ Bloom’s Taxonomy▪ Webb’s Depth of Knowledge

2. Evidence Performance Assessment Design G.R.A.S.P.

3. Learning Plan Lesson Plans

▪ Lesson Topic▪ Concepts▪ Competencies▪ Instructional Procedures▪ Formative Assessments▪ Lesson Materials▪ Homework Assignment

W.H.E.R.E.T.O.1/9/2012

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3 Stages of Backward Design1. Desired results

What content is worthy ?2. Evidence

What is the evidence needed to determine the extent to which students have achieved the desired results in Stage 1?

3. Learning Plan What are the instructional strategies &

learning experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?

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Stage 1: Desired Results

#1

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Stage 1: Desired ResultsWhat content is worthy?

What are the relevant Standards?

What Big Ideas do we want students to come to understand?

What Essential Questions will stimulate inquiry among students?

What Knowledge & Skills must students demonstrate?

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Academic Standards Core Content Standards: national, state, local or professional standards; course or program objectives or district learner outcomes

PA Academic Standards www.pdesas.org

Common Core Standards www.corestandards.org/

Professional Organization Standards: NCTE www.ncte.org/ NCTM www.nctm.org/ NCSS www.socialstudies.org/ ACTFL www.actfl.org/ NSTA www.nsta.org/ NBEA www.nbea.org/ AAFFCS www.aafcs.org/ AAHPERD www.aahperd.org/naspe/ MENC www.menc.org/

Local School District Program or Course Goals & Objectives1/9/2012

http://www.pdesas.org/

http://www.corestandards.org/

http://www.ncte.org/

http://www.nctm.org/

http://www.socialstudies.org/

http://www.actfl.org/

http://www.nsta.org/

http://www.nbea.org/

http://www.aafcs.org/

http://www.aahperd.org/naspe/

http://www.menc.org/

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Worth being familiar with

Important to know and do

“Big Ideas” Enduring

Understandings

Decide on the entire range of possible content matter: all topics, skills & resources available for study

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Focus the choices to specify the important knowledge and skills that students must have





Understandings

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Select the Big Ideas and enduring understandings that students must retain beyond the details they studied.




Big Ideas Enduring

Understandings

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Structure of Knowledge

Facts & Skills

Key Concepts & Core Processes

Generalizations &

Principles

Big Ideas

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6 Facets of Understanding 1. Explain

Provide thorough, supported and justifiable accounts of phenomena, facts and data

2. Interpret Tell meaningful stories, offer apt translations, provide revealing

historical or personal dimension to ideas & events, make it personal or accessible through images, anecdotes, analogies and models

3. Apply Effectively use and adapt what is already known into diverse

contexts

~ Adapted from the Work and Wisdom of Grant Wiggins & Jay McTighe, UbD, 2002

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6 Facets of Understanding 4. Perspective

Can see & hear points of view through critical eyes and ears; see the big picture

5. Empathize Find value in what others might find odd, alien or implausible;

perceive sensitively on the basis of prior or direct experience

6. Self-Knowledge Perceive one’s own personal style, prejudices, projections & habits

of mind that both shape and impeded new understanding; having an awareness of what one does not understand and why the understanding is so difficult

~ Adapted from the Work and Wisdom of Grant Wiggins & Jay McTighe, UbD, 2002

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Resource: www.pdesas.org

Visit the PDE Standards Aligned System website to find examples of Big Ideas related to your specific content area and/or course

Check out the Common Core Standards for additional ideas.

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Big IdeasEnduring Understandings

Concepts Themes Issues or Debates Problems or Challenges Processes Theories Paradoxes Assumptions or Perspectives

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Big IdeasEnduring Understandings

State in full sentences

Specify what students must understand about the Big Ideas

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Big IdeasEnduring Understandings: English/Language Arts

Novelists often provide insights about human experience and inner life through fictional means.

Writers use a variety of stylistic techniques to engage and persuade their readers.

Reading involves making sense of the text, not just decoding the words.

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Big IdeasEnduring Understandings: Social Studies

Some wars are considered “just” wars because people believe they must confront an evil enemy.

History is a “story” and who tells the story affects how it is presented.

There is rarely a single, obvious cause to a complex historical event.

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Big IdeasEnduring Understandings: Mathematics

Statistics can represent or model complex phenomena.

Any number, measure, numerical expression,algebraic expression, or equation can be represented in an infinite number of ways that have the same value.

Relationships between quantities can be represented by graphs, tables and equations.

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Big IdeasEnduring Understandings: Other Subject Area

Proper posture and breath control contribute to good vocal tone.

Healthy nutrition practices influence all aspects of our lives.

All life is interrelated as evidenced by the differences and similarities among species.

Words are power.1/9/2012

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Big IdeasEnduring Understandings: Various Subject Area

Drafting is a form of visual language.

The essence of photography is capturing light.

Form follows function.

You are what you eat.

Art is the first language.1/9/2012

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Big IdeasEnduring Understandings: Various Subject Area

Accounting is the language of business.

Power is distributed and manifested cross-culturally.

Statistical relationships do not imply causation.

Nonfiction texts always depict truth.

History is written by the victors.1/9/2012

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Resource: www.pdesas.org

Visit the PDE Standards Aligned System website to find examples of Essential Questions related to your specific content area and/or course

Check out the Common Core Standards for additional ideas.

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Essential Questions

Are open-ended, provocative questions that have no simple “right” answers

Stimulate, guide and sustain student inquiry while focusing on learning and performance

Focus instruction on uncovering the important ideas of the content

Raise other important questions

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Essential Questions Various Subject Areas

Why study________? So what?

What makes the study of ______universal?

If the unit on _______ is a story, what is the moral of the story?

What larger concept, issue or problem underlies __________?

What couldn’t we do if we didn’t understand ______?

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Essential QuestionsVarious Subject Areas

How can mathematics help us decide grading, voting, ranking?

What do good readers do?

How do we read between the lines?

Who are my true friends and how do I know?

Why would a brother kill a brother?

In what ways are the effects of the Civil War still with us?

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What distinguishes a fluent foreigner from a native speaker?

What makes places unique & different?

How should we balance individual rights with the common good?

How can a diet be healthy for one person and not another?

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What is a number? Why do we have numbers? What if we didn’t have numbers?

Where do artists get their ideas?

How does art reflect as well as shape culture?

What determines value?

How are form and function related in biology?

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Knowledge & Skills

What should students know and be able to do?

Discrete cognitive, knowledge-based student objectives

Discrete affective, attitude-based student objectives

Discrete psychomotor, performance-based student objectives

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Knowledge & Skills

Bloom’s Revised Taxonomy

Discrete affective, attitude-based student objectives

Discrete psychomotor, performance-based student

objectives

Benjamin Bloom

1913-1999

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Bloom’s Taxonomy

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Bloom’s Taxonomy

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Bloom’s Taxonomy

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Bloom’s Taxonomy

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Webb’s Depth of Knowledge

Norman L. Webb Senior research scientist with the Wisconsin Center for Education Research and the National Institute for Science Education. Webb is a mathematics educator and evaluator who leads the Institute's work on strategies for evaluating systemic reform and rethinking how we evaluate mathematics and science education, while focusing on the NSF's Systemic Initiatives reform movement. His own research has focused on assessment of students' knowledge of mathematics. Webb also directs evaluations of curriculum and professional development projects.

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Stage 2: Evidence

#2

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Stage 2: EvidenceWhat is the evidence needed to determine the extent to which students have achieved the desired results in Stage 1?

What are the various types of assessments? Summative Formative Benchmark Diagnostic

When are each of the types of assessments used?

Why are each of the types of assessments used?

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Students should be presumed innocent of understanding until proven guilty by a preponderance of evidence.

Obtain valid, reliable, credible and useful evidence of student learning through: Performance Tasks▪ A performance task is a goal-directed assessment exercise. It consists of an

activity or assignment that is completed by the student and then judged by the teacher or other evaluator on the basis of specific performance criteria

Rubrics ▪ A rubric is a scoring tool that teachers use to assess student learning after a

lesson. Using a set of criteria and standards (directly tied to the stated learning objectives), educators can assess each student's performance on a wide variety of work, ranging from written essays to class projects.

Self-Assessments▪ The ability of students to observe, analyze, and judge their own performance on

the basis of criteria and determine how they can improve it

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Album vs. Snapshot of Student Learning requires collecting diverse evidence from a variety of summative, formative, benchmark and diagnostic assessments Informal checking for understanding Observations & Conversations Tests and quizzes Questions & Discussions Performance Tasks

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Performance Assessment Design GOAL: Provide a statement of the task. Establish the goal,

problem, challenge, or obstacle in the task. ROLE: Define the role of the students in the task. State the

job of the students for the task. AUDIENCE: Identify the target audience within the context of

the scenario. Example audiences might include a client or committee.

SITUATION: Set the context of the scenario. Explain the situation.

PRODUCT: Clarify what the students will create and why they will create it.

STANDARDS , CRITERIA, INDICATORS: Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

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Stage 2: Evidence




Understandings

Traditional paper & pencil quizzes, tests: selected response, multiple choice, true/false, matching, short answer.

Performance tasks and projects that are open-ended, complex, authentic and representative of real life situation.

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The Teacher Establishes Big Ideas & Essential Questions States performance requirements Identifies evaluative criteria Creates hooks & holds to engage students Implements variety of strategies & resources Facilitates student learning Incorporates 6 Facets of Understanding Uses questioning, probing and feedback Teaches basic knowledge & skills in context of Big Ideas and

Essential Questions

Uses data derived from formative assessments1/9/2012

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The Learners Describe Standards & performance requirements Explain what they are doing & why they are doing it Are hooked & consistently engaged in learning Describe the criteria, rubric, by which their work will be

evaluated Demonstrate learning through performance Generate relevant, thought-provoking questions Able to explain & justify their own work Engage in self & peer assessment practices Use the criteria, rubric, to self-assess their work Set relevant goals and track own achievement

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The Classroom Environment Big Ideas & Essential Questions are posted & remain the

central focus to the work of learners Norms & culture of the classroom support engaged learning High expectations for all permeate the classroom climate All students & their ideas are treated with dignity & respect Clear, consistent rubrics are available to students before

they initiate their work Samples or models of student work are visible Learning experiences are differentiated as needed:

accommodations & adaptations as well as enrichment & extensions are provided

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Stage 3: Learning (Lesson)Plan

#3

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Stage 3: Learning (Lesson) PlanWhat are the instructional strategies & learning experiences needed to achieve the results in Stage 1 & as reflected in the assessment evidence gathered in Stage 2?

What instructional strategies will produce the desired results expected from students?

What enabling Knowledge & Skills will students need to achieve the desired results?

What activities will equip students with the Knowledge & Skills they need to achieve the desired results?

What needs to be taught & coached based on the performance goals?

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Stage 3: Learning (Lesson) PlanWhat are the instructional strategies & learning experiences needed to achieve the results in Stage 1 & as reflected in the assessment evidence gathered in Stage 2?

Lesson Topic Standards Competencies, skills, abilities, performance

objectives – Bloom’s Affective & Psychomotor Domains Essential Questions Concepts, cognitive, intellectual knowledge

objectives – Bloom’s Cognitive & Affective Domains Summative Assessments Formative Assessments Instructional Procedures Adaptations Differentiation

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Stage 3: Learning (Lesson) PlanWhat are the instructional strategies & learning experiences needed to achieve the results in Stage 1 & the assessment evidence gathered in Stage 2?

W = Where are we headed & why? H = Hook and hold students’ attention. E = Equip students with necessary

experiences, tools & knowledge to explore key ideas & meet goals.

R = Allow student to rethink ideas, reflect on their progress & revise their work.

E = Allow students to evaluate their own progress.

T = Tailor instruction to students’ needs. O = Organize instruction to optimize

learning.1/9/2012

WHERETO: Making Instructional Decisions

WHERETO

WWhere are we going? Why?

What is expected?

HHow will we hook and

hold student interest?

EHow will we

equip students to explore and experience?

OHow will we

organize and sequence the

learning?T

How will we tailor learning

to varied needs, interests, styles?

EHow will

students self-evaluate and reflect on their

learning?

RHow will we help

students rethink, rehearse, revise, and

refine?

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3 Stages of UbD: Review 1. Desired Results

Standards Big Ideas/Enduring Understandings Essential Questions Knowledge & Skills

▪ Bloom’s Taxonomy▪ Webb’s Depth of Knowledge

2. Evidence Performance Assessment Design G.R.A.S.P.

3. Learning Plan Lesson Plans

▪ Lesson Topic▪ Concepts▪ Competencies▪ Instructional Procedures▪ Formative Assessments▪ Lesson Materials▪ Homework Assignment

W.H.E.R.E.T.O.1/9/2012

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Resources to Tap http://www.grantwiggins.org/ubd/ubd.lasso

http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

http://www.ubdexchange.org/

http://www.uintahbasintah.org/papers/ububydpresentation.pdf

http://cft.vanderbilt.edu/teaching-guides/pedagogical/understanding-by-design/

http://www.pearsonubd.com/

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http://www.grantwiggins.org/ubd/ubd.lasso



http://www.ubdexchange.org/





http://www.pearsonubd.com/

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Contact Information

Dr. Paula A. CalabreseTri-State Area School Study

CouncilUniversity of Pittsburgh

[email protected]

www.drpaulasprescriptions4pd.wikispaces.com1/9/2012

mailto:[email protected]

http://www.drpaulasprescriptions4pd.wikispaces.com/

http://www.drpaulasprescriptions4pd.wikispaces.com/

Documents

Understanding by Design… Curriculum Mapping Process