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Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
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Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development

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As you start on your curriculum development project, make sure you work on it smarter not harder by incorporating two essential design principles: Thinking big and planning backward. But, how can …

As you start on your curriculum development project, make sure you work on it smarter not harder by incorporating two essential design principles: Thinking big and planning backward. But, how can these two principles be translated into actual curriculum design practices? (Inspired by the work of Grant Wiggins & Jay McTighe).

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  • 1. Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development Dr. Suad Alazzam © 2012 All Rights Reserved suad[at]portlandstate.org*Inspired by the work of Grant Wiggins & Jay McTighe
  • 2. Work Smarter, Not HarderAs you start on your curriculumdevelopment project, make sure youwork on it smarter not harder byincorporating two essential designprinciples.
  • 3. Two essential design principlesthat should guide your curriculum development project: 1- Thinking Big 2- Planning Backward
  • 4. From Principles to PracticesHow can these two principles betranslated into actual curriculumdesign practices?
  • 5. ThinkBIG
  • 6. “As long as you aregoing to be thinkinganyway, think big!” Donald Trump
  • 7. Think Big:Principles to Practices
  • 8. Practice # 1: Curricular PhilosophyDrawing from your school’s mission,formulate a curriculum philosophystatement articulating underlyingassumptions about learning, teaching,and assessment.
  • 9. Practice # 2: Mapping the CurriculumCreate course maps that reflect thescope and sequence for each taughtcourse across grades and subjectareas in terms of units of instruction(not yet detailed lesson plans) taughtthroughout the academic year.
  • 10. Practice # 3: Big Ideas & Big QuestionsOrganize the content addressed inthe units of instruction under twoumbrellas: Big ideas and concepts (not informational content) Big essential questions (not topical questions)
  • 11. Practice # 4: Multi-Year Phased PlanCurriculum development is acyclicprocess. Make sure that you developa multi-year phased plan forplanning, piloting, revising, andadopting the curriculum.
  • 12. “Start with the end in mind. ” Stephen R. CoveyThe 7 Habits of Highly Effective People
  • 13. Plan Backward:Principles to Practices
  • 14. Practice # 1: SMART & Prioritized Goals Master-plan your curriculum project by setting SMART goals(Specific, Measurable, Attainable, Realistic & Timely) Prioritize your goals (long-term goals & short-term goals).
  • 15. Practice # 2: Learning OutcomesStart the planning of theunits of instruction byidentifying learningoutcomes:what the students will know andbe able to do as a result of Levels of Learning Outcomesengaging in the units learning According to Bloom’s Taxonomiesactivities.
  • 16. Practice # 3: Aligned Assessments Develop formative authentic assessment tasks that follow varied strategies (assessment “for” learning) Develop common summative assessments that employ common scoring rubrics (assessment “of” learning)
  • 17. Practice # 4: Aligned Learning Activities Develop engaging learning experiences that are differentiated in terms of academic readiness, interests, and learning styles. Utilize available resources and tools & create new ones and employ effective instructional strategies.
  • 18. Work Smarter, Not HarderAny questions? Do not hesitate to ask.
  • 19. Thank You! Dr. Suad Alazzam © 2012 All Rights Reserved suad [at] portlandstate.org

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