Identify
Desired
Results

Determine
Evidence
of
Learning

Plan
Instruction

Curricular Unit
Development
Delia DeCourcy
Oak...
Good
Morning!

wlela.wikispaces.com
Goals for Today
 Develop

a
shared language
for designing
curriculum
 Explore a design
process informed
by UbD

 Make

...
Today’s Schedule
 7:15-7:30

UbD/Essential Questions

 7:30-8:15

Structuring Unit
Development

 8:15-9:45

Collaborati...
Understanding by Design
Grant Wiggins & Jay McTighe
Unit Design Work:
 Intellectual

GPS
 Identify specific learning
des...
Understanding By Design
 Big

ideas – the knowledge
 Transfer Learning – authentic
performance/task
 Focus: long term r...
Designing with the End in Mind
To begin with the end in mind means to
start with a clear understanding of your
destination...
Design Template
Shared

language
collaboration
Uniformity of format
audience
Clear Framework
implementation
Backwards Design - Stages
1.

Identify Desired Results

2.

Determine Acceptable
Evidence of Learning

3.

Plan Learning E...
Curriculum Design
= Recursive
Identify Desired Results

Stage 1: Identify Desired Results
“If you don’t know where you’re
going, then any road will get ...
Identify Desired Results

Revisiting Essential Questions
 Essential

Questions have no one obvious
right answer.

 They
...
Identify Desired Results

Entry Point = Key Text
 Why

are we having our students
read this text?
 What

makes this text...
Identify Desired Results

The Love Unit






What is romantic love?
What is Shakespeare’s take on romantic love?
How ...
Identify Desired Results

Guidelines for Essential Questions
 Questions

should lead to larger essential

 Questions

sh...
Identify Desired Results

Turn & Talk
 Does

your unit’s essential questions do all
those things?

 How

might you revis...
Revisit Supporting Texts
 How

do they support the essential
questions?

TURN & TALK

Assess where you are with finding e...
Identify Desired Results

Key Concepts
What do we want students to understand deeply and be able
to apply?


CONTENT
 ro...
Identify Desired Results

STOP & JOT
Which concepts (content & skills) do
you think are most critical to this unit?
Identify Desired Results

The Standards
 Which

standards are crucial?
 Where am I in the year?
 What skills can I buil...
Evidence of Learning

Stage 2: Evidence of Learning
 In

this task, students independently
recognize, apply, explain….
 ...
Evidence of Learning

Summative Assessment Design
 How

can students apply and transfer
their learning? (new scenario)
 ...
Evidence of Learning

STOP & JOT
•

•

At the end of this unit, what do
students need to be able to
recognize, apply, or e...
Evidence of Learning

The Love Unit: Summative Assessment
 Description:

a presentation that
examines the depiction of ro...
Evidence of Learning
ALIGNMENT: Does the summative
assessment address the essential
questions & reflect the concepts
(cont...
Evidence of Learning

Pre-Unit Assessment Task
1.

2.

3.

Students read a Shakespearean sonnet
as well as an advertisemen...
Evidence of Learning

Mid-Unit Formative
Assessment Task
1.
2.
3.

Students read Act 3, scene 2 of Romeo &
Juliet and watc...
Plan Learning Experience

Stage 3:
Learning Targets
 Otherwise



known as

Objective
Teaching Point

 Include

Conten...
Plan Learning Experience

The Love Unit – Learning
Target
 (Act

1, scene 2) Students will
analyze the role of romantic l...
Curriculum Design
= Recursive

Check alignment of all 3 stages
Collaborative
Work
wlela.wikispaces.com
Sharing the Work: Spokesperson
Essential

Questions
Texts
Concepts
Summative
Assessment
Task

Victories
Challenges
Upcoming SlideShare
Loading in …5
×

Curricular Unit Development - Understanding by Design

848 views
666 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
848
On SlideShare
0
From Embeds
0
Number of Embeds
28
Actions
Shares
0
Downloads
36
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Curricular Unit Development - Understanding by Design

  1. 1. Identify Desired Results Determine Evidence of Learning Plan Instruction Curricular Unit Development Delia DeCourcy Oakland Schools November 14, 2013
  2. 2. Good Morning! wlela.wikispaces.com
  3. 3. Goals for Today  Develop a shared language for designing curriculum  Explore a design process informed by UbD  Make significant headway on framing a fiction/nonfiction unit  Share progress on the work
  4. 4. Today’s Schedule  7:15-7:30 UbD/Essential Questions  7:30-8:15 Structuring Unit Development  8:15-9:45 Collaborative Work Time  9:45-10:15 Sharing the Work
  5. 5. Understanding by Design Grant Wiggins & Jay McTighe Unit Design Work:  Intellectual GPS  Identify specific learning destination  Instructional path becomes more clear
  6. 6. Understanding By Design  Big ideas – the knowledge  Transfer Learning – authentic performance/task  Focus: long term results  Not just covering material  Teachers  Coaches of understanding  Check for meaning making & transfer  Designing with the end in mind
  7. 7. Designing 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 Covey, The Seven Habits of Highly Effective People
  8. 8. Design Template Shared language collaboration Uniformity of format audience Clear Framework implementation
  9. 9. Backwards Design - Stages 1. Identify Desired Results 2. Determine Acceptable Evidence of Learning 3. Plan Learning Experience & Instruction Accordingly
  10. 10. Curriculum Design = Recursive
  11. 11. Identify Desired Results Stage 1: Identify Desired Results “If you don’t know where you’re going, then any road will get you there.”  Focus on  Students’ output not teacher input  Students’ ability to make use of what is learned
  12. 12. Identify Desired Results Revisiting Essential Questions  Essential Questions have no one obvious right answer.  They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.  Essential Questions address the philosophical or conceptual foundations of a discipline.  Essential Questions are framed to provoke and sustain student interest.
  13. 13. Identify Desired Results Entry Point = Key Text  Why are we having our students read this text?  What makes this text great literature?  What specific lessons or ideas does it have to offer?
  14. 14. Identify Desired Results The Love Unit     What is romantic love? What is Shakespeare’s take on romantic love? How do ideas about and depictions of romantic love differ across texts and time? How have they remained the same? Take Away/Intellectual End: I want students to understand that there are multiple definitions of romantic love and ways that these definitions have been represented across texts, within a text (Shakespeare), and across time and cultures. But there are also ideas about and depictions of romantic love that remain consistent.
  15. 15. Identify Desired Results Guidelines for Essential Questions  Questions should lead to larger essential  Questions should be framed for maximal unit ideas. simplicity.  Questions should be worded in studentfriendly language.  Questions should provoke discussion.
  16. 16. Identify Desired Results Turn & Talk  Does your unit’s essential questions do all those things?  How might you revise or tweak your questions?  Why are we having our students read this text?
  17. 17. Revisit Supporting Texts  How do they support the essential questions? TURN & TALK Assess where you are with finding effective supporting texts.
  18. 18. Identify Desired Results Key Concepts What do we want students to understand deeply and be able to apply?  CONTENT  romantic love  forbidden love  iambic pentameter  sonnet form  figurative language  puns  SKILLS  performing a multi-draft read  summarizing key events  identifying and analyzing the development of a theme  reading and analyzing across multiple texts  visual analysis  identifying text features in a nonfiction text  identifying audience and purpose in a nonfiction text
  19. 19. Identify Desired Results STOP & JOT Which concepts (content & skills) do you think are most critical to this unit?
  20. 20. Identify Desired Results The Standards  Which standards are crucial?  Where am I in the year?  What skills can I build on?  What skills need to be reinforced?  What skills need to be introduced?  Reading - Informational  Reading - Narrative  Writing  Speaking & Listening  Language
  21. 21. Evidence of Learning Stage 2: Evidence of Learning  In this task, students independently recognize, apply, explain….  What exactly are you assessing for?  Could students do the proposed assessment well but not truly have mastered or understood the content or skills?
  22. 22. Evidence of Learning Summative Assessment Design  How can students apply and transfer their learning? (new scenario)  Do not focus on medium first! (essay, speech, website)  What is evidence of their  Understanding of content?  Mastery of a skill?
  23. 23. Evidence of Learning STOP & JOT • • At the end of this unit, what do students need to be able to recognize, apply, or explain? What skills do they need to demonstrate mastery of?
  24. 24. Evidence of Learning The Love Unit: Summative Assessment  Description: a presentation that examines the depiction of romantic love across multiple texts, through time and across cultures.  Use studied and self-selected texts  Identify patterns of representation  Provide textual and visual evidence to support claims
  25. 25. Evidence of Learning ALIGNMENT: Does the summative assessment address the essential questions & reflect the concepts (content & skills) focused on? TURN & TALK Based on you Stop & Jot, what are your ideas for the summative assessment?
  26. 26. Evidence of Learning Pre-Unit Assessment Task 1. 2. 3. Students read a Shakespearean sonnet as well as an advertisement that addresses a related theme from the sonnet. They write a summary of each text then write an analysis of the connections between the two texts. Skills assessed: close reading of text, visual analysis, reading and analyzing across multiple texts.
  27. 27. Evidence of Learning Mid-Unit Formative Assessment Task 1. 2. 3. Students read Act 3, scene 2 of Romeo & Juliet and watch both film versions. They then summarize the key events and ideas of the scene. Next, they engage in a Socratic seminar about the importance of this scene to the development of the romantic love theme and the similarities and differences between the films’ interpretations.
  28. 28. Plan Learning Experience Stage 3: Learning Targets  Otherwise   known as Objective Teaching Point  Include Content & Skill  What students will KNOW and BE ABLE TO DO  Student-friendly language
  29. 29. Plan Learning Experience The Love Unit – Learning Target  (Act 1, scene 2) Students will analyze the role of romantic love in a culture where arranged marriage is the norm and how this affects characters’ motivation and behavior.
  30. 30. Curriculum Design = Recursive Check alignment of all 3 stages
  31. 31. Collaborative Work wlela.wikispaces.com
  32. 32. Sharing the Work: Spokesperson Essential Questions Texts Concepts Summative Assessment Task Victories Challenges

×