Understanding by design


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Understanding by design

  1. 1. Page 1 Future Curriculum and Design Mr. Joel Paraiso Deuda October 26, 2010 Erlinda Navarro Ph. D.
  2. 2. Page 2 2010 Secondary Education Curriculum Understanding by Design (UbD)
  3. 3. Page 3 CONTEXT: As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging changes in the needs of the learner and the society.
  4. 4. Page 4 Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the Education Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became the primary consideration in the design of the curriculum and the formulation of standards and the essential understandings from which the content of the curriculum was derived.
  5. 5. Page 5 The Process The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay Mctighe and Grant Wiggins The curriculum design has the following elements: STAGE 1 A. Results/Desired Outcomes This stage define what students should be able to know and do at the end of the program, course, or unit or study generally expressed in terms of overall goals, specifically defined terms of content and performance standard.
  6. 6. Page 6 Specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concept from the disciplines), skills and habit of mind that should be taught and learned. They answer the question, “What should students know and be able to do?” A.1 Content Standards
  7. 7. Page 7 A. 2 Performance Standards Express the degree or quality or proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, “How well must students do their work?” or “At what level of performance would the student be appropriately qualified or certified?”
  8. 8. Page 8 B. Essential Understanding These are the big and enduring ideas at the heart of the discipline and which we want the children to remember even lone after they leave school. C. Essential Questions These are open-ended provocative questions that spark thinking and further inquiry into the essential meanings and understandings.
  9. 9. Page 9 D. Curriculum Objectives Objectives which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives.
  10. 10. Page 10 STAGE 2 A. Assessment Defines acceptable evidence of student’s attainment of desired results, determines authentic performance tasks that the students is expected to do to demonstrate the desired understanding and defines the criteria against which the student’s performances or products shall be judged.
  11. 11. Page 11 Evidence o the students’ learning and a demonstration of their conceptual understanding and content and skill acquisition. B. Products and Performances
  12. 12. Page 12 STAGE 3 A. Learning Plan Details the instructional activities that the students will go through to attain the standards. A.1 Instructional Activities Activities which are aligned with the standard and are designed to promote attainment of desired results.
  13. 13. Page 13 Features of the Curriculum • Lean-focuses on the essential understandings • Set high expectations • Rich and challenging • Develops readiness and passion for work and lifelong learning.