Professional developmentCurriculum MapsGrade and Subject Based onUnderstanding by DesignModel
ObjectivesDisseminate Curriculum Maps and federal compliancerequirements, Title I - Part A, Section 1111 - Standards andA...
Federal complianceTitle I, Part A, Section 1111 - Standards and Assessmentrequires evidenceImplementing Content Standards ...
Rationale for Curriculum MapsWhy was it necessary to create them?To ensure that all teachers of the DE have the resources ...
the Curriculum Map Model Adopted:Horizontal1Time2Topic3EssentialQuestion4Concept5Standard6PriorKnowledge7Skills8Assessment...
Understanding by Design ModelCreated by Wiggins, G., & McTighe, J. in 1998. Understanding by Design (UbD) - Teaching for...
What is Understanding?Understanding - I caught the idea, I can explain it, makeconnection,. know why and how it works. It ...
Six Facets of UnderstandingExplanation –sophisticated andapt theories and illustrations, whichprovide knowledgeable and ju...
.UbD - EmphasizesBig Ideas / Essentials QuestionsTransfer goalsPerformance Requirements ( Standards and expectations)Evalu...
Understanding By Design (UbD)–Teaching for Comprehension orUnderstandingDesign of Understanding
The Seven Tenets of UbD Framework Learning is enhanced when teachers think purposefully about curricularplanning. The UbD...
The Seven Tenets of UbDThe Framework Understanding is revealed when students automatically make sense of andtransfer thei...
Continue Effective curriculum is planned backward from long- term, desired resultsthrough a three- stage design process( ...
continues Regularly reviewing units and curriculum against design standardsenhances curricular quality and effectiveness,...
Planning Usingthe Curriculum Map
Backwards DesignRecommends leaving the objectives-activity-assessment sequenceand ponder "how do I know that students lear...
Curriculum MapStage 1: Desired ResultsUnit SummaryContent Standards and Learning ExpectationsBig Ideas/ Enduring Understan...
Stage 1—Identify Desired ResultsKey Questions:What should students know, understand, and be able to do?What is the ulti...
Stage 2—Determine Assessment EvidenceHow do I teach? Key Questions: How will we know if students have achieved the desir...
Stage 3—Plan Learning Experiences andInstrucctionsKey Questions: How will we support learners as they come to understand...
Curriculum MappingStructure maximizing learning time (school calendar).Is a design that organizes the material contained...
Curriculum mapsThe process by which teachers document their curriculum,share, examine to identify gaps, inconsistencies,r...
Example of a Unit:4.3 Making Predictions,Inferences andConnections AboutCharacters
Curriculum maps allows:development of teaching and learning.alignment with the curriculum of the Department ofEducation....
Additional materials:Alignment Tool
To ensure that all expectations were beingaddressed, a curriculum alignment tool wascreated.This way, we make sure that ...
Bi-dimensional organization Vertical alignment compares all thestandards in a content area/strandacross all of the grades...
Pacing Calendar
Stage 1DesiredResultsStage 1DesiredResultsStage 1DesiredResultsStage 1DesiredResultsStage 2AssessmentEvidenceStage 2Assess...
Stage 3Learning PlanStage 3Learning Plan
Using the maps in our daily planningStage 1Desired Results
Stage 2Assessment Evidence
Stage 3 Learning Plan
Stage 3 Learning Plan
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Curriculum Maps based on the Understanding by Design model

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  • Conocer- contenido, teorías, fechas, otros Entender- adueñarse del conocimiento para aplicarlo a situaciones nuevas o reales (prácticas)
  • Me adueñé del conocimiento y entonces puedo explicar, interpretar, … Se relaciona con los niveles de pensamiento de Bloom.
  • Ideas grandes - Conceptos, principios y teorías principales que se utilizan para enfocar el currículo, la instrucción y el assessment. Son patrones significativos que permiten conectar el conocimiento fragmentado. Metas para la Transferencia- Mediante la comprensión de las grandes ideas. Requisitos de Desempeño Es lo que el estudiante debe saber, hacer y entender. Criterios de evaluación al principio (assessment) Determinar hasta qué punto los resultados del aprendizaje corresponden a los esperados.
  • Transferir- aplicar lo aprendido a nuevos contextos y situaciones. Necesito practicar, practicar y practicar, solo así, puedo utilizar el aprendizaje. Dar sentido- enfrentar las grandes ideas, hacer conexiones, proponer hipótesis, criticar y editar documentos. Adquirir- enseñanza directa de instrucción. Leer en voz alta, sumar, recordar eventos, calcular la distancia entre dos puntos.
  • Preguntas Esenciales Deben actuar como una referencia o un guía hacia el entendimiento de las ideas grandes de una unidad o tema del curso. Una pregunta no puede ser esencial si no está formulada pensando en los estudiantes y sus necesidades; si ésta no provoca más interés y más preguntas, no puede ser considerada “ esencial ” . Su propósito es despertar a los estudiantes - estimular sus mentes con interés, provocar más preguntas en sus cabezas. Son las que comenzamos en la sala de clases pero cuyas respuestas profundizamos y seguimos tratando siempre, llegando a respuestas que cambian y varían dependiendo de las experiencias de la vida.
  • Cómo se demuestran las facetas del entendimiento. Explicar – proporcionar, a fondo y con apoyo, cuentos justificados de los fenómenos, los hechos y los datos. Perspectiva- escuchar los puntos de vistas a través de ojos y oídos críticos, ver el panorama completo. Interpretar- contar historias significativas, ofrecer traducciones, proporcionar una revelación histórica o dimensión personal a la ideas y acontecimientos. Empatía- encontrar valores en lo que otros podrían encontrar extraño . Percibir con sensibilidad las experiencias directas y previas. Aplicar- utilizar eficazmente y adaptar lo que se conoce en diversos contextos. Autoconocimiento – percibir el estilo propio, los prejuicios, las proyecciones y los hábitos de la mente.
  • Curriculum Maps based on the Understanding by Design model

    1. 1. Professional developmentCurriculum MapsGrade and Subject Based onUnderstanding by DesignModel
    2. 2. ObjectivesDisseminate Curriculum Maps and federal compliancerequirements, Title I - Part A, Section 1111 - Standards andAssessment. Explain the Model Understanding by Design (UbD) in which themaps are based Curriculum.Interpret the alignment tool and schedules sequence (groupdynamics). Analyze the parts of a Curriculum Map by grade and academicarea. Using the Curriculum Map for planning, as circular letter2:2010-2011.
    3. 3. Federal complianceTitle I, Part A, Section 1111 - Standards and Assessmentrequires evidenceImplementing Content Standards and GradeExpectations 2007Documented evidence aligned to standardscurriculum alignedDaily planning of the educational experienceContinuing Professional DevelopmentAssessments
    4. 4. Rationale for Curriculum MapsWhy was it necessary to create them?To ensure that all teachers of the DE have the resources that allow accessto all the educational experiences aligned with the Content Standards andGrade Expectations 2007 document.What documents underly the process of aligning a Curriculum Map?Content Standards and Grade Expectations for 2007Curriculum FrameworkAcademic Program Circular LettersCircular Letters 2:2010-2011: PlanningSchool Calendar
    5. 5. the Curriculum Map Model Adopted:Horizontal1Time2Topic3EssentialQuestion4Concept5Standard6PriorKnowledge7Skills8Assessment9Activity10ReKey1.Time2 Topic3. Essential Question4 . Concept5. Standard6. Prior Knowledge7. Skills8. Assessment9. Activity10. Resources
    6. 6. Understanding by Design ModelCreated by Wiggins, G., & McTighe, J. in 1998. Understanding by Design (UbD) - Teaching forUnderstanding.Backward Planning Based on Three Stages Stage I: Results Expected Stage II: Assessment Evidence Stage III: Learning Plan
    7. 7. What is Understanding?Understanding - I caught the idea, I can explain it, makeconnection,. know why and how it works. It is the ability to applyknowledge wisely and effectively to real world situations.To knowIf you have learned only"content" then you willbe able to ...To understandIf you can understand atopic / concept / subjectmatter you will be ableto……
    8. 8. Six Facets of UnderstandingExplanation –sophisticated andapt theories and illustrations, whichprovide knowledgeable and justifiedaccounts of events, actions andideas.Perspective- critical and insightfulpoints of view.Interpretation-interpretations,narratives and translations thatprovide meaning.Application- ability to useEmpathy-the abililty to get insideanother person’s feelings.Self-Knowledge- the wisdom toknow one’s ignorance and how
    9. 9. .UbD - EmphasizesBig Ideas / Essentials QuestionsTransfer goalsPerformance Requirements ( Standards and expectations)Evaluation criteria (assessment)
    10. 10. Understanding By Design (UbD)–Teaching for Comprehension orUnderstandingDesign of Understanding
    11. 11. The Seven Tenets of UbD Framework Learning is enhanced when teachers think purposefully about curricularplanning. The UbD framework helps this process without offering a rigidprocess or prescriptive recipe. The UbD framework helps to focus curriculum and teaching on thedevelopment and deepening of student understanding and transfer of learning( the ability to effectively use content knowledge and skill) .
    12. 12. The Seven Tenets of UbDThe Framework Understanding is revealed when students automatically make sense of andtransfer their learning through authentic performance. Six facets ofunderstanding – the capacity to explain, interpret, apply, shift perspective,empathize, and self assess- can serve as indicators of understanding.
    13. 13. Continue Effective curriculum is planned backward from long- term, desired resultsthrough a three- stage design process( Desired Results, Evidence, and LearningPlan). This process helps avoid the common problems of treating the textbookas the curriculum rather than a resource, and activity oriented teaching in whichno clear priorities and purposes are apparent. Teachers are coaches of understanding, not mere transmitters of contentknowledge, skill, or activity. They focus on ensuring that learning happens, notteaching ( and assuming that what was taught was learned); they always aim andcheck for successful meaning making and transfer by the learner.
    14. 14. continues Regularly reviewing units and curriculum against design standardsenhances curricular quality and effectiveness, and provides engagingand professional discussions. The UbD framework reflects a continual improvement approach tostudent achievement and teacher craft. The results of our designs-student performance- inform needs’ adjustments on curriculum aswell as instruction so the student learning is maximizedWiggins, G., & McTighe, J. (2011). The understanding by design guide to creating highquality units. Alexandria, VA: ASCD.
    15. 15. Planning Usingthe Curriculum Map
    16. 16. Backwards DesignRecommends leaving the objectives-activity-assessment sequenceand ponder "how do I know that students learned what theyneeded to learn" before thinking of how to teachGrade standards andexpectations of 2007, bigideas and essentialquestionsPerformance TaskPlanning activities,experiences andinstruction
    17. 17. Curriculum MapStage 1: Desired ResultsUnit SummaryContent Standards and Learning ExpectationsBig Ideas/ Enduring Understandings: Essential Questions:Content (The student will know….) Skills( The student will be able to…)Stage 2: Assessment EvidencePerformance Tasks: Other EvidenceStage 3: Learning PlanLearning Activities:Subjec: ESLLenght:
    18. 18. Stage 1—Identify Desired ResultsKey Questions:What should students know, understand, and be able to do?What is the ultimate transfer we seek as a result of this unit?What enduring understandings are desired?What essential questions will be explored in-depth and provide focus to alllearning?
    19. 19. Stage 2—Determine Assessment EvidenceHow do I teach? Key Questions: How will we know if students have achieved the desiredresults? What will we accept as evidence of student understanding and their abilityto use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistent ways?
    20. 20. Stage 3—Plan Learning Experiences andInstrucctionsKey Questions: How will we support learners as they come to understand important ideasand processes?How will we prepare them to autonomously transfer their learning?What enabling knowledge and skills will students need to performeffectively and achieve desired results?What activities, sequence, and resources are best suited to accomplish ourgoals?
    21. 21. Curriculum MappingStructure maximizing learning time (school calendar).Is a design that organizes the material contained in asequential and systematic way.Synthesizes and presents the highlights that every teacher hasto work in content.Emphasizes essential concepts required to develop differentlevels of knowledge.It is an organized way to plan the content to be offered withdifferent strategies, activities and assessment.Focus on understanding.(Hayes, J., 2004).
    22. 22. Curriculum mapsThe process by which teachers document their curriculum,share, examine to identify gaps, inconsistencies,redundancies and new learning.This experience creates a coherent and consistent curriculumacross disciplines, aligned with the standards andexpectations that responds to the information we have ofstudents.Udelhofen, 2005
    23. 23. Example of a Unit:4.3 Making Predictions,Inferences andConnections AboutCharacters
    24. 24. Curriculum maps allows:development of teaching and learning.alignment with the curriculum of the Department ofEducation.daily lesson planning. (a must)instructional activities to improve the academic achievementof ALL students.reinforcement of teaching and learning through curriculummaterials: Scope and Sequence, Maps and Calendar SequenceCurriculum (K-12).
    25. 25. Additional materials:Alignment Tool
    26. 26. To ensure that all expectations were beingaddressed, a curriculum alignment tool wascreated.This way, we make sure that all of the parts of theexpectation are being addressed.Acts as a tool for teachers, instructional leaders,and principals to see at a glance whatexpectations are covered in a unit.What is the purpose of the CurriculumAlignment Tool?
    27. 27. Bi-dimensional organization Vertical alignment compares all thestandards in a content area/strandacross all of the grades Ensures that as students progressfrom one grade to the next, theyare building on prior knowledge Guarantees that as the standardsbecome more broad/deep, newconcepts and skills are introduced Establishes the prerequisite skillsthat are taught in preceding grades Corresponds to the sequence ofthe contents to be achieved. Ensures that all teachers, arecovering a specific content, to adegree and following a similar timeline. Is a common curriculum to ensurethat all students receive equaleducational opportunitiesthroughout the grades. Development of educationalexperiences that demonstrateconceptual skills of standards andexpectation based assessment.Vertical Horizontal
    28. 28. Pacing Calendar
    29. 29. Stage 1DesiredResultsStage 1DesiredResultsStage 1DesiredResultsStage 1DesiredResultsStage 2AssessmentEvidenceStage 2AssessmentEvidenceStage 3Learning PlanStage 3Learning Plan
    30. 30. Stage 3Learning PlanStage 3Learning Plan
    31. 31. Using the maps in our daily planningStage 1Desired Results
    32. 32. Stage 2Assessment Evidence
    33. 33. Stage 3 Learning Plan
    34. 34. Stage 3 Learning Plan
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