PROFESSIONAL DEVELOPMENTCURRICULUM MAPS BYGRADE AND SUBJECT BASED ONUNDERSTANDING BY DESIGNMODELSan Juan II School Distric...
Objectives Disseminate Curriculum Maps and federal compliance requirements,Title I -Part A, Section 1111 - Standards and ...
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 fo...
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...
I give meaning toideas to understand,to confirm orquestion my newknowledge
UbD - Emphasizes.Big Ideas / Essentials QuestionsTransfer goalsPerformance Requirements ( Standards and expectations)Evalu...
 People communicate through words. Literature, both, reflects and contributes to knowledge.Examples ( Big Ideas) :
The student will understand:literature brings opportunity to reflect and contribute to acquire newknowledge.Example ( Con...
Example:Reading:R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, anddistinguishes text feautures...
Example: Have students read a newspaper article and use a T-chart to pull out thefacts and opinions about the text (See A...
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 UbD Framework Understanding is revealed when students autonomously make sense ofand transfer their le...
The Seven Tenets of UbD Framework Effective curriculum is planned backward from long- term, desiredresults through a thre...
The Seven Tenets of UbD Framework Regularly reviewing units and curriculum against designstandards enhances curricular qu...
Planning Usingthe Curriculum Map
Backwards DesignRecommends leaving the objectives-activity-assessment sequence and 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 u...
Stage 2—Determine AssessmentEvidence How do I teach? Key Questions: How will we know if students have achieved thedesire...
Stage 3—Plan Learning Experiences andInstruction Key Questions: How will we support learners as they come to understandi...
VIGNETTES For two weeks every fall, all the 3rd grade classesparticipate in a unit on apples.The students engagein a vari...
 In art, students collect leaves from nearby crabapple trees and make a giant leaf print collage onthe hallway bulletin b...
 During mathematics, the teacher demonstrateshow to "scale up" an applesauce recipe to make aquantity sufficient for all ...
 The culminating unit activity is the 3rd grade apple fest, a celebrationfor which parent volunteers dress as apples and ...
 The fictionalized apples unit presents a familiar scene; an activity-oriented curriculum in which students participate i...
But questions remain… To which ends is the teaching directed? What are the big ideas and important skills to be develope...
Curriculum Mapping Structure maximizing learning time (school calendar). Is a design that organizes the material contain...
CURRICULUM MAPS The process by which teachers document their curriculum, share,examine to identify gaps, inconsistencies,...
SCIENTIFIC EVIDENCE:VENUS GARDENSPILOT PROJECT
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 of Educati...
ADDITIONAL MATERIALS:ALIGNMENT TOOL
 To ensure that all expectations were beingaddressed, a curriculum alignment tool wascreated. This way, we make sure tha...
BI-DIMENSIONAL ORGANIZATION Vertical alignment compares all thestandards in a content area/strandacross all of the grades...
PACING CALENDAR
Stage 1DesiredResultsStage 1DesiredResultsStage 2AssessmentEvidenceStage 3Learning Plan
Stage 3Learning Plan
USING THE MAPS IN OUR DAILY PLANINGStage 1Desired Results
Stage 2Assessment Evidence
Stage 3 Learning Plan
Stage 3 Learning Plan
THANKYOU FORYOUR ATTENTION See you next workshop
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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.
  • El propósito de esta actividad es reflexionar sobre la planificación. Las actividades no necesariamente cumplen con los estándares y expectativas, las ideas grandes, con la estructura y lógica de una clase. ¿Cuán profundo es el conocimiento que tienen los estudiantes sobre el concepto? Forma, textura, color, otros.
  • El propósito de esta actividad es reflexionar sobre la planificación. Las actividades no necesariamente cumplen con los estándares y expectativas, las ideas grandes, con la estructura y lógica de una clase. ¿Cuán profundo es el conocimiento que tienen los estudiantes sobre el concepto? Forma, textura, color, otros.
  • Understanding by design english presentation (1)

    1. 1. PROFESSIONAL DEVELOPMENTCURRICULUM MAPS BYGRADE AND SUBJECT BASED ONUNDERSTANDING BY DESIGNMODELSan Juan II School DistrictESTADO LIBRE ASOCIADO DE PUERTO RICODEPARTAMENTO DE EDUCACIÓNREGIÓN EDUCATIVA DE SAN JUAN
    2. 2. Objectives Disseminate Curriculum Maps and federal compliance requirements,Title I -Part A, Section 1111 - Standards and Assessment. Explain the Model Understanding by Design (UbD) in which the maps arebased Curriculum. Submit curriculum materials: Scope and Sequence Calendar(k-12). Interpret the alignment tool and schedules sequence (group dynamics). Analyze the parts of a Curriculum Map by grade and academic area. Using the Curriculum Map for planning, as circular letter 2:2010-2011.
    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 for Understanding. Backward Planning Based onThree 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 learnedonly "content" thenyou will be 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. I give meaning toideas to understand,to confirm orquestion my newknowledge
    10. 10. UbD - Emphasizes.Big Ideas / Essentials QuestionsTransfer goalsPerformance Requirements ( Standards and expectations)Evaluation criteria (assessment)
    11. 11.  People communicate through words. Literature, both, reflects and contributes to knowledge.Examples ( Big Ideas) :
    12. 12. The student will understand:literature brings opportunity to reflect and contribute to acquire newknowledge.Example ( Content):
    13. 13. Example:Reading:R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, anddistinguishes text feautures to enhance comprehension
    14. 14. Example: Have students read a newspaper article and use a T-chart to pull out thefacts and opinions about the text (See Attachment 8.6 GraphicOrganizer – T-chart).
    15. 15. Understanding By Design (UbD)–Teaching for Comprehension orUnderstandingDesign of Understanding
    16. 16. 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 oflearning ( the ability to effectively use content knowledge and skill) .
    17. 17. The Seven Tenets of UbD Framework Understanding is revealed when students autonomously make sense ofand transfer their learning through authentic performance. Six facets ofunderstanding – the capacity to explain, interpret, apply, shiftperspective, empathize, and self assess- can serve as indicators ofunderstanding.
    18. 18. The Seven Tenets of UbD Framework Effective curriculum is planned backward from long- term, desiredresults through a three- stage design process( Desired Results, Evidence,and Learning Plan).This process helps avoid the common problems oftreating the textbook as the curriculum rather than a resource, andactivity oriented teaching in which no clear priorities and purposes areapparent. Teachers are coaches of understanding, not mere transmitters ofcontent knowledge, skill, or activity.They focus on ensuring that learninghappens, not teaching ( and assuming that what was taught waslearned); they always aim and check for successful meaning making andtransfer by the learner.
    19. 19. The Seven Tenets of UbD Framework Regularly reviewing units and curriculum against designstandards enhances curricular quality and effectiveness, andprovides engaging and professional discussions. The UbD framework reflects a continual improvementapproach to student achievement and teacher craft.The resultsof our designs- student performance- inform needs’adjustments on curriculum as well as instruction so the studentlearning is maximizedWiggins, G., & McTighe, J. (2011). The understanding by design guide to creating highquality units. Alexandria, VA: ASCD.
    20. 20. Planning Usingthe Curriculum Map
    21. 21. Backwards DesignRecommends leaving the objectives-activity-assessment sequence and ponder"how do I know that students learned what they needed to learn" beforethinking of how to teachGrade standards andexpectations of 2007, bigideas and essentialquestionsPerformance TaskPlanning activities,experiences andinstruction
    22. 22. 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:
    23. 23. 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 providefocus to all learning?
    24. 24. Stage 2—Determine AssessmentEvidence How do I teach? Key Questions: How will we know if students have achieved thedesired results? What will we accept as evidence of student understanding andtheir ability to use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistentways?
    25. 25. Stage 3—Plan Learning Experiences andInstruction Key Questions: How will we support learners as they come to understandimportant ideas and processes? How will we prepare them to autonomously transfer theirlearning? What enabling knowledge and skills will students need toperform effectively and achieve desired results? What activities, sequence, and resources are best suited toaccomplish our goals?
    26. 26. VIGNETTES For two weeks every fall, all the 3rd grade classesparticipate in a unit on apples.The students engagein a variety of activities related to the topic. In language arts, they read Johnny Appleseed  andview an illustrated filmstrip of the story. They each write a creative story involving an appleand then illustrate their stories using temperapaints.
    27. 27.  In art, students collect leaves from nearby crabapple trees and make a giant leaf print collage onthe hallway bulletin board adjacent to the 3rdgrade classrooms. The music teacher teaches the children songsabout apples. In science, they use their senses tocarefully observe and describe the characteristicsof different types of apples
    28. 28.  During mathematics, the teacher demonstrateshow to "scale up" an applesauce recipe to make aquantity sufficient for all the 3rd graders. A highlight of the unit is the field trip to a localapple orchard, where students watch cider beingmade and go on a hayride.
    29. 29.  The culminating unit activity is the 3rd grade apple fest, a celebrationfor which parent volunteers dress as apples and the children rotatethrough various activities at stations making applesauce, competing in anapple "word search" contest, bobbing for apples, completing a math skillsheet containing word problems involving apples, and so on. The fest concludes with selected students reading their apple storieswhile the entire group enjoys candy apples prepared by the cafeteriastaff
    30. 30.  The fictionalized apples unit presents a familiar scene; an activity-oriented curriculum in which students participate in a variety of hands-on activities. Such units are often engaging for students. The units may be organized, as in this vignette, around a theme andprovide interdisciplinary connections.
    31. 31. But questions remain… To which ends is the teaching directed? What are the big ideas and important skills to be developed during theunit? Do the students understand what the learning targets are? How often does the evidence of learning from the unit (e.g., the leafprint collage, creative writing stories, and completed word searches)reflect worthwhile content standards? What understandings will emerge from all these activities and willendure?
    32. 32. Curriculum Mapping Structure maximizing learning time (school calendar). Is a design that organizes the material contained in a sequential andsystematic way. Synthesizes and presents the highlights that every teacher has to workin content. Emphasizes essential concepts required to develop different levels ofknowledge. It is an organized way to plan the content to be offered with differentstrategies, activities and assessment. Focus on understanding.(Hayes, J., 2004).
    33. 33. CURRICULUM MAPS The process by which teachers document their curriculum, share,examine to identify gaps, inconsistencies, redundancies and newlearning. This experience creates a coherent and consistent curriculum acrossdisciplines, aligned with the standards and expectations that responds tothe information we have of students.Udelhofen, 2005
    34. 34. SCIENTIFIC EVIDENCE:VENUS GARDENSPILOT PROJECT
    35. 35. Example of a Unit:4.3 Making Predictions,Inferences andConnections AboutCharacters
    36. 36. CURRICULUM MAPS ALLOWS: development of teaching and learning. alignment with the curriculum of the Department of Education. daily lesson planning. (a must) instructional activities to improve the academic achievement of ALLstudents. reinforcement of teaching and learning through curriculum materials:Scope and Sequence, Maps and Calendar Sequence Curriculum (K-12).
    37. 37. ADDITIONAL MATERIALS:ALIGNMENT TOOL
    38. 38.  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 what expectationsare covered in a unit.What is the purpose of the CurriculumAlignment Tool?
    39. 39. 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
    40. 40. PACING CALENDAR
    41. 41. Stage 1DesiredResultsStage 1DesiredResultsStage 2AssessmentEvidenceStage 3Learning Plan
    42. 42. Stage 3Learning Plan
    43. 43. USING THE MAPS IN OUR DAILY PLANINGStage 1Desired Results
    44. 44. Stage 2Assessment Evidence
    45. 45. Stage 3 Learning Plan
    46. 46. Stage 3 Learning Plan
    47. 47. THANKYOU FORYOUR ATTENTION See you next workshop
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