1. PROFESSIONAL DEVELOPMENT
CURRICULUM MAPS BY
GRADE AND SUBJECT BASED ON
UNDERSTANDING BY DESIGN
MODEL
San Juan II School District
ESTADO LIBRE ASOCIADO DE PUERTO RICO
DEPARTAMENTO DE EDUCACIÓN
REGIÓN EDUCATIVA DE SAN JUAN

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 are
based 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. FEDERAL COMPLIANCE
Title I, Part A, Section 1111 - Standards and Assessment
requires evidence
Implementing Content Standards and Grade
Expectations 2007
Documented evidence aligned to standards
curriculum aligned
Daily planning of the educational experience
Continuing Professional Development
Assessments

4. Rationale for Curriculum Maps
Why was it necessary to create them?
To ensure that all teachers of the DE have the resources that allow access
to all the educational experiences aligned with the Content Standards and
Grade Expectations 2007 document.
What documents underly the process of aligning a Curriculum Map?
Content Standards and Grade Expectations for 2007
Curriculum Framework
Academic Program Circular Letters
Circular Letters 2:2010-2011: Planning
School Calendar

5. THE CURRICULUM MAP MODEL ADOPTED:
HORIZONTAL
1
Time
2
Topic
3
Essential
Question
4
Concept
5
Standard
6
Prior
Knowledge
7
Skills
8
Assessment
9
Activity
10
Re
Key
1.Time
2 Topic
3. Essential Question
4 . Concept
5. Standard
6. Prior Knowledge
7. Skills
8. Assessment
9. Activity
10. Resources

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. What is Understanding?
Understanding - I caught the idea, I can explain it, make
connection,. know why and how it works. It is the ability to apply
knowledge wisely and effectively to real world situations.
To know
If you have learned
only "content" then
you will be able to ...
To understand
If you can understand a
topic / concept / subject
matter you will be able
to……

8. Six Facets of Understanding
Explanation –sophisticated and
apt theories and illustrations, which
provide knowledgeable and justified
accounts of events, actions and
ideas.
Perspective- critical and insightful
points of view.
Interpretation-interpretations,
narratives and translations that
provide meaning.
Application- ability to use
Empathy-the abililty to get inside
another person’s feelings.
Self-Knowledge- the wisdom to
know one’s ignorance and how

9. I give meaning to
ideas to understand,
to confirm or
question my new
knowledge

10. UbD - Emphasizes
.Big Ideas / Essentials Questions
Transfer goals
Performance Requirements ( Standards and expectations)
Evaluation criteria (assessment)

11.  People communicate through words.
 Literature, both, reflects and contributes to knowledge.
Examples ( Big Ideas) :

12. The student will understand:
literature brings opportunity to reflect and contribute to acquire new
knowledge.
Example ( Content):

13. Example:
Reading:
R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, and
distinguishes text feautures to enhance comprehension

14. Example:
 Have students read a newspaper article and use a T-chart to pull out the
facts and opinions about the text (See Attachment 8.6 Graphic
Organizer – T-chart).

15. Understanding By Design (UbD)–
Teaching for Comprehension or
Understanding
Design of Understanding

16. The Seven Tenets of UbD Framework
 Learning is enhanced when teachers think purposefully about curricular
planning.The UbD framework helps this process without offering a rigid
process or prescriptive recipe.
 The UbD framework helps to focus curriculum and teaching on the
development and deepening of student understanding and transfer of
learning ( the ability to effectively use content knowledge and skill) .

17. The Seven Tenets of UbD Framework
 Understanding is revealed when students autonomously make sense of
and transfer their learning through authentic performance. Six facets of
understanding – the capacity to explain, interpret, apply, shift
perspective, empathize, and self assess- can serve as indicators of
understanding.

18. The Seven Tenets of UbD Framework
 Effective curriculum is planned backward from long- term, desired
results through a three- stage design process( Desired Results, Evidence,
and Learning Plan).This process helps avoid the common problems of
treating the textbook as the curriculum rather than a resource, and
activity oriented teaching in which no clear priorities and purposes are
apparent.
 Teachers are coaches of understanding, not mere transmitters of
content knowledge, skill, or activity.They focus on ensuring that learning
happens, not teaching ( and assuming that what was taught was
learned); they always aim and check for successful meaning making and
transfer by the learner.

19. The Seven Tenets of UbD Framework
 Regularly reviewing units and curriculum against design
standards enhances curricular quality and effectiveness, and
provides engaging and professional discussions.
 The UbD framework reflects a continual improvement
approach to student achievement and teacher craft.The results
of our designs- student performance- inform needs’
adjustments on curriculum as well as instruction so the student
learning is maximized
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high
quality units. Alexandria, VA: ASCD.

20. Planning Using
the Curriculum Map

21. Backwards Design
Recommends leaving the objectives-activity-assessment sequence and ponder
"how do I know that students learned what they needed to learn" before
thinking of how to teach
Grade standards and
expectations of 2007, big
ideas and essential
questions
Performance Task
Planning activities,
experiences and
instruction

22. Curriculum Map
Stage 1: Desired Results
Unit Summary
Content Standards and Learning Expectations
Big Ideas/ Enduring Understandings: Essential Questions:
Content (The student will know….) Skills( The student will be able to…)
Stage 2: Assessment Evidence
Performance Tasks: Other Evidence
Stage 3: Learning Plan
Learning Activities:
Subjec: ESL
Lenght:

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 provide
focus to all learning?

24. Stage 2—Determine Assessment
Evidence
 How do I teach?
 Key Questions: How will we know if students have achieved the
desired results?
 What will we accept as evidence of student understanding and
their ability to use (transfer) their learning in new situations?
 How will we evaluate student performance in fair and consistent
ways?

25. Stage 3—Plan Learning Experiences and
Instruction
 Key Questions:
 How will we support learners as they come to understand
important ideas and processes?
 How will we prepare them to autonomously transfer their
learning?
 What enabling knowledge and skills will students need to
perform effectively and achieve desired results?
 What activities, sequence, and resources are best suited to
accomplish our goals?

26. VIGNETTES
 For two weeks every fall, all the 3rd grade classes
participate in a unit on apples.The students engage
in a variety of activities related to the topic.
 In language arts, they read Johnny Appleseed and
view an illustrated filmstrip of the story.
 They each write a creative story involving an apple
and then illustrate their stories using tempera
paints.

27.  In art, students collect leaves from nearby crab
apple trees and make a giant leaf print collage on
the hallway bulletin board adjacent to the 3rd
grade classrooms.
 The music teacher teaches the children songs
about apples. In science, they use their senses to
carefully observe and describe the characteristics
of different types of apples

28.  During mathematics, the teacher demonstrates
how to "scale up" an applesauce recipe to make a
quantity sufficient for all the 3rd graders.
 A highlight of the unit is the field trip to a local
apple orchard, where students watch cider being
made and go on a hayride.

29.  The culminating unit activity is the 3rd grade apple fest, a celebration
for which parent volunteers dress as apples and the children rotate
through various activities at stations making applesauce, competing in an
apple "word search" contest, bobbing for apples, completing a math skill
sheet containing word problems involving apples, and so on.
 The fest concludes with selected students reading their apple stories
while the entire group enjoys candy apples prepared by the cafeteria
staff

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 and
provide interdisciplinary connections.

31. But questions remain…
 To which ends is the teaching directed?
 What are the big ideas and important skills to be developed during the
unit?
 Do the students understand what the learning targets are?
 How often does the evidence of learning from the unit (e.g., the leaf
print collage, creative writing stories, and completed word searches)
reflect worthwhile content standards?
 What understandings will emerge from all these activities and will
endure?

32. Curriculum Mapping
 Structure maximizing learning time (school calendar).
 Is a design that organizes the material contained in a sequential and
systematic way.
 Synthesizes and presents the highlights that every teacher has to work
in content.
 Emphasizes essential concepts required to develop different levels of
knowledge.
 It is an organized way to plan the content to be offered with different
strategies, activities and assessment.
 Focus on understanding.
(Hayes, J., 2004).

33. 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 curriculum across
disciplines, aligned with the standards and expectations that responds to
the information we have of students.
Udelhofen, 2005

34. SCIENTIFIC EVIDENCE:VENUS GARDENS
PILOT PROJECT

35. Example of a Unit:
4.3 Making Predictions,
Inferences and
Connections About
Characters

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 ALL
students.
 reinforcement of teaching and learning through curriculum materials:
Scope and Sequence, Maps and Calendar Sequence Curriculum (K-12).

37. ADDITIONAL MATERIALS:
ALIGNMENT TOOL

38.  To ensure that all expectations were being
addressed, a curriculum alignment tool was
created.
 This way, we make sure that all of the parts of the
expectation are being addressed.
 Acts as a tool for teachers, instructional leaders,
and principals to see at a glance what expectations
are covered in a unit.
What is the purpose of the Curriculum
Alignment Tool?

39. BI-DIMENSIONAL ORGANIZATION
 Vertical alignment compares all the
standards in a content area/strand
across all of the grades
 Ensures that as students progress
from one grade to the next, they
are building on prior knowledge
 Guarantees that as the standards
become more broad/deep, new
concepts and skills are introduced
 Establishes the prerequisite skills
that are taught in preceding grades
 Corresponds to the sequence of
the contents to be achieved.
 Ensures that all teachers,, are
covering a specific content, to a
degree and following a similar time
line.
 Is a common curriculum to ensure
that all students receive equal
educational opportunities
throughout the grades.
 Development of educational
experiences that demonstrate
conceptual skills of standards and
expectation based assessment.
Vertical Horizontal

40. PACING CALENDAR

41. Stage 1
Desired
Results
Stage 1
Desired
Results
Stage 2
Assessment
Evidence
Stage 3
Learning Plan

42. Stage 3
Learning Plan

43. USING THE MAPS IN OUR DAILY PLANING
Stage 1
Desired Results

44. Stage 2
Assessment Evidence

45. Stage 3 Learning Plan

46. Stage 3 Learning Plan

47. THANKYOU FORYOUR ATTENTION
 See you next workshop