Ub d for induction presentation

Maximizing
Student
Achievement:
Curriculum
Design
Presented by:
Susan Carmody

Zoom
 Keep your picture hidden from others.
 Study your picture. Each picture contains important
information to solve the problem.
Challenge: As a group, sequence the pictures in the correct
order without looking at each other’s pictures.
Susan Carmody, Instructional Leadership Coordinator-English & Social Studies
ACTIVITY TIME: 8 minutes

Think & Write
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 R. Covey, The 7 Habits of Highly Effective People, 1989, p. 98
 How does this quotation apply to planning instruction and
assessment in the high school classroom?
Stephen R. Covey,
The 7 Habits of Highly
Effective People
© 1998, p. 98
Handout #1

Pair & Share
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 R. Covey, The 7 Habits of Highly Effective People, 1989, p. 98
 How does this quotation apply to planning instruction and
assessment in the high school classroom?
Stephen R. Covey,
The 7 Habits of Highly
Effective People
© 1998, p. 98

Overview
Essential Questions:
 How can I use the district-
sponsored curriculum
products to plan for
instruction?
 How can curriculum
alignment across the district
fuel student achievement?
Participants will..
 be able to explain the three-
stage approach to
curriculum design.
 apply their understanding
of the curriculum
development process to
planning a lesson.

Agenda
Area of Focus Approximate Time
Introduction, Overview & Agenda 25 minutes
Planning Overview 16 minutes
Stage 1: Identify Desired Results 20 minutes
Stage 2: Determine Acceptable Evidence 20 minutes
Stage 3: Learning Plan 3 minutes
Closing 6 minutes
Output: 3-2-1 Closing

Department Plan
(4 years)
Course Plan
(1-2 semesters)
Lesson Plan
(1+ days)
Unit Plan
(1-10 weeks)
What should students understand after completing the
full course sequence?
How does each course build upon the previous and
prepare students for the next?
What is the logical clustering of standards and sequence
of topics for the course?
How will students interact with the content to develop
proficiency?

“Twin Sins”
Activity-
Oriented
Teaching
Coverage
Jay McTighe, author of
Understanding by Design
For a month every spring, 9th grade students
participate in a unit centered on Romeo and
Juliet. During the unit, students watch a
biography of Shakespeare and take notes on
the time period. They draw a family coat of
arms with a small group and create paper
bag puppets to use while reading the play
aloud in class. After they have read the play,
they watch a movie that shows a modern
version of the play. To earn their grade at the
end of the unit, students dress up, memorize
their lines, and act out a scene from the play.
They also take a test that asks them
questions about the reading, which they are
supposed to answer from memory to check if
they action read/listened to the play.

For a month every spring, 9th grader students
participate in a unit centered on Romeo and
Juliet. On days when students will be reading
the play in class, the teacher begins by
introducing and modeling a reading
comprehension or literary analysis strategy
using a small section of the text. While
students are reading in small groups and
independently, they practice applying newly
learned skills to the play. Throughout the
unit, they complete several oral and written
assignments that require them to think
critically, answering “how” and “why”
questions. To earn their grade at the end of
the unit students write about and orally
present on the play’s applicability to today’s
world.
“Twin Sins”
Activity-
Oriented
Teaching
Coverage

Activity-
Oriented
Teaching
Coverage
“Twin Sins”
Each year, the World History teachers begin
by teaching students about the first human.
They discuss Mesopotamia, Israel, Ancient
Greece, India and China. By mid-September
they transition from B.C. to A.D. They lecture
and assign readings about Greek Gods,
Ancient Rome, Islam, early African
civilizations, the Roman World, European
Kingdoms, the Crusades, the Middle Ages,
the Americas, Renaissance, and the
Reformation all before winter break. In
second semester they touch on Exploration,
Asia, Enlightenment, the French Revolution,
Industrialism, Nationalism, WWI, WWII, and
brief topics from recent history. By the end of
the year, students have heard all of history.

Activity-
Oriented
Teaching
Coverage
“Twin Sins”
Each year, the World History teachers explore
a series of topics with students. Teachers
framed learning around questions, such as:
What are the positive and negative
consequences of globalization? How did early
people adapt to change and create
civilization? How can the power of ideas
shape society and culture? Students read
historical and contemporary documents to
explore the ideas. They apply their learning
to different civilizations and time periods.
Ultimately, students use the understanding
they gain about the past and the formations
of and changes in different societies to write
about and orally present an answer to the
overarching question: How has the past
shaped the present?

Traditional Planning Phases
Identify the content being taught…
“What chapters in the book should I cover?”
“What terms should they know?”
Brainstorm activities and methods…
“What activities can I do that will be fun and keep
their interest?”
“What things can I do to get through all the
material?”
Come up with an assessment…
“Let’s see what I’ve taught so I’ll know what to put
on the test.”
“How can I write this so it will assess everything
we’ve learned?”

TUHSD Design Phases
Identify desired outcomes…
“What is essential that students understand by the
end of the unit/year?”
“What should they be able to do with that
knowledge?”
Determine acceptable evidence…
“What counts as proof that students have gained
new knowledge/skills?”
“How can I be sure they can use their new
learning?”
Plan learning experience and instruction…
“What are the most effective ways to get students
there?”

Think-Write-Pair-Share
Think about a time that you have used or experienced either
activity-based planning or coverage.
 Why do you think you or the teacher relied on that “twin sin”?
 Why is it important to plan with outcomes in mind?
ACTIVITY TIME: 1 minute
Think-Write-Pair-Share
Handout #1

Benefits
Our lessons, units and courses should be logically inferred from
the results sought, not derived from the methods, books and
activities with which we are most comfortable. Curriculum
should lay out the most effective way of achieving specific
results. It is analogous to travel planning. Our frameworks
should provide a set of itineraries deliberately designed to
meet cultural goals rather than a purposeless tour of all the
major sites in a foreign country. In short, the best designs
derive backward from the learnings sought.
-Grant Wiggins & Jay McTighe, Understanding by Design, 2005, p. 14
 Clearer goals and defined teaching and learning targets
 Greater coherence among desired results and key performances
 Better student performance

Above All…
STUDENT ACHIEVEMENT
 Consistent learning expectations for all students
 Rigorous learning experiences for all students
 Authentic learning experiences for all students

Three-Stage Design Process
Stage 1:
Identify
Desired
Results
Stage 2:
Determine
Acceptable
Evidence
Stage 3:
Create
Learning Plan

Stage 1: Desired Results
In stage 1 of the planning process, the teacher
determines the learning goals, enduring
understandings and essential questions, and the
knowledge and skills students should have at the
end of the unit.
 Established Goals
 Understandings
 Essential Questions
 Knowledge & Skills

Established Goals
What relevant goals will this course/unit
address? Use content standards to
determine these goals.
When choosing standards consider:
 state standards
 school/district/state assessments
 data on student performance
 amount of time available

Meaning
Essential questions and
understandings help students
create purpose for the learning
experiences.
(2:38-4:50)

Understandings
A simple rule of thumb about understandings is that they are
prone to common misunderstandings. That’s what makes
them not so obvious and not truisms. So it is always wise to
consider the most likely student misunderstanding when
teaching for understanding…
(Wiggins & McTighe, 2012, p. 62)
o The modern novel overturns many traditional story elements and norms
to provide a more authentic and engaging narrative.
o Democracy requires a free and courageous press, willing to question and
investigate authority.
o A muscle that contracts through its full range of motion will generate
more force.

Essential Questions
The best questions evolve from being one that a teacher asks
to one that thoughtful people consider on their own. It isn’t
until the learners ‘own’ the question so as to proactively
explore the issues and challenges as they arise that we have
succeeded as designers and teachers.
(Wiggins & McTighe, 2012, p. 54)
o Who is my audience, and what follows for what I say and how I say it?
o What should I do when I’m stuck or fearful of making a mistake?
o How much power should leaders have?
o How can I turn this problem into something familiar/easier to work with?
o How much debt should I/we/the nation take on?

Handout #2

Examples
Understandings
 Effective users of technology
have access to many
perspectives but must be
discerning as they gather
information.
 Technology has changed
communication from more
face-to-face and time-bound
interactions to a more flexible
and fluid atmosphere.
Essential Questions
 How is technology impacting
the way in which people
gather information?
 Is communication helped or
hindered by 21st Century
tools?

Knowledge & Skills
What should students know and be able to do as a
result of this unit?
When delineating the knowledge and skills, consider:
 chosen content standards
 students’ prior knowledge
 Bloom’s taxonomy levels

Examples
Knowledge
 Key vocabulary: audience,
digital
 Search engines, qualities of
reliable information
Skills
 How to select key words for
a search
 How to use multiple sources
to write about a topic

Stage 2 Design: Acceptable Evidence
In stage 2 of the planning process,
the teacher determines what he or
she will accept as evidence that
students have met the desired
results outlined in stage 1, including
performance tasks and other
assessments.

Self-Assessment
 Turn to Sources of Assessment Evidence.
 Reflect upon your use of different types of assessment.
 Rate the use of each.
Consensus:
 Blue=Type of assessment you would most like to try – or try to
increase the use of
 Red=Type of assessment you currently use most often
Handout #3

Assessment Evidence

Assessment Plan Considerations
Alignment
Performance
Tasks
Jay McTighe, author of
Understanding by Design

Authentic Tasks
“…we want students to be able to apply what they know
flexibly and effectively to address new and realistically
contextualized issues and problems. With this end in mind,
we recommend that teachers set up genuinely rich and
realistically messy contexts for many unit and course
assessments, for it is when students are able to apply their
learning thoughtfully and flexibly under real-world
conditions that true understanding is demonstrated. A
benefit is that such tasks tend to be more meaningful and
motivating for students.” (Wiggins & McTighe, 2012, p. 71)

Authentic Tasks
 Math: Using past performance in the men’s and women’s
marathon, predict the men’s and women’s marathon times for
2020.
 Wellness: As the fitness consultant for a local fitness club,
design a program for a client. The program should be 16
weeks and build the strength, flexibility, and endurance of
your client. Include a description of your client’s beginning
fitness levels, and the expected fitness levels at the
conclusion of this program.

Aligned and
Unauthentic
Aligned and
Authentic
Misaligned
and
Unauthentic
Misaligned
and
Authentic
Handout #4

Backwards Design: Stage 3
In stage 3 of the planning process, the teacher
sequences the learning experiences and develops
specific objectives. At the unit level, the teacher
designs learning activities.
 Course Guide – delineation of units
 Unit Plans – sequence of objectives
 Teacher Lesson Plans – learning activities

3-2-1 Closing
 What are three big ideas related to this curriculum
development process?
 What are two questions you have about the process?
 What is one aspect of this process you think will most impact
student achievement?
Handout #5

Ub d for induction presentation

Recommended

Recommended

More Related Content

What's hot

What's hot (15)

Similar to Ub d for induction presentation

Similar to Ub d for induction presentation (20)

Recently uploaded

Recently uploaded (20)

Ub d for induction presentation