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Artifact 12 A PowerPoint on Understanding by Design. This artifact was developed during my graduate class School Curriculum: Elementary EDE 6205 Fall 2006. - PowerPoint PPT Presentation
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Artifact 12A PowerPoint on Understanding by Design.
•This artifact was developed during my graduate class School Curriculum: Elementary EDE 6205 Fall 2006. •My role in producing this project was as a member of a group. I was responsible for gathering research and contributing to the research base. In addition, I developed this PowerPoint presentation for the group. •100 A with positive feedback.
•This project addresses the following Florida Educational Leadership Standards: Standard 2: Instructional Leadership - The principal promotes a positive learning culture, provides an effective instructional program and applies best practices to student learning, especially in the area of reading and other foundational skills.
•Reflection: I learned a great deal about developing curriculum that is meaningful to student learning. Charlotte County utilizes Understanding by Design so I was familiar with it. I developed a deeper understanding for this curriculum model through this project.
Understanding by Design
Bo Arthur, Adrienne McElroy,
Carole Robbins, Lauren Shamus
An Elementary Curriculum
Philosophy and Aims of the School
Through the implementation of the new science curriculum student learning will be maximized
Curriculum Goals
All grades will integrate science into the content areas
Providing a rich science curriculum to all grades will develop scientific thinkers for our world
Measurable Outcomes
Year 1: 50% of our students will be on or above grade level on the state assessment instrument
Year 2: the bottom quartile will show 1 year’s growth on the state assessment instrument
Year 3: 70% of our students will be on or above grade level
A Description of the Process Used to Develop This Curriculum
Currently, Good Elementary School follows the district’s written curriculum
Our school uses traditional instructional methods such as direct instruction
Teachers use the basal as their main curriculum guide and start at chapter one and move through the chapters in sequential order
There is limited collaborative planning among teachers
Traditional paper pencil assessments are used that focus on lower level thinking skills
Teachers use assessments provided with text
Teachers do not have consistent expectations of student performance
Review of Best Practice
Classroom Instruction that Works by: Robert Marzano, Debra Pickering, and Jane Pollock
Identify similarities and differencesSummarize and note takeReinforce effort and provide recognitionProvide opportunities for practice through homeworkNonlinguistic representation Cooperative LearningSetting objectives and providing feedbackGenerating and testing hypothesesCues, questions, and advance organizers
Social Forces
Constant change of social forces demands curricular change
Implementation of new high-stakes tests requires immediate change
Good Elementary school’s population is predominantly white, upper-middle class, with two parent households
Parents have high expectations for their children to succeed on this new state test
The microelectronics revolution mandates the use of technology in the science classroom to enable students to participate in online activities and research
Providing all students regardless of disability with an equal opportunity for adequate education options
Human Development Theory
Intellectual development and achievement
Emotional growth and development
Cultural and social development
Child-centered approach
Review of Test Data
Good Elementary’s test scores in year one were deemed unsatisfactory
Only 30% of all students were proficient
Projected BudgetK-2 3-5 CRT
Teacher Pay
$3780 $3780 $630
Materials $300 $300 $100
Facilitators $840 $840
Total Budget: $10,570
Timeline
July- Three day curriculum workshop
August- UBD distribution and mandatory in-service
Program planners will attend weekly meetings with CRT
Weekly collaborative planning grade level meetings
Implementation
Teachers will be required to post UBDs in their classrooms for process monitoring purposes
Weekly administrative walk-throughs Professional learning communities will be formed
to discuss the new curriculum Plan books will be monitored ensure use of
essential questions Learning experiences that promote understanding
and mastery of enduring understandings
Evaluation
Stufflebeam’s context, input, process, product (CIPP) model will be used to evaluate curriculum
Surveys will be distributed to faculty to assess the success of the program
Context Assesses environment of the school Assesses student comfort with program Has student achievement increased Teacher attitude towards new curriculum
Input
Discussions will take place to decide whether or not the new model is meeting the overall goals of the school
Process
Administrators will check for compliance with newly implemented requirements
District administrators will also have an active role throughout the process to ensure proper implementation is taking place
Product
Determine if first year objective has been met
Decide on whether modifications need to be made for year two implementation
UBD Examples
Enduring understandingsEssential questions
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