Curriculum Design

Curriculum Design

Curriculum Design

Curriculum Design

Curriculum Design Tools

Curriculum Maps

Standards and benchmarks

Understanding by Design (UbD)

Atlas Rubicon

Curriculum Maps

Curriculum Maps Maps use a timeline to organize

curriculum.

Maps promote planning.

Maps promote communication and collaboration.

Maps promote an articulated curriculum.

Maps promote professionalism and teaching creativeness.

Curriculum Maps

Curriculum Map #1

Curriculum Map #2

Curriculum Map #2

Standards Standards indicate how well the student

must perform, at what kinds of tasks, based on specified content.

3 types of standards Content standards answer the question,

“What should students know and be able to do?”

Performance standards answer the question, “How well must students do their work?”

Design standards answer the question, “What worthy work should students encounter?”

Curriculum Map #2

Standards and Benchmarks

Grade 2 Science = Earth Science: Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the feature of Earth by means of both constructive and destructive forces. All life, including human civilization is dependent on Earth’s water and natural resources. SC.2.E.6.1 = Recognize that Earth is made up

of rocks. Rocks come in many sizes and shapes.

SC.2.E.6.2 = Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

Understanding by Design


Unit = Short for a “unit of study”. Units represent a coherent chunk of work in courses or strands, across days or weeks. An example is a unit on natural habitats and adaptation that falls under the 3rd grade science (the subject). Though no hard and fast criteria signify what a

unit is, educators generally think of a unit as a body of subject matter that is somewhere in length between a lesson and an entre course of study; that focuses on a major topic or process and that lasts between a few days and a few weeks.




Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction

Stage 4: Reflection


Stage 1: Identify Desired Results What are the desired student learning

outcomes for the unit? What will students know and be able to do after they complete the unit?



Stage 2: Determine Acceptable Evidence What assessment tools, project completion,

presentations, rubric design, tests, quizzes, etc. will appropriately assess and inform that students have met the desired outcomes?




Stage 3: Plan Learning Experiences and Instruction After determining the desired results and the

acceptable evidence, what teaching methodology, lessons, classroom experiences and activities will best achieve the desired learning outcomes?




Stage 3: Plan Learning Experiences and Instruction

Stage 4: Reflection

UbD Stage 1 Identify Results

Standards Understandings Knowledge & Skills Essential Questions

UbD Stage 2 Assessment Evidence: 6 Facets of

Understanding Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge

UbD Stage 2 6 Facets of Understanding

Can explain – provide thorough, supported and justifiable accounts of phenomena, fact and data

Can interpret Can apply Have perspective Can empathize Have self-knowledge


Can explain Can interpret – tell meaningful stories; offer

apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models

Can apply Have perspective Can empathize Have self-knowledge


Can explain Can interpret Can apply – effectively use and adapt what

we know in diverse contents Have perspective Can empathize Have self-knowledge


Can explain Can interpret Can apply Have perspective – see and hear points of

view through critical eyes and ears; see the big picture

Can empathize Have self-knowledge


Can explain Can interpret Can apply Have perspective Can empathize – find value in what others

might find odd, alien or implausible, perceive sensitively on the basis of prior direct experience

Have self-knowledge


Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge – perceive the

personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understanding and why understanding is so hard

UbD Stage 3 Learning Activities

“Note that the teacher will address the specifics of instructional planning – choices about teaching methods, sequence of lessons, and resource materials – after identifying the desired results and assessments. Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.”

UbD Stage 4 Reflection

What worked and didn’t work? Should the sequence be changed? Should additional activities be added or some

deleted? Are there supplemental activities that can be

added to modify instruction for special needs students?

Atlas Rubicon

Assignment Today1. Working with your team, select a unit to

begin to develop using the Understanding by Design template.

2. Review the standards and benchmarks to ensure they are accurate for the unit.

3. * Create a list of what knowledge students should have and what skills students should have.

4. * Develop the enduring understanding(s) for the unit.

Education

Curriculum Design