Nmsa Integrated Curriculum Handout

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+Using Understanding by Design to Integrate Curriculum

Kristina J. Doubet, Ph.D. James Madison University [email protected]

+GOALS: Participants will be able to …

 …use concepts to find authentic connections among content areas

 …create integrated curriculum that attends equally to all subject matter

 …construct learning experiences that foster student understanding and motivation

 …create performance assessments that encompass standards

And, in the process, address NMSA Standards 3,4,5

+PROs and CONS

 Why is Integrated Curriculum important?

 What are its drawbacks? What makes it difficult to create/ implement?

+ Requirements – NMSA SPAs   Standard 3 Middle Level Curriculum and Assessment – Middle level masters

candidates understand and analyze the major concepts, principles, theories, and research related to middle level curriculum and assessment, and they apply that knowledge in the practice.   K1. Understand that middle level curriculum should be relevant, inviting,

challenging, integrative, and exploratory.

  K3. Understand the interdisciplinary nature of knowledge and how to explore and make connections among subject areas and life situations.

  P2. Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing middle level curriculum.

  P4. Develop and implement an integrated and integrative curriculum. Standard 4 Middle Level Teaching Fields: Middle level masters candidates

understand and analyze the major concepts, principles, theories, standards, and research related to their teaching field(s), and they apply that knowledge in their practice.   K1. Possess a depth and breadth of knowledge in one or more teaching fields.   K2. Know how to use content knowledge to make interdisciplinary connections.

  P4. Teach in ways that help young adolescents understand the integrated nature of knowledge.

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 Integrate curriculum through more authentic connections

 Make sure one content area does not control the others

 Combine the study of integration with the study of assessment and planning

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An “big idea” word – usually an abstract noun – that acts as a “lens” through which to view content. Concepts can serve as “umbrellas” to unite related ideas.

Paraphrased from Lynn Erikson, 2003

What is a “Concept”?

 Perspective/perception  Judgment/Decision-making  Style/Uniqueness  Connectedness/connection  Interdependence  Big Picture  Community  Unity  Inquiry  Voice  Power  Conflict  Variation

  Communication   Relationships   Reflection   Tolerance   Collaboration/sharing   Survival   Compensation/adaptation

Sample Concepts How is Perspective Important to…

 Math:   Graphs and charts give us a visual perspective of numerical

relationships.

 English:   The perspective from which a story is told affects all other parts

of the story.

 Social Studies:   To fully understand a conflict or event, we must examine it from

multiple perspectives.

 Science:   “Scale” brings our perspectives closer to reality.

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+ Concepts in Action

Where do you have it?

“Shrew” Characters who had it (and why):

“Shrew” Characters who lacked it (and why):

Where do you lack it?

POWER

The degree of power we have is determined by both ourselves and our contexts.

Each content area has its unique challenges and concerns, however they share uniting concepts.

Using these concepts, we can find meaningful ways to integrate curriculum.

“Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive

roadmaps that guide the assignments they give students, the assessments they use to gauge students’ progress,

and the questions they ask in the give and take of classroom life. In short, their knowledge of the

discipline and their knowledge of pedagogy interact.” They are, therefore, able to anticipate the ‘conceptual

barriers’ that may keep students from understanding the content, and proactively develop methods for helping

students to circumvent these roadblocks.”

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

+ Basic UbD Template

Standards

Big Ideas with Transfer Power

Related Facts and Skills

Summative and Formative Assessments

Lesson Plans

Lesson, Unit, or Course Level

Those that fall under this “Umbrella”

Authentic/ Performance -Based (GRASP)

Ongoing and formative

Put “wheels on” the KUDs

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 Goal:

 Role:

 Audience:

 Situation:

 Product/Performance:

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  Goal: To assemble the best short fiction available to young readers into one volume

  Role: Editor of a Short Fiction Anthology

  Audience: Publisher

  Situation: You are compiling an anthology entitled, Now and Then: A Collection of Short Fiction from Established and Emerging Authors. You must decide which stories you will include. You can draw from stories read in class other stories of your choosing, and/or stories written by your classmates. You must advertise your inclusion-criteria, which should reflect our unit’s UKDs and EQ-s.

  Product: An annotated Prospectus explaining and defending your inclusion choices

Planning a focused curriculum means clarity about what students should:

UNDERSTAND:  “Big Idea” statements  Contain concepts  Hold “Transfer Power”  Principles/Generalizations

KNOW:  Facts  Vocabulary

BE ABLE TO DO: Skills   Basic Skills (Read non-fiction text)   Thinking Skills (analyze, solve, compare/contrast, discriminate fact/

fiction)   Skills Of the Discipline (What does an mathematician do? Engineer?)   Planning (Goal setting, use of time)   Social (cooperation, sharing)

+Understandings: These are the conceptual objectives you have for your students. They are statements that…

•  …Usually revolve around and contain important concepts

•  …Represent big ideas that have enduring value beyond the classroom.

•  …Reside at the heart of the discipline and are worthy of exploration

•  …Require “uncoverage” rather than coverage (of abstract or often misunderstood ideas)

•  …Offer potential for engaging students

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

+“Understand” Objectives

 Essential truths that give meaning to the topic

 Statements that have “transfer power” or allow students to investigate content through a variety of modes or on a variety of levels

 Stated as a full sentence beginning with the phrase, “Students should understand THAT…” (not “how” or “why”)

 Examples: Students will understand that…   …multiplication is another way to do addition.   …people migrate to meet basic needs.   …all cultures contain the same elements.   …entropy and enthalpy are competing forces in the natural world.   …voice reflects the author’s perspective & background.

Tomlinson ‘03

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+ Examples of Understandings Students will understand that…

Math:   …the dimensions of a shape exist in an interdependent relationship with

its other dimensions; change to one dimension results in changes in it other dimensions.

  …mathematical patterns help up decode the universe.

English  …fiction is a reflection (or refraction) of fact.  …the fiction of a given time period reflects peoples’ values during that time period.  …one’s writing is a reflection of him/her self

Science:  …life is organized into systems (ecosystem, respiratory system, cell system, etc.)  …systems are comprised of interdependent parts; change to one part of an system results in change in its other parts.*

Social studies:  …all cultures have beliefs, roles, traditions, economies, and technologies.  …a people changes and is changed by its culture.*  …a people’s cultural norms reflects its beliefs and values.

+“Know” Objectives

 Facts, names, dates, places, information and vocabulary; also includes procedural aspects

 Examples:   There are 50 states in the U.S.   Thomas Jefferson – the third president of the United

States (and other biographical data).   1492 – the year that Columbus is reported to have

discovered the Americas   “The Continental Divide” – a divide separating river

systems that flow to opposite sides of a continent   The multiplication tables   The steps of the scientific method   We can usually find these in our state standards

Tomlinson ‘03

+“Be-Able-To-Do” Objectives  Skills (basic skills, skills of the discipline,

skills of independence, social skills, skills of production)

 Verbs or verb phrases (not the whole activity)

 Examples:   Analyze text for meaning   Solve a problem to find perimeter   Write a well-supported argument   Evaluate work according to specified criteria   Contribute to the success of a group or team   Use graphics to represent data appropriately   We can usually find these in our state standards

Tomlinson ‘03

+Are These Understands, Knows, or Dos? Based on Virginia’s SOLs (Find the concepts in the Understandings)

  SCIENCE •  Design an experiment in which one variable is manipulated over

many trials. •  An experiment is a structured test of a hypothesis. •  Accurate observations and evidence are necessary to draw realistic

and plausible conclusions.

  HISTORY •  Formulate historical questions and defend findings based on inquiry

and interpretation. •  Exploration and colonization results in the redistribution of

population. •  The Middle Atlantic region was settled chiefly by English, Dutch,

and German-speaking immigrants seeking religious freedom and economic opportunity.

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+Are These Understands, Knows, or Dos? Based on NC’s EOG’s (Find the concepts in the Unders.)

  ENGLISH •  An author’s voice reflects his/her perspective. •  Point of view refers to the authors choice of narrator for his/her

story. •  Project the student’s voice into his/her work through reflective

interpretation of prior events

  MATH •  Apply geometric properties and relationships, including the

Pythagorean theorem. •  The formula for the area of a triangle is (½)bh. •  The dimensions of a figure exist in an interdependent

relationship with the figure’s perimeter, area, and volume.

Also – Identify the concepts present in the Understandings.

UNDERSTAND THAT: • A culture is defined by its government, religion, geography, customs, technologies, and products. • Clues about one part of a culture provides insight into other its other aspects.

KNOW: • Specific aspects of Egyptian Culture (government, religion, geography, technologies, products, customs)

BE ABLE TO: • Formulate and confirm theories about how ancient Egyptians built pyramids • Make connections among pyramids and other aspects of Egyptian culture (government, religion, geography, technologies, products, customs)

Ancient Egypt

+Concepts in Action

INTRODUCING INTERDEPENDENCE

Interdependence: A situation in which the parts of a system depend upon and are affected by all of the other parts; change to or action by one part of an interdependent system brings about change in/action by the other parts of that system.

• Music • Science • Relationships • Dance • Self-Reflection • Sports

Pick one of the systems listed on the left, and discuss with a

partner how the parts of that system work together in an

interdependent fashion.

+Concept

Understandings = Big Idea Statements "Knows"

= Facts

"Be able to Dos" = Skills

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+Interdependence

Understanding: Change to one element of a story will result in change to the other elements.

Facts: Definitions of setting, plot, point of view, conflict...

Skills:  Analyze the impact of historical perspective on a piece of writing.  Determine the effects of a story’s point of view.

+Interdependence

Understanding: Change to one component of an ecosystem will bring about change in the other parts.

Facts: Definitions of ecosystem, habitat, predator, prey, scarcity, etc.

Skills:  Determine the make up of a particular ecosystem.  Analyze cause and effect relationships within an ecosystem (etc.).

Science Example  Concept: Perspective

 Topic: Solar System

 Understand that…   The human perspective does not necessarily reflect the reality of

spatial relationships.   “Scale” brings our perspectives closer to reality.

 Know:   Distance between planets and their moons, other planets, and the

earth; what causes the seasons; ratio, scale

 Do:   Discover and analyze distances and convert to ratios   Create scale models, illustrations, etc. of solar system   Analyze the impact of distance on other natural phenomena.

Language Arts Example

 Concept: Perspective  Lesson Topic: Characterization  Understand:

We figure out what characters are like by perceiving their words and actions; different people may perceive the same character in different ways.

 Know: Definition of characterization; different ways to describe

characters  Do:  Characterize a main and supporting character.  Describe a character from 2 different characters’

perspectives and note/explain differences.

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+Math Example

 Concept: Perspective

 Lesson Topic: Graphing Linear Inequalities   Understand:

  The solutions of linear inequalities provide a visual perspective on coordinate planes.

  Know:   Coordinate plane (def.); linear inequality (def. and sample

solutions); linear inequalities have an infinite # of solutions

  Do:   Graph the appropriate line

  Choose a point on either side of the line

  Test the point to determine if it satisfies the inequality

  Shade the side that contains the solutions

Courtesy of Chicopee HS Teachers History Example  Concept: Perspective  Lesson Topic: World Leaders  Understand:

We can figure out what leaders are like by perceiving their words and actions; different people may perceive the same leader in different ways.

 Know: Important national and world leaders; different

biographical facts and contributions of different leaders

 Do:  Describe a national or world leader.  Distinguish how that leader would appear from 2 different

characters’ perspectives  Analyze the effects of perspective on description

+UNDERSTANDING BY DESIGN BACKWARDS DESIGN

WHAT ABOUT ESSENTIAL

QUESTIONS?





 Examples: Students will understand that…   …the human perspective does not necessarily reflect the reality of

spatial relationships.   … different people may perceive the same leader in different ways.   …graphs and charts give us a digestible perspective of large amounts

of data; we choose a certain graph to present a certain perspective.   …authors employ literary techniques in order to manipulate the

reader’s perspective of characters, conflicts, etc.

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of data; we choose a certain graph to present a certain perspective.   …authors employ literary techniques in order to shape the reader’s

perspective of characters, conflicts, etc.

+Essential Questions: Deep questions that will help students “unpack” the understandings

 Students will understand THAT…the human perspective does not necessarily reflect the reality of spatial relationships.  What about our human perspective is limiting?  How do we judge the accuracy of our

perceptions?  In what ways can we discern the truth?






spatial relationships.   … different people may perceive the same leader in different ways.   …graphs and charts give us a digestible perspective of large amounts of

data; we choose a certain graph to present a certain perspective.   …authors employ literary techniques in order to shape the reader’s



Students will understand THAT…different people may perceive a leader in different ways.

 What colors our perceptions of leaders?

 Are these perceptions constant or can they change?

 What might change someone’s perspective of a leader?

 Why do different people perceive the same leader in different ways?

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 Students will understand THAT… …graphs and charts give us a digestible perspective of large amounts of data; we choose a certain graph to present a certain perspective.

 What are the advantages of each type of graph? What perspectives do they afford?

 How do we determine which graph to use?

 Is manipulating our graph choice the same as manipulating the truth? Why or why not?







of data; we choose a certain graph to present a certain perspective. .   … authors employ literary techniques in order to shape the reader’s



 Students will understand THAT… authors employ literary techniques in order to shape the reader’s perspective of characters, conflicts, etc.

 How can literary techniques influence our perspectives?  Are some literary techniques more effective than others in

shaping perspective?  How do authors select the proper tool for the appropriate

purpose?  Can different readers emerge with different perspectives

of the same character, conflict, etc.? If so, why?

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 How do we put this into action?

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Unit consists of both Team and Individual components:

  TEAM – Representatives from each content area developed the following:

  Concepts which ALL parties agreed were central to their disciplines (e.g., conflict, change, power)

  Understandings – containing these concepts –which all parties agreed were central to their disciplines (e.g., “Conflict produces change.”)

  INDIVIDUALS   Standards-based, content-specific unit topics that would

revolve around the concepts and understandings developed by the group

  Associated facts and skills for each individual’s content area and the state/national standards to which they corresponded

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(Continued)

  TEAM designed a “Group GRASP” Performance Assessment that would…   …assess the general understandings developed by the team   …assess the facts and skills from each individual unit were

naturally addressed by the Group Grasp   …be assessed by a common rubric (which the team

developed)

  EACH INDIVIDUAL developed…   … his/her own complete UBD unit for his/her content’s

topic, complete with Stage 3 “Learning Plan”(lesson plans with formative assessments)

  … a test which measured all of the Understandings, Facts, and Skills which were NOT assessed by the Group GRASP

+ Basic UbD Template

Standards

Big Ideas with Transfer Power

Related Facts and Skills

Summative and Formative Assessments

Lesson Plans

Lesson, Unit, or Course Level

Those that fall under this “Umbrella”

Authentic/ Performance -Based

Ongoing and formative

Put “wheels on” the KUDs

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What does the TEAM portion look like in UbD Format?

Understandings common to all 4

Disciplines

Essential ?s common to all 4

Disciplines Facts/Skills from each discipline that fit

under these conceptual umbrellas

Group GRASP Performance

Assessment and Rubric which

addressed all of the above.

X

X

X +

What did the INDIVIDUAL portion look like in UbD Format?

Subject-Specific Understandings w/ same concepts as

Group portion

All Facts/Skills addressed by both individual and group portions (*=Group)

Formative Assessments used

in each Lesson (described in

“Learning Plan”)

Summative Test and key (to address

UKDs and standards not addressed by Group Grasp)

Those addressed by both individual and group portions (*= Group)

Subject-Specific Essential Questions

5-7 days of lesson plans in prescribed design format (Hook, etc.)

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  Goal To protect endangered wildlife.

  Role Local environmentalist or specific animal advocate

  Audience Congressmen and Virginia state representatives, wildlife experts, chemical engineers who specialize in pollution control

  Situation Choose one local plant and one local animal from same location (land area or water). Consider how a change in the environment regarding pollution/litter could affect how this plant and animal have their needs met. Persuade the community and state representatives to help protect these organisms

  Performance Task Design a campaign and create a bill. The campaign and bill will incorporate research about selected plant and animal – including statistics (in the form of graphs) – as support in its effectively and persuasively written prose. It will include documentation to reflect all stages of the lawmaking process.

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Questions to Consider:

  Does each unit use concepts to find authentic connections among content areas?

  Do the integrated curriculum units attend equally to all content areas (or are three in service to one)?

  Does each GRASP present students with learning experiences that foster student understanding, inquiry, and motivation

  Does each performance assessments encompass standards?

  Does this assignment address NMSA Standards 3,4, and 5?

Education

Nmsa Integrated Curriculum Handout