Ub d for induction presentation

Maximizing Student

Achievement: Curriculum

Design

Presented by:Susan Carmody

Susan Carmody, Instructional Leadership Coordinator-English & Social Studies

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.

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 TimeIntroduction, Overview & Agenda 25 minutesPlanning Overview 16 minutesStage 1: Identify Desired Results 20 minutesStage 2: Determine Acceptable Evidence 20 minutesStage 3: Learning Plan 3 minutesClosing 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

CoverageJay 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.

http://www.ascd.org/Publications/Authors/Jay-McTighe.aspx?id=41486060001&nvid=a16b1


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”


Coverage



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.



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?”

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

Plan learning experience and instruction…“What are the most effective ways to get students there?”


Think-Write-Pair-ShareThink 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-ShareHandout #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


Agenda



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)

http://www.youtube.com/watch?v=WsDgfC3SjhM&feature=related


UnderstandingsA 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 QuestionsThe 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 & SkillsWhat 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



Handout #2


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





Agenda




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

Susan Carmody, Instructional Leadership Coordinator-English & Social StudiesACTIVITY TIME: 4 minutes

Handout #3


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Assessment Plan Considerations

Alignment

Performance Tasks

Jay McTighe, author of Understanding by Design

http://www.ascd.org/Publications/Authors/Jay-McTighe.aspx?id=41486060001&nvid=a16b1


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


Agenda



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



Agenda




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

Education

minutes susan carmody

unit students

teaching students

overview susan carmody

grade students

minutes stage

minutes stephen

twin sins susan carmody