Transcript Power Point: Understanding by Design

West Side
High School
Curriculum
Mapping
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What is curriculum mapping?
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Curriculum mapping is a calendar-based (monthly)
process for collecting and maintaining an ongoing
database of the operational and planned curriculum
throughout a learning organization.
Curriculum mapping asks teachers to design the
curriculum via authentic examination,
collaborative conversation, and student-centered
decision making
What are the benefits?
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Curriculum is available at a glance.
Enables analysis of outcomes
Facilitates faculty discussion and
understanding of the curriculum.
Allows alignment of the curriculum.
Curriculum maps are designed by teachers for teachers to
aid in generating ongoing collaborations focused on student
learning.
Collaboration: To work together, especially in a joint intellectual
effort
Eight Tenets of Curriculum Mapping
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Curriculum mapping is a multifaceted,
ongoing process designed to improve student
learning.
All curricular decisions are data-driven and
in the students' best interest.
Curriculum maps represent both the planned
and day to day learning.
Teachers are leaders in curriculum design and
curricular decision-making processes.
Eight Tenets of Curriculum Mapping
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Administrators encourage and support
teacher-leader environments.
Curriculum reviews are conducted on an
ongoing and regular basis.
Collaborative inquiry and dialogue are based
on curriculum maps and other data sources.
Action plans aid in designing, revising, and
refining maps
Hale, J. A. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand
Oaks, CA: Corwin Press.
The Mapping Cycle
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Mapping is a continuous cycle of reviewing
and making decisions based what has actually
happened, compared and contrasted with
curriculum planning through ongoing
departmental and school-wide dialogue.
Mapping Is An Ongoing Process
Organize
information on to
common map
format
Current
curriculum and
State/Other
Standards
Revise
map
Teach
from
map
Create a
draft of
map and
share with
faculty
The Empty Chair
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Whenever review teams or entire staffs meet in
person, there figuratively an empty chair in the
room. This chair represents all of the students in a
school.
Data-driven Reviews and Collaborations
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There must be data to support changing,
stopping, starting, modifying, or developing
teaching practices.
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Curriculum maps are a form of data!
Why Map?
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Three common reasons why learning
organizations choose to map…
Three Reasons To Map
1. Issue Motivated Initiative
School is mapping to address a specific problem or
series of problems such as low test scores or
graduation rates. Stakeholders are looking for quick
results in a specific area or areas. However,
Curriculum Mapping is not designed to be a “quick
fix” and then discarded.
Three Reasons To Map
2. School-based Initiative
School begins mapping because some administrators
and/or faculty have learned about mapping and
believe that it will help students improve and
succeed. They know or feel there are gaps,
redundancies, and absences in the curriculum and
want to create horizontal and vertical integration.
Three Reasons To Map
3. Good to Great
A school or district is looking to stay successful or
to continually improve Adequate Yearly Progress
(AYP) scores. They are looking to mapping as a
catalyst for ongoing curricular dialogue and
professional development.
Curriculum Maps as evidence
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Curriculum Mapping is designed to provide
ongoing evidence via curriculum maps and
other data that empowers teachers to discover
and resolve inconsistencies in curriculum that
may contribute to lack of student progress.
Regardless of what is the
purpose of your initiative…
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Curriculum maps are not used for teacher
evaluation or punitive purposes
Curriculum Mapping
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Systemic Second-Order Change
It is all about doing business differently.
Please realize up front that everyone will be
learners for some time and as with all learners
knowledge is best presented in small steps…
So, let’s take a look at the types of maps…
Four Types of Curriculum Maps
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Diary Map
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Projected Map
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Consensus Map
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Essential Map
Diary Map
A personalized map recorded by an
individual person that contains data
reflecting what really took place during a
month of learning and instruction. Not done
as a team.
Projected Map
A map that has been created by an individual
person for a discipline or course before the
actual yearly testing out of its “planned
itinerary”
Consensus Map
A map designed by two or more educators at the
school level who have come to agreement on the
course learning. Serves as the planned-learning map;
all who teach the course use the Consensus Map as a
foundation for his or the course instruction. There is
flexibility in additional topics, length of units,
assessments, resources, and activities so that each
teacher teaching the course can use their professional
judgment.
Essential Map
A map created via a team of educators (such as a
district level task force) that is representative of
district learning expectations. The Essential Map
serves as the base-instruction map wherein all who
teach the course use the map to plan learning and
create collaborative, consensus maps and/or personal
projected Maps
Remember
Curriculum Mapping is NOT…
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STATIC …Curriculum maps serve as the
living, breathing, ever-changing, archived
history of student learning. Mapping is formal
work and takes time. The improvement in
student—and teacher—learning makes both
the work and time worthwhile!
Essential Understandings
Developing Understandings
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The big ideas of a subject or discipline
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A road map for the year or for several years.
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The most important part of a discipline or subject.
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Revisited throughout the year
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Revisited throughout the time the student is in school
Understandings are cumulative
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As the student’s skill level and knowledge
base grows, they will be able to explore the big
idea in more complex ways. These
understandings provide the purpose for
students to use the knowledge and skills they
are developing in the subject.
Some examples of
understandings might be:
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Patterns
Turning Points
Interdependence
Cycles
Communication
Revolution
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Family
Choice
Equality
Conflict
Equilibrium
Interaction
Steps to Developing
Understandings:
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Look at your Knows and Dos lists, and identify what
information is most important and what are assessment
priorities.
Create a title for this list of information. The title is the
umbrella idea where all the information would fit. It may be
necessary to group items under several smaller titles and then
to ultimately combine the smaller titles to one overarching
title.
Assess if this title represents an idea that is essential to
working in the subject or discipline. If it does then the title is
likely an Understanding Goal.
Criteria for an Understanding Goal
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Is the Understanding Goal written in language to
engage students?
Is it likely that the Understanding Goal would
make sense to students?
Is this understanding goal relevant to other
subjects or is it interdisciplinary?
Can students demonstrate progress towards this
Understanding Goal through some form of “real
world” project or action?
Essential Questions
Essential Questions
• Are arguable-and important to argue about.
• Are at the heart of the subject.
• Recur--and should recur--in professional work,
adult life, as well as in the classroom.
• Raise more questions.
• Raise important issues.
• Provide a purpose for learning.
Essential Questions
• Are provocative, enticing, and engagingly framed.
• Are higher-order, in Bloom's sense: they are always
matters of analysis, synthesis, and evaluative
judgment. You must “go beyond” the information
given.
• Answers to essential questions cannot be found. They
must be invented.
Essential Questions
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Essential questions often begin with . .
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Why?
Which?
How?
What if?
Why do things happen the way they do?
How could things be made better?
Which is best?
What if this happened?
Essential Questions
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Should require one of the following
thought processes:
Requires developing a plan or course of
action
OR
• Requires making a decision
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Essential Questions
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Must a story have a moral? A beginning, middle, and
end? Heroes and villains?
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Is prejudice about race or class?
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What makes a family a community?
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Do statistics always lie?
Essential Questions
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Is gravity a fact or a theory?
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Is evolution a scientific law or a theory?
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In what way are humans animals?
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Do mathematical models conceal as much as they
reveal?
(From Understanding by Design: Curriculum and Assessment, pp. 34-35)
Guiding Questions
Essential vs. Guiding Questions
Essential
Guiding
•Asked to be argued
•Asked as a reminder, to
•Designed to “uncover”
prompt recall
new ideas, views, lines of
•Designed to “cover”
argument
knowledge
•Set up inquiry, heading
•Point to a single,
to new understandings.
straightforward fact
Guiding Questions
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These are the smaller questions that must be
answered in order to answer the big, essential
question.
They provide background and guide the work.
They tend to be more topic and subjectspecific.
Guiding Questions
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What are the essential skills that proficient masters of content
use to understand or master the content?
• For example:
• Good readers…
• Good writers…
• Good historians…
• Good mathematicians…
• Good scientists
Guiding Questions
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How do good scientists investigate questions?
How do good scientists make sure their research is correct?
How do good mathematicians solve math problems that
involve unknowns?
Assessments
Formative Assessments
• What assessments do you use that tell you what
students are struggling with and what you have to
teach or re-teach?
• These are your formative assessments, based on the
on-going formation of knowledge. Examples might
be writing conferences, lab reports, reading logs or
journals, performance assessments, e.g., assessing a
discussion or group work.
Assessments
Summative Assessments
• What assessments do you use that measure
students performance that tell you how much
knowledge or skill your student has gained
over the course of a unit or cycle? These are
summative assessments (The summary of the
students knowledge.)
Instructional Strategies
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What are some of the important lessons that you plan
to teach, and what are the activities that you will do
in class that will scaffold students skill building and
provide for the accumulation of knowledge about
content?
Activities
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What activities will you facilitate that will
inspire students’ interest and engagement?
What methods do you use: group work,
independent work, reading or writing or math
workshop, accountable talk or Socratic
seminar, using graphic organizers, etc.
Texts
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What texts do you have available to use or
what texts do you plan to seek out? What
supplementary readings will you provide?
Reflection on today’s work
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What have you completed so far on your map?
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What do you have left to do?
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What was most difficult?
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What do you wish you had more time to think about?
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What was the easiest, quickest part of the mapping?
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What would you like to see as the next steps, after the
maps are complete?
Understanding By Design
Understanding by Design
Grant Wiggins and Jay McTighe
What is backward design?
Understanding by Design
Grant Wiggins and Jay McTighe
•“This book provides a conceptual
framework, design process and template,
and an accompanying set of design
standards.”
•“It offers a way to design or redesign any
curriculum to make student
understanding more likely.”
Worth being
familiar with.
Important to
know and do.
Enduring
Understanding.
Wiggins & McTighe, p. 10
Interpretation
Explanation
Application
Enduring
Understanding
has
six facets
Perspective
Empathy
Wiggins & McTighe, Chapter 3
SelfKnowledge
the Backward
Design
Process…
Suggests a planning sequence with
three stages:
•Identify desired results
•Determine acceptable evidence
•Plan learning experiences and
instruction
Curriculum Designing
versus Classroom Planning
(and Classroom Management)
Understanding by Design
Grant Wiggins and Jay McTighe
Stage One: Identify desired results
•What overarching understandings are desired?
•What are the overarching essential questions?
•What will students understand as a result of this unit
or lesson?
•What essential and unit/lesson questions will focus
this unit/lesson?
Understanding by Design
Grant Wiggins and Jay McTighe
Stage Two: Determine acceptable evidence
What evidence will show that students understand?
• Performance tasks
• Projects
• Quizzes
• Tests
• Academic prompts
• Other evidence…observations, work samples, dialogues
• Student self-assessment
Understanding by Design
Grant Wiggins and Jay McTighe
Stage Three: Plan learning
experiences and instruction
•What knowledge and skills are needed?
•What teaching and learning experiences
will equip students to demonstrate the
targeted understandings?
Now the activities can be developed!
Learning experiences and
activities should evolve
after identifying desired
results and determining
acceptable evidence.
Grant Wiggins is fond of quoting Mae West:
“If it is worth doing, it
is worth doing
slowly.”
Backward design takes time…