Transcript Document
Artifact 12
A 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
An Elementary Curriculum
Bo Arthur, Adrienne McElroy,
Carole Robbins, Lauren Shamus
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 differences
Summarize and note take
Reinforce effort and provide recognition
Provide opportunities for practice through
homework
Nonlinguistic representation
Cooperative Learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
Social Forces
Constant change of social forces
demands curricular change
Implementation of new highstakes 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 Budget
K-2
3-5
CRT
Teacher
Pay
Materials
$3780
$3780
$630
$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 understandings
Essential questions