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