CREATING A COHERENT
CURRICULUM THAT IS GOOD FOR
TEACHERS AND STUDENTS
Allison Zmuda
[email protected]
1
OUR GOALS
DAY 1
• Making the case for
UbD
• Identifying powerful
examples that can be
used in peer-to-peer
conversation and
design work
DAY 2
• Finish identifying
powerful examples that
can be used in peer-topeer conversation and
design work
• Planning for the
predictable missteps,
hiccups, and
grumpiness by design
• Modifying glossary
language to make it
accessible and helpful
2
ESSENTIAL QUESTION
How do we
design “space”
in our curriculum
and in our
classrooms to
grow learning?
3
KEY PRINCIPLE #1
The point of school is effective understanding,
not prompted recall of content.
Measurement of Understanding provides
opportunities to make sense of and transfer.
“Backward” Design articulates desired results
to mindfully plan assessment and instruction.
4
WHAT ARE WE TRAINING OUR KIDS TO
DO?
“At the core of the
UbD framework is
the intention that
students break
through, really get
it and use it—not
just for a test but
for life.”
Grant Wiggins
5
WHAT OUR STUDENTS WANT…
• We want to do work that makes a
difference to me and to my world.
• We want to learn with the media of our
times.
• We want to do work that is relevant,
meaningful and authentic.
• We want to be engaged intellectually
• We want stronger relationships with our
teachers, with each other and with our
communities locally, provincially,
nationally and globally.
6
PREPARING STUDENTS FOR
THE FUTURE
“There’s no competitive advantage today in
knowing more than the person next to you.
The world doesn’t care what you know.
What the world cares about is what you
can do with what you know.”
— Tony Wagner
7
KEY PRINCIPLE #2
The point of school is effective understanding,
not prompted recall of content.
Measurement of Understanding provides
opportunities to make sense of and transfer.
“Backward” Design articulates desired results
to mindfully plan assessment and instruction.
8
WHAT IS REAL UNDERSTANDING? HOW
DOES IT DIFFER FROM ‘KNOWS A LOT’
• If you really
understand you can...
• If you know a lot, but
don’t really
understand, you can
only...
9
GROUP THE ANSWERS
• If you really understand you can...
Connect
Figure Out
Support
Not just
Plug in
Teach
Use
Create
Say why
Apply
Interpret
10
CRUCIAL DESIGN IMPLICATIONS
Work must require students to:
– Learn how to use content in novel situations
– Confront endless problems with no obvious
answer and various plausible alternatives
– Face challenges that require figuring out
which prior learning applies here
– Handling varied situations: different
demands/audiences/purposes/options/constra
ints
11
KEY PRINCIPLE #3
The point of school is effective understanding,
not prompted recall of content.
Measurement of Understanding provides
opportunities to make sense of and transfer.
“Backward” Design articulates desired results
to mindfully plan assessment and instruction.
12
THREE STAGES OF BACKWARD
DESIGN
Stage 1: DESIRED RESULTS
Stage 2: ASSESSMENT EVIDENCE
Stage 3: LEARNING PLAN
13
WHAT DOES A CURRICULUM DESIGNER
USING THIS FRAMEWORK THINK ABOUT?
“As things are now, education is
so cluttered and tangled up with a
thousand senseless notions and
stupidities, that the task of
reformation is almost a
superhuman one. It is entirely a
task of taking away and reducing
– not one of adding to or
explaining. It is the task of the
sculptor, who cuts the superfluous
marble off, rather than that of the
wax-workman who lays on the
stuff thicker and thicker.” – Walt
Whitman
14
REALITY FOR MANY
What we hope for
our students often
does not line up
with the daily work
we assign them.
15
REEXAMINING BALANCE IN
CURRENT PRACTICE
In our instruction and assessment, are we:
– Mainly targeting skill and fluency?
– Providing scaffolded structures for performance?
– Giving students routine problems, challenges, or
questions?
– Focusing classroom time mainly on teacher-led,
whole-class discussion?
WHAT TO KEEP, WHAT TO LET GO
17
WHAT TO KEEP, WHAT TO LET GO
18
CHALLENGES TO
CLEANING OUT THE CLUTTER
What are your responses to Walt Whitman’s
observation? — It is entirely a task of taking
away and reducing – not one of adding to or
explaining.
19
WHAT UNDERSTANDING BY DESIGN IS
• A way of thinking
purposefully about our
curricular planning by
keeping the “end in mind”
• An emphasis on transfer,
meaning, and acquisition
in all three stages.
• An instructional emphasis
on educators are coaches
of understanding.
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20
Make
Meaning
Acquire
Authentic
Learning
Transfer
21
Transfer
22
Make
Meaning
23
Acquire
24
WHAT UNDERSTANDING BY DESIGN
IS NOT
• A rigid program or recipe.
• A set of lesson plans.
• A different way of “packaging”
what you are already doing.
• An exercise you are engaging
in for “new teachers”
• A way to show that you are
following the new standards.
• An unbalanced focus on
getting students ready for the
“test”
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25
YOUR GLOSSARY
• To promote clarity of
each component
(definition and value)
• To give every educator
a “measuring stick” of
what quality looks like
• To provide space for an
illustrative example that
resonates with staff
26
QUESTIONS TO FOCUS ON WHEN
VIEWING THE GLOSSARY
• What does it
mean?
• How do I know a
good one when I
see it ?
• What is a powerful
example for me?
27
THREE STAGES OF BACKWARD
DESIGN
Stage 1: DESIRED RESULTS
Stage 2: EVIDENCE
Stage 3: LEARNING PLAN
28
Make
Meaning
Acquire
Learning Goals
Transfer
29
UNDERSTAND THE BIG PICTURE
BEFORE ZOOMING IN ON THE DETAILS
30
UNDERSTAND THE BIG PICTURE
BEFORE ZOOMING IN ON THE DETAILS
31
TRANSFER
TRANSFER GOALS
DESIGN STANDARDS
Transfer
• Long-term in nature
• Emphasis is on
independent and
contextualized performance
• Help to establish purpose
and relevance by
answering common student
questions such as: “Why
should I learn this? “What
can I do with this?”
33
CONTENT IS A ‘TOOL’...
34
TOWARD WHAT END?
35
WHAT WERE WE AFTER ALL YEAR?
By the end of THIS
year, students on
their own should
be better able to
effectively…
36
MATH TRANSFER GOALS
• Based on an examination of the problem/situation, initiate
a plan, execute it, evaluate and explain the
reasonableness of the solution.
• Demonstrate automaticity in basic computation and
critical vocabulary
• Investigate and explain how mathematical concepts can
relate to one another in the context of a
problem/situation* or abstract relationships.
• Demonstrate perseverance* by making an attempt,
evaluating strategy/solution, and being flexible when
working on problems, situations, or concepts.
• Communicate effectively in a variety of ways* based on
purpose, task, and audience using appropriate vocabulary.
CAREER TECHNICAL SCIENCE
TRANSFER GOALS
• Compete in the marketplace through their training,
experience, and certification (as appropriate)
• Communicate effectively based on purpose, task, and
audience using appropriate vocabulary
• Develop a career pathway by exploring and pursuing
viable options based on interests, experience, and
aspirations
• Demonstrate professionalism through exhibiting
attentiveness, growing from feedback, continuing to make
a good impression, and adhering to industry standards
SAMPLE ESL TRANSFER
Consumption of textGOALS
(reading, listening, viewing)
Student: I can read any text on my own with
confidence because I have the necessary strategies.
– Teacher: Comprehend any text by inferring and tracing
the main idea, critically appraising use of language and
imagery, and making connections
– Teacher: Analyze an author’s/speaker’s/artist’s theme(s)
through examination of figurative language, sentence
structure, and tone
– Teacher: Analyze textual evidence to make predictions,
draw conclusions, or establish generalizations
SAMPLE ESL TRANSFER
GOALS
Production of text (writing, speaking, visual)
Student: I can express information and ideas
with confidence.
– Teacher: Communicate effectively based on
purpose, task, and audience using appropriate
vocabulary and conventions
Student: I can create text that is worth sharing
with others.
– Teacher: Carefully draft, edit, and polish work to
make it publishable
MEANING
UNDERSTANDING
DESIGN STANDARDS
• Are inferences students
should realize or derive as a
result of the work of the unit
• Are framed as full sentences
• Help learners make sense of
otherwise discrete facts and
skills; they “connect the dots”
• Cannot be simply transmitted;
they must be “earned” by the
learner
Make
Meaning
42
MATH UNDERSTANDINGS
DOMAINS OF MATH
• The value of a number is quantified by the
placement of its digits.
• Certain mathematical manipulations preserve
the relationship in an expression or equation,
even though they change the representation.
• The properties of a shape do not change when
it is reflected, rotated, or translated.
• There are many appropriate units that can be
used to measure an object(s), but the precision
is dependent on the situation.
43
MATH UNDERSTANDINGS
MATH PRACTICES
Use appropriate tools strategically.
• The choice of a mathematical tool depends upon
the information you have and the information you
want.
• The accuracy of a solution depends upon the
proper selection and effective use of a
mathematical tool.
Attend to precision.
• Attention to detail, such as specifying units of
measure and labeling, leads to clarity in
expressing mathematical information.
44
UNDERSTANDINGS FOR
READING: CRAFT AND STRUCTURE
• Identifying a text’s genre, purpose, point of view,
and organizational structure helps readers analyze
and comprehend the text.(4,5,6)
• Readers recognize that authors don’t always say
things directly or literally; sometimes they convey
their ideas indirectly (e.g., metaphor, satire, irony,
connotation). (4,5,6)
• Authors can express similar ideas within and
across genres. (5,6)
• By comparing texts, readers often gain greater
insight into those texts. (5,6)
• Readers can use context clues to determine
meaning of words/ phrases/ concepts. (4)
SCIENCE UNDERSTANDINGS
• Unbalanced forces cause change in
motion/position.
• Force and motion have direction and magnitude
and are measurable.
• Motion is relative depending on frame of reference.
• Energy is neither created nor destroyed, it just
changes forms.
• Energy can be transferred from one system to
another causing change.
46
UNDERSTANDING IN THE
PAPER
ESSENTIAL QUESTIONS
DESIGN STANDARDS
 Encourage active meaningmaking by the learner about
important ideas and issues
 Are open ended; have no simple
right answer
 Are meant to be investigated,
argued, looked at from different
points of view
 Raise other important questions
 Naturally arise in every day life
and/or “doing” the subject
 Are meant to recur; can be
fruitfully asked over time
Make
Meaning
48
NATURE OF INTELLIGENCE
“Intelligence cannot develop without matter to think
about. Making new connections depends on
knowing about something in the first place to
provide a basis for thinking of other things to do – of
other questions to ask – that demand more complex
connections in order to make sense. The more
ideas about something people already have at their
disposal, the more new ideas occur and the more
they can coordinate to build up more complicated
schemes.”
— Eleanor Duckworth,
The Having of Wonderful Ideas
49
BUSINESS ESSENTIAL QUESTIONS
• What do the numbers tell you?
• How much does this really cost?
• When do I need to be the expert and when
can I hire one?
• What makes this business work? How can
we grow it?
• What are the rules that govern consumer
behavior? How can I use the rules to sell
my product?
ESSENTIAL QUESTIONS:
EARTH SCIENCE: ASTRONOMY
• What are the parts of the system and how do
they work together?
– (More concrete version…What is the
relationship between the Earth, moon, and
sun? How does the relationship affect us?)
• How can data be used to identify patterns
and predict the future?
– (More concrete version…What tide and
seasonal data can be used to identify
patterns and predict the future?)
51
ESSENTIAL QUESTIONS:
GEOMETRY (K-12)
• What kinds of attributes/ characteristics would I
use to describe this object? What category do
they belong to?
• How do these shapes/categories of shapes
compare with one another?
• What shape(s) can I create? How do I
describe/show its attributes?
• How can I tell/determine if these shapes are
congruent, similar, or neither?
52
ESSENTIAL QUESTIONS:
ANALYZING TEXT & DATA
• What is the relationship that I see in the
equation?
• How do I read between the lines?
• How do I use inferences to draw a
conclusion?
• Is my conclusion supported by my
details/evidence?
ESSENTIAL QUESTIONS:
PROBLEM SOLVING
• What’s my strategy? How is it working? What
do I do if I’m stuck?
• Where do I go for help?
• How am I learning from how other people see
or work on the problem?
• What is the best strategy for this given
problem?
What kind of problem/situation is this? Have I
seen it before? How do I use that past
experience to help me?
PUTTING THE PIECES TOGETHER
PRESENTATION OF KNOWLEDGE &
IDEAS
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• Audience and purpose
influence the structure,
language, method, and style
of communication. (4)
• Effective communicators
use media strategically to
share and enhance
understanding. (5)
• Effective speakers
deliberately choose
techniques to engage and
affect their audience. (6)
• How does knowing my
audience guide what I say
and how I say it? (4, 5,6)
• How do I/we create a plan to
communicate an idea? (4)
• How do I know if I've been
understood? (4)
• What tools should I use to
share my ideas? (5,6)
• How do I say or show what I
have observed and/or
learned? (4,5)
55
PUTTING THE PIECES TOGETHER
CONSTRUCTING EXPLANATIONS & DESIGNING
SOLUTIONS
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• Conclusions can only be as
• How can I use science to
strong as the quality and quantity
figure out the answer,
of the evidence, which is
solve a problem or design
dependent upon a variety of
a solution?
factors (e.g., controlling variables, • (Engineering, Gr. 3-5):
attention to precision and
What is the best model
accuracy, replication, selection of
based on my criteria and
reliable resources).
constraints?
• There is always more than one
• (Science, Gr. 3-5) What
solution to a given design problem
conclusions can I draw
but some are more effective than
from the patterns/trends in
others given the criteria and
my data? How do I know
constraints.
my conclusion is valid?
56
WHERE DO STANDARDS FIT IN?
58
STANDARDS ARE THE BUILDING
CODE, NOT CURRICULUM
THE STANDARDS ARE THE CODE…
 Taught and assessed
within the unit
 Feasible with existing
time frame and
resources
… But you still need to
envision it.
THE STANDARDS ARE THE CODE…
 Taught and assessed
within the unit
 Feasible with existing
time frame and
resources
… But you still need to
envision it.
UNPACK THE STANDARDS
• For knowledge and
skills
• For big ideas that can
lead to
Understandings and
Essential Questions
• For criteria that can
describe indicators of
quality work
62
63
64
65
ACQUISITION
66
CONTENT IS A ‘TOOL’...
Aug, 2010
67
...FOR WHAT PURPOSEFUL USES?
68
KNOWLEDGE AND SKILL DESIGN
STANDARDS
 Content knowledge
and skill should be
“means,” not an end
in themselves
 Only list enabling
knowledge and skills
that will be explicitly
taught and assessed
in this unit
SAMPLE ACQUISITION:
UNIT ON LINEAR AND INVERSE VARIATION
• Recognize linear and nonlinear patterns from verbal
descriptions, tables, and graphs and describe those
patterns using words and equations.
• Write a linear equation when given specific information,
such as two points or a point and the slope.
• Approximate linear data patterns with graph and equation
models.
• Use linear and inverse variation equations to solve
problems and to make predictions and decisions.
• Determine and communicate the differences between
linear and inverse relationships in tables, graphs, and in
equations.
THREE STAGES OF BACKWARD
DESIGN
Stage 1: DESIRED RESULTS
Stage 2: ASSESSMENT EVIDENCE
Stage 3: LEARNING EVENTS
71
POWER OF PERFORMANCE
TASKS
• Designed to produce defensible and
accurate descriptions of student
competence in relation to defined goals
• Measure current level of what they know,
do, and understand
• Inspire their work
• Document their accomplishments
PERFORMANCE TASK DESIGN
STANDARDS
 Requires application to a
new context
 Simulates challenges,
problems, or situations
that people face in their
life as citizens, workers,
and life-long learners
 Provides enough
information (e.g. clear
directions, rubrics,
models, graphic
organizers) to be able to
do it on their own
SAMPLE PERFORMANCE
TASKS
• Analyze real-world data to develop a price
point for a bake sale
• Use Newton’s Laws to debug a failed
design for a roller coaster
• Determine whether or not the trend of the
data supports investment in a business
• Persuade the public to stop using
antibiotics in treating viruses
74
WHAT’S THE PROBLEM?
75
WHAT’S THE PROBLEM?
• Exercises may be hard or easy but they are
never puzzling...the path toward the solution is
always apparent. In contrast, a problem is a
question that cannot be answered immediately.
• Problems are often open-ended, paradoxical,
and sometimes unsolvable, and require
investigation before one can come close to a
solution.
• To put it simply, you have a problem when you
are required to act but don’t know what to do.
76
K-1 SCIENCE
Working in groups, students will identify the
best parking spot in the school parking lot to
keep a car as cool as possible. Students will
justify why the spot they selected would
keep the car cooler than any other spot
using appropriate vocabulary (sun, shadow,
object).
http://just-startkidsandschools.com/
DEGREE OF TRANSFER
3 The Game
2 Game-Like
1 Drill
The task is familiar and
straightforward, with only
a few details changed or
is a more complex task
presented with explicit
reminders and directions
in terms of previously
studied material and
procedure.
Success requires only
that the student
recognize, recall and plug
in the appropriate prior
learning.
DEGREE OF TRANSFER
3 The Game
2 Game-Like
1 Drill
The task is complex but
is presented with
sufficient scaffolding or
cues to
simplify the demand and
suggest the approach
and content called for.
Success depends upon
realizing which past
learning applies and with
modest adjustments,
applying it in a
straightforward way.
DEGREE OF TRANSFER
3 The Game
2 Game-Like
1 Drill
Presented without overt cues
or scaffolding on content and
how to approach the task.
Task involves new or
varied contexts, different than
those studied. Success
depends on recognizing
where prior learning might
apply, making strategic
choices based on
understanding situation,
making adjustments based
on feedback.
DEGREE OF TRANSFER:
MATHEMATICS
• DRILL: Students compute the surface area and volume
of a container when provided its dimensions (and where
instruction taught them the appropriate algorithms for
computing volume and area.)
• GAME-LIKE: Students take their knowledge of volume
& surface area to solve a problem like: “What is the
largest area enclosure for an animal that can be built
out of a given number of fence sections?”
• GAME: Students apply their knowledge of volume &
surface area to solve a problem like: “What shape
permits the greatest volume of M & Ms to be packed in
the least amount of space – cost-effectively and safely?”
VALUE OF OTHER EVIDENCE
3 “The Game”
Straightforward,
not inherently
messy
Practice improves
performance
2 “GameLike”
1 Drill
SAMPLES OF OTHER EVIDENCE
INTERDISCIPLINARY
•
•
•
•
Constructed response
Short-answer response
Summaries of textbook, chapter
Oral delivery of what’s written down on
paper
• Visual representation of straightforward
GOAL IS BALANCED ASSESSMENT PLAN
• Measures
identified
goals
• Motivates
students to
exert effort
85
BALANCED APPROACH
• Skills tasks: tasks that
primarily test the ability
to manipulate and
compute
• Problems: tasks that
primarily test the ability
to model, infer, and
generalize
• Projects: tasks that
test the ability to
analyze, organize, and
manage complexity
86
GRADING POLICY
Based on our study in this unit of various
measures of central tendency, and the pros and
cons of using “averages” (calculating the mean
and other such measures) in various situations,
propose and defend a “fair” grading system for
use in this school. How should everyone’s
grade in classes be calculated? Why is your
system fairer than the current system (or: why
is the current system the fairest?).
87
FINANCIAL EDUCATION
PERFORMANCE TASK
You want to open your own checking account and there are so
many options out there promising you different perks if you
choose a particular bank. Research checking accounts for at
least three different banks and investigate each bank’s policies
on:
• Convenience (hours, locations, online banking, debit card)
• Interest rates
• Additional fees on checking accounts
• ATM Usage
• Minimum balances
• Transaction turn around time (time it takes check to clear)
Based on your research and analysis, select a bank and
checking account that best suits your needs and explain the
reasoning behind your selection.
88
9TH GRADE ENGLISH PERFORMANCE TASKS
• Stuck between a rock and a hard place. As a group identify an
ethical dilemmas to a group that are succinct, clearly stated, and
provide enough background context so that your classmates can
intelligently engage. (Note: the dilemmas are not personal ones,
but are authentic and interesting enough that it will inspire
immediate conversation).
• Obstacles of mythic proportions. Who are your Sirens? Who is
your Cyclops? Using the obstacles encountered throughout the
epic journey in the Odyssey, students produce a personal
narrative, short story, or scripted dialogue that illustrates the
same metaphors in their own lives.
• Hero archetype. Students describe hero archetype embodied in
The Odyssey and why it is so universally appealing. Students
then identify a contemporary application of that archetype and
elaborate on how one informs the other.
89
SCIENCE AND ENGINEERING
•
•
•
•
•
•
•
Plan & Design: Solve a problem or develop an idea by using the
engineering design cycle (ask, imagine, plan, create, test, share).
Analysis: Analyze data, information, artifacts, and/or textual evidence to
develop an explanation, interpretation, and/or determine impact.
Create Models: Create or enact a representation of a system, entity,
phenomenon or concept to define, quantify, or visualize; make thinking or
understanding visible.
Simulation: Recreate the conditions of a real-world process or system to
predict impact or results.
Demonstration/Presentation: Develop and deliver a demonstration
/presentation using visual, multimedia, sound, writing, and /or speech to
demonstrate understanding and/or communicate creative intent.
Aspirations and Actions: Identify a dream/goal and pursue it (e.g.,
postsecondary exploration and planning including career exploration, fieldbased learning experiences inside and outside of the classroom).
Inquiry and Investigation: Systematically develop questions and pursue
an explanation/pattern based on, but not limited to, known
information. (e.g. research, informative, position or policy, creative)
90
CRITERIA
Valid criteria and indicators based on
Stage 1 goals
Aligned with qualifiers within the
Standards
Key evaluative criteria can be used to
develop more detailed rubrics
91
CRITERIA DERIVED FROM THE
GOALS (NOT THE TASK)
“The most appropriate criteria are derived
from the Stage 1 goals being assessed, not
primarily from a particular performance task.
The criteria tell us where to look and what to
look for in specific task performance to
determine the extent to which the more
general goals have been achieved.”
— Wiggins and McTighe
92
93
94
THREE STAGES OF BACKWARD
DESIGN
Stage 1: DESIRED RESULTS
Stage 2: ASSESSMENT EVIDENCE
Stage 3: LEARNING PLAN
95
CHALLENGE STUDENTS TO THINK
“The one
who thinks,
learns.”
— Judy Willis
96
TEACHER INSIGHTS
MICHELE HONEYCUTT
• I assumed my role as a math teacher was to
determine the most efficient way to solve a
problem and then teach my students how to
mimic my procedures.
• I was simply teaching them to follow a recipe
without thinking about what they were doing.
• It’s not the students’ job to figure out what’s in
our heads; it’s our job to figure out what’s in
theirs.
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HOW DO I CREATE ENGAGING AND
EFFECTIVE LEARNING FOR EVERY
STUDENT?
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LEARNING PLAN
Acquire targeted knowledge and skills
Make meaning of important ideas
Equip students to transfer their learning
Use textbooks and other materials as
resources. (The textbook should support
the unit, not be the unit.)
Learn in a sequence that best supports
understanding and engagement
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ACQUISITION
Acquire
• GOAL: to learn vital facts and skills so that
they become automatic
• TEACHER’S ROLE: direct instruction via
lecture, presentation, graphic organizers,
convergent questioning, modeling, guided
practice and feedback
• LEARNER’S ROLE: attentiveness, lots of
practice, rehearsal
MEANING MAKING
Make
Meaning
• GOAL: active intellectual work by the learner to
make sense of the content and its implications
• TEACHER’S ROLE: facilitative teaching —
present probing questions and intellectual tasks
that resist an easy answer and demand thought;
model and teach strategies for building, testing,
explaining, and supporting meanings; continue to
model and acknowledge the value of persistence
• LEARNER’S ROLE: making inferences, forming
and testing a theory, looking for connections and
patterns
TRANSFER
Transfer
• GOAL: effectively apply and adapt prior learning to
novel and complex situations
• TEACHER’S ROLE: function like a coach and
observes student performance — establishes clear
performance goals with models; provides specific
feedback after performance; prompts learner to
reflect on what worked, what didn’t and why;
gradual release to make learner autonomous
• LEARNER’S ROLE: apply and adapt learning to a
particular problem, challenge, text, or situation
appropriately using the strategies, content and
skills
APPLYING YOUR LEARNING
• Code the following learning activities as
requiring Acquisition, Meaning Making, or
Transfer
– Discuss with partners at your table
– ACQUISITION: Learn, with accurate and timely
recall, important facts and discrete skills
– MEANING-MAKING: Make connections &
generalizations, using the facts and skills
– TRANSFER: Adapt your knowledge, skill, and
understanding to specific and realistic situations
and contexts
READING EXAMPLE
• Students memorize words from a vocabulary list.
• Students make a web of the words’ relationships
and concepts.
• Students group words and consider, What do
these words have in common?
• Students critique and edit a paper in which the
new words are misused.
• Students read a new story containing the new
words and explain their meaning in context.
• Students use the recently learned words in various
speaking and writing situations.
READING EXAMPLE
•
A
•
M
•
M
•
M
•
T
•
T
Students memorize words from a vocabulary list.
Students make a web of the words’ relationships
and concepts.
Students group words and consider, What do
these words have in common?
Students critique and edit a paper in which the
new words are misused.
Students read a new story containing the new
words and explain their meaning in context.
Students use the recently learned words in various
speaking and writing situations.
CODING LEARNING EVENTS
• Students study different graphs and data plots and
generalize about the pattern.
• Students learn the formula y=mx+b for linear equations.
• Students solve practice problems using the formula to
calculate slope.
• Students compare linear and nonlinear relationships and
explain the difference.
• Students examine various real-world relationships (e.g.
relationship of height to age, distance to speed, CD sales
over time) and determine which ones are linear
• Students develop equations and graphic displays for
representation relational data (with outliers and errors
contained in the data)
CODING LEARNING EVENTS
• Students study different graphs and data plots and
M
generalize about the pattern.
A• Students learn the formula y=mx+b for linear equations.
• Students solve practice problems using the formula to
A calculate slope.
• Students compare linear and nonlinear relationships and
M explain the difference.
• Students examine various real-world relationships (e.g.
M relationship of height to age, distance to speed, CD sales
over time) and determine which ones are linear
• Students develop equations and graphic displays for
T representation relational data (with outliers and errors
contained in the data)
CREATING A COHERENT
CURRICULUM THAT IS GOOD FOR
TEACHERS AND STUDENTS
Allison Zmuda
[email protected]
110
ESSENTIAL QUESTION
How do we
design “space”
in our curriculum
and in our
classrooms to
grow learning?
111
DAY 2 GOALS
• Identifying powerful examples that can be
used in peer-to-peer conversation and
design work
• Planning for the predictable missteps,
hiccups, and grumpiness by design
• Modifying glossary language to make it
accessible and helpful
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INSIGHTS
113
DIAGNOSTIC CHECK
Established
Goals
(Standards)
Understandings
Essential
Questions
Knowledge and
Skills
Learning Plan
Acquisition
Other Evidence
Assessment
Evidence
Meaning
Performance
Tasks
Desired Results
Transfer
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FINDING ILLUSTRATIVE
EXAMPLES
• Take time to review and add in helpful
examples
• Explain why your example meets design
standards to someone else
• Share “before” and “after” examples by
applying design standards
• Consider words that can and should be
clarified in the glossary
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YOUR GLOSSARY
• To promote clarity of
each component
(definition and value)
• To give every educator
a “measuring stick” of
what quality looks like
• To provide space for an
illustrative example that
resonates with staff
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REAL CHALLENGES
117
12 WAYS TO KILL UBD BY DESIGN
1.
2.
3.
4.
5.
6.
Fixate on terminology and
boxes in the Template
Mandate that every teacher
must use UbD for ALL of
their planning immediately
Introduce UbD immediately
as this year’s focus.
Attempt to implement too
many initiatives
simultaneously.
Assume that staff members
understand the need for
UbD and/or will naturally
welcome it.
Provide one introductory
presentation on UbD and
assume that teachers now
have the ability to
implement UbD well.
7.
Provide UbD training only for
teachers
8. Provide minimal UbD training
for some willing and expect
turn-key training of all other
staff by those few pioneers.
9. Train people in Stage 1 in
Year 1, Stage 2 in Year 2,
Stage 3 in Year 3 – insuring
no useful results will occur
for years, and big picture is
rarely seen.
10. Announce that UbD is the
official way to plan all
lessons from here on – even
though UbD is not a lessonplan system
11. Standardize all
implementation and
experimentation.
12. Start with any old unit. 118
WORRIES, FEARS
• Just getting started…
Identifying 2-3 areas
that we can plan to
avoid by design
• Already started…
Identifying 2-3 areas
that are potential
misunderstandings or
missteps and plan to
avoid by design
119
REFLECTION AND NEXT STEPS
• What stuck with
you?
• What do you want
to learn more
about next?
• What are you
going to try (again)
based on your time
here?
120
TOO MUCH INFORMATION FOR NOW?
Frequently Asked Question (FAQ)
Guide will be driven by your
questions and struggles
121
WANT MORE INFORMATION?
•
•
•
•
Website: www.learningpersonalized.com
Email: [email protected]
Twitter handle: allison_zmuda
Most recent books: Learning Personalized
(Jossey Bass, 2015); Real Engagement
(ASCD, 2015)
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