curricular expectations: understanding by design and atlas curriculum mapping
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Curricular Expectations: Understanding by Design and Atlas Curriculum Mapping. Gantzer EdPower Leadership Institute 2013. Session Overview. By the end of this session, you will:. Identify the methods of accountability for curriculum mapping - PowerPoint PPT PresentationTRANSCRIPT
Curricular Expectations: Understanding by Design and Atlas Curriculum Mapping
GantzerEdPower Leadership Institute 2013
• Identify the methods of accountability for curriculum mapping• Identify components of a quality backwards designed unit map using the Curriculum Team’s Atlas Audit Rubric and exemplar maps•Evaluate a sample unit map in Atlas using the network Atlas audit rubric
By the end of this session, you will:
Session Overview
Core Ideas from Leverage Leadership:
• Every day teachers make choices about what students learn and how they learn it. Good instructional leadership is about making these choices explicit, and making teachers choose intentionally.
• Autonomy in lesson planning for all teachers only guarantees one thing: that some teachers will have the “freedom” to fail to plan effectively.
Why?
• Atlas Curriculum Audits (refer to rubric)• Once/month (due by the 15th, but can happen at any
time)• Performed by Curriculum Team• General feedback given to leaders
• Atlas Maintenance (refer to cheat sheet)• Leaders should use feedback to guide feedback to
teachers.• Instructional leaders should use Atlas when reviewing unit
materials (unit plans, assessments, and lesson plans) to address any gaps in teacher understanding, ability, or compliance in between audits.
Atlas and UbD Oversight
3 Stages of Curriculum Design:
1. Identify Desired Results• Standards• Essential Questions and Understandings• Key Knowledge and Skills
2. Determine Acceptable Evidence• Rigorous, standard-aligned assessments
3. Plan Learning Experiences and Instruction• Daily rigorous, objective-driven lesson plans
• A Curriculum-Writing FrameworkUnderstanding by Design
Stage 1: Identify Desired Results
Understanding by Design
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3 bedroomsSafe Neighborhood;
Close to workOpen concept
Below $250,000Wants:+2,000sq. Ft.BasementHardwood floors
New appliancesEntertaining Space
• Standards• Aligned to appropriate grade level and content• Can feasibly be taught in the identified time frame• FMMs and Exemplar Review
• Essential Questions (refer to handout)• Key inquiries about important and transferable ideas
within the discipline• Open-ended, provocative, require higher-order thinking
and support• Intent outweighs form• Overarching, Topical, Metacognitive• FMMs and Exemplar Review*A word of caution
Stage 1: Identify Desired Results
Understanding by Design
Math Exempla
r
EnglishExempla
r
• Understandings (New this year!)• Core generalizations based on big ideas of the
content and/or discipline• General answer to an essential question (not always)• Higher-level concepts students will evaluate using
knowledge and skills from unit• FMMs and Exemplars
• Key Knowledge• Facts, concepts, generalizations and principles
important for students to know• Often comprehension and recall• FMMs and Exemplars
Stage 1: Identify Desired Results
Understanding by Design
Science Exempla
r
Physical Educati
on Exempla
r
• Key Skills• Skills and processes students will practice as they work
with the content• Daily objectives (SWBATs); always begin with an action
verb• Align with identified standards and can feasibly be
taught within the identified time frame• FMMs and Exemplars
*Note on alignment of Stage 1 components
Stage 1: Identify Desired Results
Understanding by Design
Math Exempla
r
Check for Understanding
Stage 1
Understanding by Design
Stage 2: Determine Acceptable Evidence
Understanding by Design
• Assessment (Improved focus this year!)• Presentations, projects, tests, quizzes, etc. that
measure student mastery of the content• Rigorous, aligned to standards, and created at the
beginning of the unit (used to drive instruction)• FMMs and Exemplars
Atlas
*Note on Instructional Expertise
Stage 2: Determine Acceptable Evidence
Understanding by Design
Math Exemplar
Stage 3: Plan Learning Experiences and Instruction
Understanding by Design
• Learning Ladder/Lesson Plans• Daily lessons used to promote learning
(uploaded in advance)• Plans contain all components of a quality lesson
(objective, assessment, do now, I do, we do, you do)
• FMMs and Exemplars
• Reflection (Arlington only)• Thoughtful examination of strengths/weaknesses
of unit• Syllabi (Tindley only)
• Complete, aligned, and current
Stage 3: Plan Learning Experiences and Instruction
Understanding by Design
Science and
English Exemplars
English and PE
Exemplars
• Break up into teams of 4-5• Groups will be randomly selected to answer a question about UbD components, Atlas Audit points, and/or frequently made mistakes
• Groups will have 30 seconds to come up with a “final answer”
Understanding by Design
Quiz
• Independently, evaluate the two sample maps using the Atlas Audit Rubric.• Give each category a score of 0-2 and
determine an overall score.• Have comments prepared to justify your score
for each category.• Think through what feedback you’d give to this
teacher
• Witherspoon: Spanish 1 (Teacher Map) Para Mantener la salud
• Tindley Curriculum: Math Procedures 6 Numbers, Expressions and Equations
Application: Unit Map Critique
Connect and Reflect: How does the picture below relate to Understanding by Design and/or Atlas Curriculum Mapping?