Download - Sequencing Curriculum-UbD Model
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Sequencing the Curriculum
A Differing Approach to Scope & Sequence
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Typical Scope & SequenceProvides a linear march through the
curriculumDetailed and patient explanationTwo other (beyond linear) logical
organizational structures for curriculum: Narrative Application
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Student MisunderstandingCurriculum is often derived from the
one-stop, one-way march through textbooks
To teach the textbook only (without other resources) may exacerbate misunderstandings
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Form Follows FunctionThe Spiral Curriculum: A spiral of
big ideas, important tasks, ever increasing complexityUsing engaging problems and
sophisticated applications to deliver learning experiences
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A Natural Unfolding of Lessons
Traditional (linear) curriculum delivery is so natural and familiar that we have a difficult time seeing its weaknesses. Read about it, learn basic definitions, basic
elements, axioms, parts, and then build in a clear sequence
And yet, this is not how we best learn many things
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We Typically learn:Just enough to accomplish a given
taskWhen is the last time you read an
entire software manual before using the software?
We learn by failing a few timesWhen is the last time you allowed
students to fail first?
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The Narrative CurriculumConsider curriculum as a storyStories rarely lay out all facts and
ideas in a step-by-step fashionAlthough they are sometimes
illogical and incomplete, stories are much more likely to
engage the reader
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The Power of a StoryWe do not easily remember what
other people have said if they do not tell it in the form of a story During learning: We hear in the form of a
story things that we have personally experienced
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An ExampleProblem-based learning (PBL) is a
narrative-based curriculumStudents are thrust into problem
situations immediately Much like a reader is thrust into the middle
of a story, from which they must find their way out
In PBL, students meet an ill-structured problem before they receive any instructions
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Narrative Curricular Design (continued)
People don’t need the whole subject laid out to master a challenge
A step-by-step series of lessons explaining each piece of the automobile and its function prior to ever touching the car is not the best way to understand how it works or how to fix it!
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Narrative Curricular Design (continued)
Much important teaching occurs after, not before, students attempt to perform—when students are ready to hear and grasp its value.
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Narrative Curricular Design (continued)
The presence of a mystery or dilemmaThe most basic feature of all
compelling stories (or problems)We are placed into an
environment that has to figured out
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Narrative Curricular Design (continued)
Storytellers are great teachersInstead of presenting a
straightforward sequence of events, the storyteller deliberately raises questions and delays answering them
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Narrative Curricular Design (continued)
Think of a course designed to provide drama, to offer surprises, twists, and turns
Think of how your curriculum might be designed by Stephen King or Steven Spielberg
Can you think of examples
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Narrative Curricular Design (continued)
What drives a story, what makes it worth telling is trouble: Some misfit between the characters, their
actions, the goals of the story, the setting, and the means.
A good story centers on what is essential—a big idea
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3 Questions Answered in a Narrative-driven Curriculum
What do we know?What do we need to know?How can we find out?
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5 Essential Elements of a Narrative Curriculum
1. Identifying importance• What is most important about this topic?• Why should it matter to students?• What is engaging about it?
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5 Essential Elements of a Narrative Curriculum
2. Finding binary opposites• What opposites best catch the
importance of the topic
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5 Essential Elements of a Narrative Curriculum
3. Organizing content into story form• What content most dramatically
embodies the opposites
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5 Essential Elements of a Narrative Curriculum
4. Conclusion• What is the best way of resolving
the conflicts between the opposites• How do we solve the conflict
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5 Essential Elements of a Narrative Curriculum
5. Evaluation• How can one know whether the
topic has been understood, its importance grasped, and the content learned