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Artifact 12 A PowerPoint on Understanding by Design. PowerPoint PPT Presentation

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Artifact 12 A PowerPoint on Understanding by Design. This artifact was developed during my graduate class School Curriculum: Elementary EDE 6205 Fall 2006.

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Artifact 12 A PowerPoint on Understanding by Design.

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  • Artifact 12A 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 high-stakes 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

Total Budget: $10,570


  • 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


  • 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


  • 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

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