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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 12 a powerpoint on understanding by design

  • 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.


Artifact 12 a powerpoint on understanding by design

Understanding by Design

An Elementary Curriculum

Bo Arthur, Adrienne McElroy,

Carole Robbins, Lauren Shamus


Philosophy and aims of the school

Philosophy and Aims of the School

  • Through the implementation of the new science curriculum student learning will be maximized


Curriculum goals

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

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

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


Artifact 12 a powerpoint on understanding by design

  • 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

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

Social Forces

  • Constant change of social forces demands curricular change

  • Implementation of new high-stakes tests requires immediate change


Artifact 12 a powerpoint on understanding by design

  • 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

Human Development Theory

  • Intellectual development and achievement

  • Emotional growth and development

  • Cultural and social development

  • Child-centered approach


Review of test data

Review of Test Data

  • Good Elementary’s test scores in year one were deemed unsatisfactory

  • Only 30% of all students were proficient


Projected budget

Projected Budget

Total Budget: $10,570


Timeline

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

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

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


Artifact 12 a powerpoint on understanding by design

  • 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


Artifact 12 a powerpoint on understanding by design

  • Product

    • Determine if first year objective has been met

    • Decide on whether modifications need to be made for year two implementation


Ubd examples

UBD Examples

  • Enduring understandings

  • Essential questions


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