Baker College

1. Baker College Curriculum Design Tier I

2. Curriculum Tier Professional Development • Tier I – (required) Training for curriculum development focused on UbD Stage 1 and its applications (you are here). • Tier II- (required) Training for the use of curriculum design and development tools. • Tier III – (optional) Professional development for future Curriculum Tier Champions.

3. Curriculum Design Tier I Objectives • Develop an understanding of Baker’s curriculum process. • Examine how curriculum is used to maximize student learning and engagement.

4. UbD Uses • Ways you will be able to use UbD concepts: • Actively participate in the design process. • Apply the concepts to your existing curriculum. • Critically evaluate and maximize the use of your existing course student learning outcomes.

5. Baker’s Curriculum Process • Understanding by Design (UbD) is our curriculum process. • Uniform curriculum across campuses. • UbD is a backward design process. • Beginning with the end in mind. • Example: • Going on vacation- you start by asking yourself, “Where do I want to go?”

6. The UbD Process Three stages: • Stage 1: Identify desired results. • What will students know and be able to do at the end of a course or a program? • Stage 2: Determine acceptable evidence. • How do we know that students know it and can do it? • Stage 3: Planning learning experiences. • How will we get them to the desired results?

7. General to SpecificStage 1 Big Ideas & Essential Questions Goals Knows & Dos Student Learning Outcomes Enabling Objectives

8. UbD Stage I • Goal – Purpose for the course. • Big Ideas – Key concepts that you want students to take away from the course. • Essential Questions –Open-ended, deep thinking questions. • What students will know and do – The knowledge and skills students will acquire. • These lead to the SLOs & EOs.

9. Stage 1: Goal and Big Ideas • Goal: • This is generally the purpose for the course. • Big Ideas: • Core to the subject. • Establishes learning priorities. • Holds together the related content. • Broad and abstract. • One or two words. • Universal in application. • Timeless. • Uncover meaning or value.

10. Drivers Training • Brainstorm the goal of the Drivers Training course. • Brainstorm Big Ideas for the Drivers Training course.

11. Stage 1 Essential Questions Essential Questions: What provocative questions will foster inquiry, understanding and transfer of learning? • Lead to the investigation of the Big Ideas and key content. • Open-ended. • Broad in scope and timeless by nature. • Perpetually arguable and may lead to a debate. • Questions should not generate a list or simple word answers, but may lead to other questions.

12. Stage 1 Knows and Dos • Students will Know: What key knowledge and skills will students acquire as a result of this course? • Students will Do: What will students eventually be able to do as a result of such knowledge? • The Knows and Dos will lead to the development of Student Learning Outcomes and Enabling Objectives

13. Drivers Training • Brainstorm the Knows and Dos of the Drivers Training course.

14. How can we use “Big Ideas” and “Essential Questions” in existing (non-UbD) curriculum? • Overall course structure • Discussion starters • Basis for Formative Assessments • Background knowledge probe • Reflection on learning • Progress check • Connections to “real world” • Design of Summative Assessments

15. Application Process • In small groups: • Read your SLOs. • Look for common points/themes. • Group SLOs according to common themes. • Then: • Identify the Big Ideas of your groups of SLOs. • Create an Essential Question based on your Big Ideas. • Brainstorm ways that you might use your Big Ideas & Essential Questions in your course.

16. What Now? What is one thing that you are going to take away and use from this Professional Development session?

17. Implementation Use the Implementation Form to try a new strategy in your own course!