Road Map for Curriculum Development

1.  Ever try to take a long trip with out a
Roadmap?
 UBD helps keep you on track.
 Helps plan directions.
 Prevents unwanted detours.
Road Map for Curriculum
Development

2.  Sometimes obscure or counterintuitive
 To grasp them requires reflection and
persistence
 Teaching should cause students to learn
new ideas and to challenge familiar
ones.
Big Ideas are…

3.  Teaching for understanding means
more than designing opportunities
to learn
 It also means teaching in ways that
challenge resistance to new ideas
 Good ideas are often rejected in favor
of older ideas!
A Balancing Act

4.  Our best hope is not in teaching
what we know.
 It is in designing learning that
confronts students with the limits of
their ideas and the promise of new
ones.
Teacher Designers

5.  UBD asks us to design activities
and assessments that naturally
raise questions and new ideas
 Instead of telling students what we
know, and assuming that they
understand
Emphasizing Our
Design Skills

6.  At times, being observant and silent
is the best way to teach
 It allows us to listen for weak insights
or misconceptions that may inhibit
student understanding
 Some teaching habits undercut
learning!
The Irony of Teaching

7.  Identify desired results
 Determine acceptable evidence
 Plan learning experiences and
instruction
Summary of the
Experience

8. The Big Picture
Key Design
Questions
Design Considerations Filters (Design
Criteria)
What the Final
Design Accomplishes
Stage 1. What is
worthy and requiring
of understand?
National standards.
State standards.
District standards.
Regional topic opportunities.
Teacher expertise and interest
Enduring ideas.
Opportunities for
authentic, discipline-
based work.
Uncoverage.
Engaging.
Unit framed around enduring
understandings and essential
questions.
Stage 2. What is
evidence of
understanding?
Six facets of understanding.
Continuum of assessment
types.
Valid.
Reliable.
Sufficient.
Authentic work.
Feasible.
Student friendly.
Unit anchored in credible
and educationally vital
evidence of the desired
understandings.
Stage 3. What
learning experiences
and teaching promote
understanding,
interest, and
excellence?
Research-based repertoire of
learning and teaching
strategies.
Essential and enabling
knowledge and skill.
WHERE
Where is it going?
Hook the students.
Explore and equip.
Rethink and revise.
Exhibit and evaluate.
Coherent learning
experiences and teaching that
will evoke and develop the
desired understandings,
promote interest, and make
excellent performance more
likely.

9. Identify Desired
Results
____________________________
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What overarching
understandings are desired?
What are the overarching
“essential” questions?
____________________________
____________________________
____________________________
____________________________
____________________________
What will students understand as a
result of this unit?
What “essential” and “unit”
questions will focus this unit?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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10. Determine Acceptable
Evidence
What evidence will show that students understand ?
__________________________________________________________
__________________________________________________________
Performance Tasks, Projects
Quizzes, Test, Academic Prompts
__________________________________________________________
__________________________________________________________
Other Evidence (e.g., observations, work sample, dialogues)
__________________________________________________________
__________________________________________________________
Student Self-Assessment
__________________________________________________________
__________________________________________________________

11. Plan Learning
Experiences & Instruction
Given the targeted understandings, other unit goals, and the assessment
evidence identified, what knowledge and skills are needed?
_______________________
_______________________
_______________________
________________________
________________________
________________________
Students will need to know … Students will need to be able to …
What teaching and learning experiences will equip students to
demonstrate the targeted understandings?
________________________________________________
________________________________________________
________________________________________________

12. The WHERE Design Tool
How will you help students know
where they are headed and why?
--Major assignments, performance
tasks, and the criteria by which the
work will be judged.
W

13. The WHERE Design Tool
How will you hook the student through
engaging and thought-provoking
experiences? (issues, oddities,
problems, and challenges)
H

14. The WHERE Design Tool
What learning experiences will engage
students in exploring the big ideas and
essential and unit questions?
What instruction is needed to equip
students for the final performances?
E

15. The WHERE Design Tool
How will you cause students to reflect
and rethink to dig deeper into the core
ideas?
How will you guide students in
revising and refining their work based
on feedback and self-assessment?
R

16. The WHERE Design Tool
How will students exhibit their
understanding through final
performances and products?
How will you guide them in self-
evaluation to identify the strengths and
weaknesses in their work and set
future goals?
E

17. The WHERETO Design
Tool
How will tailor your instruction to
meet the varying readiness, interest
and learning profile needs of your
students?
What instructional strategies might be
used to assist you with this effort?
T

18. The WHERETO Design
Tool
How will the learning experiences be
organized to enable the learners to
achieve the desired results? What
sequence of learning experiences
makes sense?
O