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Curriculum Design from Performance Standards

Curriculum Design from Performance Standards. Standards-Based Education and the Georgia Performance Standards (GPS) Unpacking Standards Using the Understanding by Design Framework Adapted for use in EDUC621 by Sherah B. Carr, Ph.D. Mercer University.

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Curriculum Design from Performance Standards

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  1. Curriculum Design from Performance Standards Standards-Based Education and the Georgia Performance Standards (GPS) Unpacking Standards Using the Understanding by Design Framework Adapted for use in EDUC621 by Sherah B. Carr, Ph.D. Mercer University

  2. Brain Storm Enduring Understandings ALONE… Put one word or phrase on each post-it note that explains something about an “enduring understanding” GROUP… Share words – group like words Determine category labels Add to your group board Enduring Understandings

  3. Comprehensive Unit Design How is the “big picture” unit design process used in standards-based teaching and learning?

  4. Lesson Planning #1 • Open teacher’s edition. • Teach lesson. • Check off GCPs covered.

  5. Lesson Planning #2 • Go to Media Center. • Check out latest issue of “The Mailbox” magazine. • Select activity. • Teach/do activity. • Check off GPS’s covered.

  6. Big picture or “backwards design” planning • What do I want my students to know and be able to do? • How will I know if my students know it and/or can do it? • What will need to be done to help my students learn the required knowledge? • What will I do when I have a student who doesn’t know it or can’t do it?

  7. Why this process? • Clear expectations • Targets of performance • Focus on evidence of learning • Student achievement relative to the standards

  8. Step #1. What do I want my students to know and be able to do? • Standards and elements • “Unpack” the standard • Identify “big ideas” • Enduring Understandings/Essential Questions • Prioritize EUs and EQs • Knowledge and Skills

  9. “Unpacking” a Standard • Identify “big ideas” • Significant words and phrases • Transfer to other contexts • Serve as organizers for planning instruction • Are conceptual; abstract

  10. Enduring Understandings Statements Declarations of what we want students to understand “Students will understand that _________ .” Essential Questions Open ended “How” questions Revisitable “Unpacking” a Standard

  11. “Unpacking” a Standard • EUs and EQs • Broad focus • No “right” answer • Designed to provoke and sustain student inquiry, while focusing learning and final performances • Raise other important questions

  12. Considerations • Knowledge and Skills • What you want students to know, be able to do and understand by the end of this unit • Integrated – incorporates literacy into math, science or social studies

  13. Let’s look at some sample GPS and how we would use them for unit planning. • Where to next?

  14. http://www.georgiastandards.org Training Materials Standards Frequently Asked Questions

  15. Content Mapping Understanding New Standards Assessment Teamwork Instruction Enrichment & Extension New GPS Standards

  16. GPS Phase-in Plan

  17. Test Alignment • Criterion-Referenced Competency Tests (CRCT) Test alignment is completed during Year II implementation for each content area and grade level.

  18. Example: 3-5 Science Assessment Timeline • 2005-2006 School year: All grades 3-5 science CRCT will assess the QCC. • 2006-2007 School year: Grades 3-5 science CRCT will assess the GPS.

  19. QCC 12Topic: Energy and Its Transformation: Sound Standard: Describes sources of sounds and how sounds move through different kinds of matter. Compares how different sounds move through air, water, rock and similar materials.                 13 Defines sound and identifies its properties. Observes that sound is produced by vibrations.                 14  Discovers that sound varies in pitch, intensity and quality. Produces sounds that vary as to: high, low or loud, soft, and produces sounds that differ in tone.                 15  Investigates the relationship between attributes of waves and qualities of sound. Connects attributes of waves (wavelength and frequency) to attributes of sound (pitch, intensity).                 16  Describes how we hear sounds. Describes how the outer, middle and inner ear transmit vibrations to the brain.                 17  Recognizes technological devices that produce sound (loudspeakers, bullhorns) or help humans hear better (hearing aid, stethoscope).              GPS S4P2. Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration. a. Investigate how sound is produced. b. Recognize the conditions that cause pitch to vary. QCC versus GPS Comparisons

  20. K – 5 Science at a Glance

  21. How to Read a Language Arts Standard Number • ELA3W2 • ELA = English Language Arts • 3 = Grade 3 • W = Writing strand • 2 = Standard number 2 • 3rd Grade English Language Arts • 2nd Writing Standard

  22. How to Read a Science Standard • Characteristics of Science Standards S3CS2 Science Grade 3Characteristics of Science Standard #2 • Content Standards S3P1 • Science Grade 3Physical Science Standard #1 S4E2 • Science Grade 4Earth Science Standard #2 S5L2 • Science Grade 5Life Science Standard #2

  23. Essential Question 2 • How is the unit design process used in standards-based teaching and learning?

  24. Standards Based Education Modelsee handout GPS Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings  Essential Questions  Skills and Knowledge (one or more) Standards Elements Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) All above, plus Tasks Student Work Teacher Commentary Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) All above

  25. Unit Design • Design with the goal in mind • Initial Process of Unit Design • Big Ideas • Enduring Understanding • Essential Questions • Content Map • Key Vocabulary

  26. Big Ideas • What are the big ideas and core processes at the heart of this standard? • What do I want to concentrate on and emphasize in this unit? • Refer to UbD book pages 73-74 Tips for finding big ideas

  27. Enduring UnderstandingsBad to Best • NO: “Students will understand rocks. • NO: “Students will know how to classify rocks • YES: “Students will understand that rocks are classified according to properties that you can observe and/or test.

  28. S3E1. Students will investigate thephysical attributes of rocks and soils.a. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). Big Idea: Rocks and Minerals Enduring Understanding: Students will understand that rocks are classified according to properties that you can observe and/or test. Tips about identifying and framing understandings -See UbD pages 135-137

  29. Enduring UnderstandingsBad to Best “Students will understand weather.” • Bad. It does not tell us what they should understand about weather. “Students will understand weather instruments.” • Better. It narrows the focus, but it still does not state what insights we want students to leave with. “Students will understand that weather instruments give us data to use in forecasting the weather. • Best. This summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

  30. Developing Essential Questions Essential Questions • Are big, open-ended or topic-related • Examine how (process) and why (cause and effect) • Consider various levels in Bloom’s taxonomy • Use language appropriate to students • Sequence so they lead naturally from one to another • Can be used as organizers for the unit, making the “content” answer the questions • Can be shared with other teachers • Tips for generating essential questions • UbD pages 118-121

  31. YOUR TURN TO THINK! • Let’s try it • Look at elementary level GPS • Look for: • Big ideas • Write “enduring understandings”

  32. Four Groups – Write EU’s • First Grade Science – Students will observe, measure and communicate weather data to see patterns in weather and climate. • First Grade Science – Students will demonstrate effects of magnets and other objects. • Second Grade Math – Students will create simple tables and graphs and interpret their meaning. • Second Grade Math – Students will understand and compare fractions.

  33. Three Facts and a Fib • Pair Work • Review your notes and the handouts on enduring understandings (EU’s) With your partner • Create 3 true statements about EU’s • Create 1 false statement about EU’s • Randomly determine where the false statement will be

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