Handouts

http://www.slideshare.net/wcarozza/class-notes-nec-summer-instday-3 (Link to Slideshare of Day 3)

(Powerpoint from Day 2 of Summer Inst.) (Powerpoint from Day 1 of Summer Inst.)



(Curriculum Map) (Curriculum Map)

(Curriculum Map) (Curriculum Map)



** New England College ** ** Henniker, NH 03242 ** ** CRN126 ** ** Dynamics of Curriculum & Instruction and ** ** Teaching: //Understanding By Design// ** ** Summer Institute 2012 **

** William Carozza, M.Ed. **   ** Principal, Harold Martin School, Hopkinton, NH ** ** Adjunct Faculty, NEC ** ** E-mail: ** wcarozza@nec.edu **,** wcarozza@hopkintonschools.org ** Telephone: ** Harold Martin School office, 746-3473 ** Course Web Site: ** http://SummerUbD.wikispaces.com/

This course will explore theoretical and conceptual foundations of curriculum development and instructional design. Students will learn to use the //Understanding By Design// (UbD) pedagogical process and will develop a thematic unit applying the elements of UbD as a culminating project. This project will serve as evidence of their understanding of the course’s central ideas.
 * Course Description **


 * Essential Questions **
 * // What are the differences between learning or knowing and truly understanding? //
 * // What roles do effective teachers and their students play in the learning process? //
 * // What are the relationships between effective assessment and effective teaching and learning? //
 * // How can assessment be used in an ‘educative’ way to promote deeper understanding? //

As a result of completing this course successfully, the student should be able to demonstrate increased ability to:
 * Course Objectives **


 * 1) Understand how curriculum, instruction, and assessment are related and crucial to the teaching and learning process.
 * 2) Appreciate the need for teachers to be not only effective in the classroom but also be articulate regarding their practice.
 * 3) Explain the Six Facets of Understanding and how the facets are the theoretical underpinning for the rest of our work.
 * 4) Describe the basics of Backward Design.
 * 5) Understand the importance of Big Ideas in framing units.
 * 6) Write and understand the importance and usefulness of Enduring Understandings and Essential Questions
 * 7) Understand the role of standards in curriculum design.
 * 8) Understand the importance of knowledge and skills and be able to differentiate between the two.

Please see the addendum to this syllabus on the web site, which indicates the INTASC and NH State Certification standards, to be addressed in this course, as well as the activities and products through which your level of competency will be assessed for each standard.
 * Student Outcomes **

McTighe, J. & Wiggins, G. (2004). __Understanding by Design Professional Development Workbook.__
 * Required Texts **

The primary intention in this course is to help you develop the capacity to organize instruction for students into meaningful, well-designed standards-based instructional units. This class will feature inquiry-based approaches to instruction, where you will be asked to learn about UbD by creating your own unit based on this instructional model. Each class session will include a blend of direct instruction and hands-on application of the design strategies presented. Additionally, a portion of each class will be devoted to one-to-one and small group discussions designed to provide you with feedback and suggestions on your curriculum and unit design efforts. Please see this course and the development of your unit as a ‘team effort’… we are all in this together. Due to the small numbers of students, there will be ample independent time as well.
 * Methodology **

If you have special learning needs, please see me to discuss your need and ways that we can work together to maximize your learning and success in this class.


 * Demonstration of Learning & Grading **

__ 50% Project—Interdisciplinary Unit __ You will be responsible for developing an interdisciplinary unit to include all items stipulated in the task list and to the level of quality described in the unit rubric. In developing this unit, you will apply the //Understanding by Design// unit development strategies, which will be taught during the course. Your unit will be graded using the rubric provided in the first class.

__ 15% Final Presentations of Units and UbD Understanding __ Each member of the class will complete a final 30-minute presentation of their UBD Unit. The goal of these presentations is to demonstrate the following: The audience for this session will be your classmates. The final presentation will include a “Creative Piece” that will provide an opportunity for you to make personal connections to the themes or ideas within the UbD Design Model that will stay with you long after this class is over.
 * Your ability to thoughtfully design an instructional unit that will provide a powerful, inquiry-based learning experience for your students.
 * Your understanding of the key elements of the UBD process.
 * Evidence of thoughtful self-assessment and reflection showing how this process of designing a UBD unit and participating in this course has impacted your __understanding__ of effective teaching and learning and the power that teachers have to create powerful learning experiences that will enable all students to learn “deeply”.

__ 15% * Written Self-evaluation/critique of each stage of the Unit __ You will be responsible for evaluating each of the three stages of your unit design using the unit rubric and for writing a critique in which you describe the strengths of your work and identify areas you need to improve. Your written critique should be word-processed and be at least one full page in length. *5% Stage 1 *5% Stage 2 *5% Stage 3

__ 15% Class participation, attendance, preparation __ You are responsible for coming to class prepared—for having completed the required readings and assignments—so that you are prepared to engage in meaningful dialogue with your classmates.

__ 5% Self-evaluation/critique of the total Unit __ At the time that you submit your final version of your unit, you will also be responsible for including a final written self-evaluation/critique of your project based upon the unit rubric. In this written statement, you will indicate what grade you feel your project deserves and explain the basis for your judgment. This document should be word-processed and be at least two full pages in length.

** Class Syllabus ** The syllabus below provides a tentative outline of the focus for each class session. This syllabus is likely to be altered during the semester so please heed all announced changes.


 * ** COMPONENTS ** ||
 * ** Stage 1 **


 * INTRODUCTION **
 * // What will this course be like? //
 * // What will I be expected to do? //
 * // What beliefs and experiences do class members bring to the course? //
 * // What are Curriculum, Instruction, and Assessment? //


 * UNDERSTANDING **
 * // What do we mean when we say we want students to understand? //
 * // What is the relationship between understanding, knowledge, and skills? //


 * BACKWARD DESIGN **
 * // How is the Backward Design Process the same or different from other approaches to unit design? //


 * CONTENT IS KING **
 * // What do I know about my unit topic? //
 * // Where do I find key concepts, skills, and knowledge students are expected to learn? //


 * STAGE 1- Big Idea, Enduring Understandings and Essential Questions **
 * // What do I want my students to understand? //
 * // What questions will focus their work and guide them towards this understanding? //
 * // Why are standards important? //


 * STAGE 1-Important to Know, Worth Being Familiar With **
 * // What will students know and be able to do? //


 * STAGE 2- Evidence of Learning, Performance Tasks and Other Evidence **
 * // What evidence will show students’ understanding? //
 * // What evidence will show students’ knowledge and skills? //


 * STAGE 3-Learning Experiences & Instruction **
 * // How is “uncoverage” the same or different from coverage? //
 * // How do I apply my knowledge of multiple intelligences to make learning engaging and effective for my students? //
 * // How can I effectively engage students in rethinking, revising/refining, and reflecting? //
 * // What is “differentiated instruction”? //
 * // What learning experiences and teaching will help my students develop the understandings, knowledge, and skills I desire? //
 * // How do I help each student to develop these understandings, knowledge, and skills? //
 * // What learning experiences and teaching will help my students to develop the understandings I desire? //
 * // How do I help all students to develop these understandings? //


 * REFINING YOUR UNIT **
 * // How does my unit measure up? //
 * // How might I improve my unit to make it more engaging and effective for students //


 * PRESENTATIONS, CELEBRATION & REFLECTION **
 * // What have I learned and how will I use what I have learned? // ||