Curricular Expectations: Understanding by Design and Atlas Curriculum Mapping Gantzer EdPower Leadership Institute 2013

Identify the methods of accountability for curriculum mapping Identify components of a quality backwards designed unit map using the Curriculum Team’s Atlas Audit Rubric and exemplar maps Evaluate a sample unit map in Atlas using the network Atlas audit rubric By the end of this session, you will: Session Overview

Core Ideas from Leverage Leadership: Every day teachers make choices about what students learn and how they learn it. Good instructional leadership is about making these choices explicit, and making teachers choose intentionally. Autonomy in lesson planning for all teachers only guarantees one thing: that some teachers will have the “freedom” to fail to plan effectively. Why?

Atlas Curriculum Audits (refer to rubric) Once/month (due by the 15 th, but can happen at any time) Performed by Curriculum Team General feedback given to leaders Atlas Maintenance (refer to cheat sheet) Leaders should use feedback to guide feedback to teachers. Instructional leaders should use Atlas when reviewing unit materials (unit plans, assessments, and lesson plans) to address any gaps in teacher understanding, ability, or compliance in between audits. Atlas and UbD Oversight

3 Stages of Curriculum Design: 1. Identify Desired Results Standards Essential Questions and Understandings Key Knowledge and Skills 2. Determine Acceptable Evidence Rigorous, standard-aligned assessments 3. Plan Learning Experiences and Instruction Daily rigorous, objective-driven lesson plans A Curriculum-Writing Framework Understanding by Design

Stage 1: Identify Desired Results Understanding by Design Must Have: Fenced-in yard 3 bedrooms Safe Neighborhood; Close to work Open concept Below $250,000 Wants: +2,000sq. Ft. Basement Hardwood floors New appliances Entertaining Space

Standards Aligned to appropriate grade level and content Can feasibly be taught in the identified time frame FMMs and Exemplar Review Essential Questions (refer to handout) Key inquiries about important and transferable ideas within the discipline Open-ended, provocative, require higher-order thinking and support Intent outweighs form Overarching, Topical, Metacognitive FMMs and Exemplar Review *A word of caution Stage 1: Identify Desired Results Understanding by Design Math Exemplar English Exemplar

Understandings (New this year!) Core generalizations based on big ideas of the content and/or discipline General answer to an essential question (not always) Higher-level concepts students will evaluate using knowledge and skills from unit FMMs and Exemplars Key Knowledge Facts, concepts, generalizations and principles important for students to know Often comprehension and recall FMMs and Exemplars Stage 1: Identify Desired Results Understanding by Design Science Exemplar Physical Education Exemplar

Key Skills Skills and processes students will practice as they work with the content Daily objectives (SWBATs); always begin with an action verb Align with identified standards and can feasibly be taught within the identified time frame FMMs and Exemplars *Note on alignment of Stage 1 components Stage 1: Identify Desired Results Understanding by Design Math Exemplar

Check for Understanding Stage 1 Understanding by Design

Stage 2: Determine Acceptable Evidence Understanding by Design

Assessment (Improved focus this year!) Presentations, projects, tests, quizzes, etc. that measure student mastery of the content Rigorous, aligned to standards, and created at the beginning of the unit (used to drive instruction) FMMs and Exemplars Atlas *Note on Instructional Expertise Stage 2: Determine Acceptable Evidence Understanding by Design Math Exemplar

Stage 3: Plan Learning Experiences and Instruction Understanding by Design

Learning Ladder/Lesson Plans Daily lessons used to promote learning (uploaded in advance) Plans contain all components of a quality lesson (objective, assessment, do now, I do, we do, you do) FMMs and Exemplars Reflection (Arlington only) Thoughtful examination of strengths/weaknesses of unit Syllabi (Tindley only) Complete, aligned, and current Stage 3: Plan Learning Experiences and Instruction Understanding by Design Science and English Exemplars English and PE Exemplars

Break up into teams of 4-5 Groups will be randomly selected to answer a question about UbD components, Atlas Audit points, and/or frequently made mistakes Groups will have 30 seconds to come up with a “final answer” Understanding by Design Quiz

Independently, evaluate the two sample maps using the Atlas Audit Rubric. Give each category a score of 0-2 and determine an overall score. Have comments prepared to justify your score for each category. Think through what feedback you’d give to this teacher Witherspoon: Spanish 1 (Teacher Map)  Para Mantener la salud Tindley Curriculum: Math Procedures 6  Numbers, Expressions and Equations Application: Unit Map Critique

Connect and Reflect: How does the picture below relate to Understanding by Design and/or Atlas Curriculum Mapping?