Chapter 12 - The Big Picture UbD as Curriculum Framework By: Mark Pickering

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

Explanation How should the BIG PICTURE for CURRICULUM be conceived and implemented to fully reflect BACKWARD DESIGN with an emphasis on UNDERSTANDING? To design course syllabi and program frameworks utilizing BACKWARD DESIGN that integrate ESSENTIAL QUESTIONS, ENDURING UNDERSTANDINGS, KEY PERFORMANCE TASKS, and RUBRICS.

Rationale Typical curriculum focuses on specific content knowledge and skills. However, framing curriculum around ESSENTIAL QUESTIONS fosters connective, thought-provoking, and recurring inquiries that are more central to the learning experience of students.

Example from Mr. P’s U.S. History Class Everything we do in this course will be filtered through one or more of the following questions: What is the story of U.S. history? How do historians construct and evaluate the stories they tell? Why study history?

Student Impact Rather than facts learned in isolation, narrowing of curriculum and decontextualized “multiple-choice” teaching methods, students are searching for answers to provocative questions that human beings perennially ask about the world and themselves. Additionally, students’ understanding of the key ideas are embedded in the context of exploring and applying the BIG PICTURE ideas.

Misconception Alert One cannot predict the actual future performance needs of each student. Curriculum framework is still essential as people learn most effectively when curriculum is aligned with performance mastery.

What educators might find difficult? Approaching curriculum with a conventional, linear, textbook-driven scope and sequence filter is the traditional mindset. UbD frames curriculum from a reflective, recursive “SPIRAL” filter which focuses on recurring, ever-deepening inquiries into BIGPICTURE ideas and important tasks. This approach fosters enduring understanding that is effective and developmentally appropriate.

What teachers like/dislike about this strategy? Educators dislike UbD approach as it removes them from comfort zone of textbook-driven planned lessons. UbD requires a lot of work! Benefits outweigh the costs in short and long term for all stakeholders once curriculum has been framed according to UbD principles.

Exit Slip What would change in your classroom if you applied principles of UbD to framing your curriculum? Would it be beneficial or detrimental? Why? For whom? Be specific.

References Wiggins, Grant & McTighe, Jay. Understanding by Design. New York: Prentice Hall. 2000.