Chapter 12 - The Big Picture How big is big? –Cannot be answered in isolation –Partnership with state & district standards along with an interdisciplinary team is best (Wiggins & McTighe, 2006)

Chapter 12 - The Big Picture Essential questions as course and program foundations – Essential questions can be used to provide the backbone of courses and programs into which individual units fit –Assists in overarching questions

Chapter 12 - The Big Picture Cross-disciplinary questions –Crosses curricular boundaries (sometimes on purpose, sometimes not)

Chapter 12 - The Big Picture Framing curriculum by performance tasks –The assessment plan has to involve more high-quality, application-focused performance tasks constructed around the 6 facets (Wiggins & McTighe, 2006): Explanation Interpretation Application Perspective Empathy Self-knowledge –The assesment and rubric must be considered when framing the curriculum (Wiggins & Tighe, 2006) It is easier to create these in a team setting...partnering with state & district standards with strong interdisciplinary or other academic teams

Chapter 12 - The Big Picture From tasks to rubrics –Wouldn't it be nice if there were a system of rubrics used: Good - Department wide Better - School wide Even Better - District wide Best - State wide

Chapter 12 - The Big Picture Applying "scope and sequence" to a curriculum for understanding –The flow of learning work in the classroom should be the same as it is on the athletic field or in the art studio In other words, we need to be able to do the subject with understanding - acquire knowledge and skill not for sake of self, but for handling key tasks in the field (Wiggins & McTighe, 2006)

Chapter 12 - The Big Picture The logic of content versus the logic of coming to understand content –Goes back to knowledge and understanding –We can read a text book and know the content, but do we understand the content

Chapter 12 - The Big Picture Rethinking scope and sequence –Original meanings: Scope refers to the major functions of social life Sequence refers to the center of interest at a particular point in time

Chapter 12 - The Big Picture Hook and rethinking, rethought –Do we have to follow a certain sequence when teaching a certain subject? –Do we need to follow the text book from chapter 1 to the end?

Chapter 12 - The Big Picture The spiral curriculum –Develops curriculum around recurring, ever deepening inquiries into big ideas and important tasks –The teacher's task is to design related challenges so that learning results in the "production of new ideas" –New facts and ideas become the ground for further experiences in which new problems are presented –This is the continual spiral (Wiggins and McTighe, 2006)

Chapter 12 - The Big Picture Toward a better syllabus –Essential questions and core problems at the heart of the subject –Core performances and challenges hat frame all work and impy all learning –Rubrics and scoring systems used –Summary and justification of ht eassessment and grading policies, in reference to institutional goals and state standards –Summary of the major learning goals in a brief week by week calendar –Built in flexibility to ensure the syllabus can adapt to feedback based on student performance and understanding (Wiggins & McTighe, 2006)

Chapter 12 - The Big Picture References Wiggins, G., & McTighe, J.(2006). Understanding by design. Upper Saddle River, NJ: Pearson Education, Inc..