Curriculum Design from Performance Standards

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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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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
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Comprehensive Unit Design
How is the big picture unit design process used
in standards-based teaching and learning?
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Lesson Planning 1

• Open teachers edition.
• Teach lesson.
• Check off GCPs covered.

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Lesson Planning 2

• Go to Media Center.
• Check out latest issue of The Mailbox magazine.
• Select activity.
• Teach/do activity.
• Check off GPSs covered.

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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 doesnt
  know it or cant do it?

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Why this process?

• Clear expectations
• Targets of performance
• Focus on evidence of learning
• Student achievement relative to the standards

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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

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Unpacking a Standard

• Identify big ideas
• Significant words and phrases
• Transfer to other contexts
• Serve as organizers for planning instruction
• Are conceptual abstract

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Unpacking a Standard

• Enduring Understandings
• Statements
• Declarations of what we want students to
  understand
• Students will understand that _________ .

• Essential Questions
• Open ended
• How questions
• Revisitable

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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

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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

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Lets look at some sample GPS and how we would
use them for unit planning.

• Where to next?

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http//www.georgiastandards.org

Training Materials
Standards
Frequently Asked Questions

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New GPS Standards
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GPS Phase-in Plan
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Test Alignment

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

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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.

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QCC versus GPS Comparisons

• QCC
• 12   Topic 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.

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K 5 Science at a Glance
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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

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How to Read a Science Standard

• Characteristics of Science Standards
• S3CS2
• Science Grade 3 Characteristics of Science
  Standard 2
• Content Standards
• S3P1
• Science Grade 3 Physical Science Standard 1
• S4E2
• Science Grade 4 Earth Science Standard 2
• S5L2
• Science Grade 5 Life Science Standard 2

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Essential Question 2

• How is the unit design process used in
  standards-based teaching and learning?

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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
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Unit Design

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

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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

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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.

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S3E1. Students will investigate the physical
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

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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.

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Developing Essential Questions

• Essential Questions
• Are big, open-ended or topic-related
• Examine how (process) and why (cause and effect)
• Consider various levels in Blooms 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

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YOUR TURN TO THINK!

• Lets try it
• Look at elementary level GPS
• Look for
• Big ideas
• Write enduring understandings

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Four Groups Write EUs

• 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.

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Three Facts and a Fib

• Pair Work
• Review your notes and the handouts on enduring
  understandings (EUs)
• With your partner
• Create 3 true statements about EUs
• Create 1 false statement about EUs
• Randomly determine where the false statement will
  be