Chapter 12 - The Big Picture UbD as Curriculum Framework By: Mark Pickering.
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Transcript of Chapter 12 - The Big Picture UbD as Curriculum Framework By: Mark Pickering.
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:
1. What is the story of U.S. history?
2. How do historians construct and evaluate the stories they tell?
3. 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.