1. +Chapter 12 - The Big PictureUbD as Curriculum Framework EDPC605

2. Explanation How should the BIG PICTUREfor CURRICULUM beconceived and implementedto fully reflect BACKWARDDESIGN with an emphasis onUNDERSTANDING? To design course syllabi andprogram frameworks utilizingBACKWARD DESIGN thatintegrate ESSENTIALQUESTIONS, ENDURINGUNDERSTANDINGS, KEYPERFORMANCE TASKS, andRUBRICS. 3. Rationale Typical curriculum focuseson specific contentknowledge and skills.However, framingcurriculum aroundESSENTIAL QUESTIONSfosters connective, thought-provoking, and recurringinquiries that are morecentral to the learningexperience of students. 4. +Cross-disciplinary Questions Essential Questions often jump curricular boundaries (p.281) 5. 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. 6. +Dysfunctional Characteristic ofConventional Curricula Because they are content-The brickwork of building a housedriven, it is not anof understanding (analytic learning)overstatement to claim thatIs not how young minds learn.they reveal no genuinepriorities. (p. 293)We have to have the big picture, theBlueprint, as workers; we have to playWith, try out, and use what we are given toSee its value and meaning. (p. 294)How often do we ask the question, Why this- Why now So what? 7. +Scope & Sequence Known by educators as the label for the logic of thecurriculum. (p.294) developed by Hollis Caswell (a Deweystudent). His definition - Scope the major functions of social life Sequence centers of interest 8. +The Spiral Curriculum First articulated by John Dewey (1938 describe howsubject matter should be organized to move from problem toproblem, causing knowledge to increase in depth andbreadth p. 297) Later championed by Jerome Bruner (Constructivist Theorist- learning is an active process in which learners constructnew ideas or concepts based upon their current/pastknowledge) Weve yet to embody this approach, although with the studyof learning theory, multiple intelligence, and BloomsTaxonomy of higher thinking of learning maybe were ready 9. What educators might finddifficult? Approaching curriculum with aconventional, linear, textbook-driven scope and sequencefilter is the traditional mindset. UbD frames curriculum from areflective, recursive SPIRALfilter which focuses onrecurring, ever-deepeninginquiries into BIGPICTURE ideasand important tasks. This approach fosters enduringunderstanding that is effectiveand developmentallyappropriate. 10. +Why has this persisted? A root factor is an overreliance on U.S. History (Howard Zinn &the textbook (p. 298)James Loewen A Peoples Among the adoption states, Texas, History of the United States &California, and Florida haveunrivaled clout. Yes, size does matter. Lowewen Lies my teacher toldTogether, these three have roughlyme. Columbus, Europeans &13 million students in K-12 publicschools. The next 18 adoption statesNative Americans, slavery,put together have about 12.7 millionMexico, heroes of the past. Though the Big Three have differenttotal numbers of students, they each Sciencespend about the same amount ofmoney on textbooks. For the current Mathematicsschool year, they budgeted morethan $900 million for instructionalmaterials, more than a quarter of allthe money that will be spent ontextbooks in the nation. http://www.nybooks.com/articles/archives/2012/jun/21 /how-texas-inflicts-bad-textbooks-on-us/?pagination=false 11. What teachers like/dislike aboutthis strategy? Educators dislike UbD approach as it removes them from comfort zone of textbook-driven planned lessons. UbD requires a lot of work! Benefitsoutweigh the costs in short and long term for all stakeholders once curriculum has been framed according to UbD principles. 12. +Yes, butChapter 13