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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 bySherah 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 wordsDetermine category labels Add to your group board

Enduring Understandings

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Comprehensive Unit Comprehensive Unit DesignDesign

How is the “big picture” unit design process used in standards-based teaching and learning?

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Lesson Planning #1

Open teacher’s 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 GPS’s 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

doesn’t know it or can’t 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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Let’s look at some sample GPS and how we would use them for unit planning.

Where to next?

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Training MaterialsFrequently

Asked Questions

http://www.georgiastandards.org

Standards

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New GPS Standards

ContentMapping

Teamwork

Assessment

Instruction

Enrichment & Extension

Understanding

New 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

QCC12   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).             

GPSS4P2. 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.

K – 5 Science at a Glance

8/31/2005

Earth Science Physical Science Life Science

Kindergarten Day and Night Sky Physical Attributes (5 senses) Living and Nonliving (My World and Me) Sorts Rocks and Soils Composition of Material Parents and Offspring

Motion

First Grade Weather Patterns Sound Characteristics of Living Things (Patterns) Seasons Shadows ( Light) Basic needs of Living Things

Magnets

Second Grade Motion/Patterns of celestial bodies

Changing attributes of materials Life Cycles

(Change) Changes in the earth’s surface States of Matter Energy keeps things going

Pushes and Pulls

Third Grade Rocks and Minerals of Ga Heat Energy Habitats (Form and Function) Soils Magnets Features of Organisms of Ga

Fossils Pollution and Conservation

Weathering

Fourth Grade Stars and Star Patterns Light Ecosystems (Models) Solar System Sound Food Chain/Web

Weather data and forecasting Force, Mass, Motion & Simple Machines

Adaptation-Survival/Extinction

Effects of Gravity

Fifth Grade Landforms in Georgia Intro to Cons. Of Matter Classification of Organisms (Evidence) Constructive/Destructive forces Physical/Chemical Changes Inherited Traits and Learned Behaviors

Role of Technology in control Electricity and Magnetism Cells and microorganisms

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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 StandardsS3P1

Science Grade 3 Physical Science Standard #1S4E2

Science Grade 4 Earth Science Standard #2S5L2

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 Model

see handoutG

PS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacher Commentary

All above, plusTasksStudent WorkTeacher Commentary

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

All aboveAll 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 73-74Tips 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 Bloom’s 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!

Let’s try it Look at elementary level GPS Look for:

Big ideas Write “enduring understandings”

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Four Groups – Write EU’s

1. First Grade Science – Students will observe, measure and communicate weather data to see patterns in weather and climate.

2. First Grade Science – Students will demonstrate effects of magnets and other objects.

3. Second Grade Math – Students will create simple tables and graphs and interpret their meaning.

4. 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 (EU’s)

With your partner Create 3 true statements about EU’s Create 1 false statement about EU’s Randomly determine where the false

statement will be