The document discusses professional development on curriculum maps based on the Understanding by Design model. It aims to disseminate curriculum maps and explain how they are aligned to federal standards. The maps are created using the Understanding by Design framework which emphasizes backward planning from desired results to evidence of understanding to learning experiences. Teachers can use the curriculum maps in their daily planning by referring to the three stages of understanding by design: identifying desired results, determining assessment evidence, and planning learning experiences and instructions.

1. Professional development
Curriculum Maps
Grade and Subject Based on
Understanding by Design
Model

2. Objectives
Disseminate Curriculum Maps and federal compliance
requirements, Title I - Part A, Section 1111 - Standards and
Assessment.
 Explain the Model Understanding by Design (UbD) in which the
maps are based Curriculum.
Interpret the alignment tool and schedules sequence (group
dynamics).
 Analyze the parts of a Curriculum Map by grade and academic
area.
 Using the Curriculum Map for planning, as circular letter
2:2010-2011.

3. Federal compliance
Title I, Part A, Section 1111 - Standards and Assessment
requires evidence
Implementing Content Standards and Grade
Expectations 2007
Documented evidence aligned to standards
curriculum aligned
Daily planning of the educational experience
Continuing Professional Development
Assessments

4. Rationale for Curriculum Maps
Why was it necessary to create them?
To ensure that all teachers of the DE have the resources that allow access
to all the educational experiences aligned with the Content Standards and
Grade Expectations 2007 document.
What documents underly the process of aligning a Curriculum Map?
Content Standards and Grade Expectations for 2007
Curriculum Framework
Academic Program Circular Letters
Circular Letters 2:2010-2011: Planning
School Calendar

5. the Curriculum Map Model Adopted:
Horizontal
1
Time
2
Topic
3
Essential
Question
4
Concept
5
Standard
6
Prior
Knowledge
7
Skills
8
Assessment
9
Activity
10
Re
Key
1.Time
2 Topic
3. Essential Question
4 . Concept
5. Standard
6. Prior Knowledge
7. Skills
8. Assessment
9. Activity
10. Resources

6. Understanding by Design Model
Created by Wiggins, G., & McTighe, J. in 1998.
 Understanding by Design (UbD) - Teaching for
Understanding.
Backward Planning
 Based on Three Stages
 Stage I: Results Expected
 Stage II: Assessment Evidence
 Stage III: Learning Plan

7. What is Understanding?
Understanding - I caught the idea, I can explain it, make
connection,. know why and how it works. It is the ability to apply
knowledge wisely and effectively to real world situations.
To know
If you have learned only
"content" then you will
be able to ...
To understand
If you can understand a
topic / concept / subject
matter you will be able
to……

8. Six Facets of Understanding
Explanation –sophisticated and
apt theories and illustrations, which
provide knowledgeable and justified
accounts of events, actions and
ideas.
Perspective- critical and insightful
points of view.
Interpretation-interpretations,
narratives and translations that
provide meaning.
Application- ability to use
Empathy-the abililty to get inside
another person’s feelings.
Self-Knowledge- the wisdom to
know one’s ignorance and how

9. .
UbD - Emphasizes
Big Ideas / Essentials Questions
Transfer goals
Performance Requirements ( Standards and expectations)
Evaluation criteria (assessment)

10. Understanding By Design (UbD)–
Teaching for Comprehension or
Understanding
Design of Understanding

11. The Seven Tenets of UbD Framework
 Learning is enhanced when teachers think purposefully about curricular
planning. The UbD framework helps this process without offering a rigid
process or prescriptive recipe.
 The UbD framework helps to focus curriculum and teaching on the
development and deepening of student understanding and transfer of learning
( the ability to effectively use content knowledge and skill) .

12. The Seven Tenets of UbD
The Framework
 Understanding is revealed when students automatically make sense of and
transfer their learning through authentic performance. Six facets of
understanding – the capacity to explain, interpret, apply, shift perspective,
empathize, and self assess- can serve as indicators of understanding.

13. Continue
 Effective curriculum is planned backward from long- term, desired results
through a three- stage design process( Desired Results, Evidence, and Learning
Plan). This process helps avoid the common problems of treating the textbook
as the curriculum rather than a resource, and activity oriented teaching in which
no clear priorities and purposes are apparent.
 Teachers are coaches of understanding, not mere transmitters of content
knowledge, skill, or activity. They focus on ensuring that learning happens, not
teaching ( and assuming that what was taught was learned); they always aim and
check for successful meaning making and transfer by the learner.

14. continues
 Regularly reviewing units and curriculum against design standards
enhances curricular quality and effectiveness, and provides engaging
and professional discussions.
 The UbD framework reflects a continual improvement approach to
student achievement and teacher craft. The results of our designs-
student performance- inform needs’ adjustments on curriculum as
well as instruction so the student learning is maximized
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high
quality units. Alexandria, VA: ASCD.

15. Planning Using
the Curriculum Map

16. Backwards Design
Recommends leaving the objectives-activity-assessment sequence
and ponder "how do I know that students learned what they
needed to learn" before thinking of how to teach
Grade standards and
expectations of 2007, big
ideas and essential
questions
Performance Task
Planning activities,
experiences and
instruction

17. Curriculum Map
Stage 1: Desired Results
Unit Summary
Content Standards and Learning Expectations
Big Ideas/ Enduring Understandings: Essential Questions:
Content (The student will know….) Skills( The student will be able to…)
Stage 2: Assessment Evidence
Performance Tasks: Other Evidence
Stage 3: Learning Plan
Learning Activities:
Subjec: ESL
Lenght:

18. Stage 1—Identify Desired Results
Key Questions:
What should students know, understand, and be able to do?
What is the ultimate transfer we seek as a result of this unit?
What enduring understandings are desired?
What essential questions will be explored in-depth and provide focus to all
learning?

19. Stage 2—Determine Assessment Evidence
How do I teach?
 Key Questions: How will we know if students have achieved the desired
results?
 What will we accept as evidence of student understanding and their ability
to use (transfer) their learning in new situations?
 How will we evaluate student performance in fair and consistent ways?

20. Stage 3—Plan Learning Experiences and
Instrucctions
Key Questions:
 How will we support learners as they come to understand important ideas
and processes?
How will we prepare them to autonomously transfer their learning?
What enabling knowledge and skills will students need to perform
effectively and achieve desired results?
What activities, sequence, and resources are best suited to accomplish our
goals?

21. Curriculum Mapping
Structure maximizing learning time (school calendar).
Is a design that organizes the material contained in a
sequential and systematic way.
Synthesizes and presents the highlights that every teacher has
to work in content.
Emphasizes essential concepts required to develop different
levels of knowledge.
It is an organized way to plan the content to be offered with
different strategies, activities and assessment.
Focus on understanding.
(Hayes, J., 2004).

22. Curriculum maps
The process by which teachers document their curriculum,
share, examine to identify gaps, inconsistencies,
redundancies and new learning.
This experience creates a coherent and consistent curriculum
across disciplines, aligned with the standards and
expectations that responds to the information we have of
students.
Udelhofen, 2005

23. Example of a Unit:
4.3 Making Predictions,
Inferences and
Connections About
Characters

24. Curriculum maps allows:
development of teaching and learning.
alignment with the curriculum of the Department of
Education.
daily lesson planning. (a must)
instructional activities to improve the academic achievement
of ALL students.
reinforcement of teaching and learning through curriculum
materials: Scope and Sequence, Maps and Calendar Sequence
Curriculum (K-12).

25. Additional materials:
Alignment Tool

26. To ensure that all expectations were being
addressed, a curriculum alignment tool was
created.
This way, we make sure that all of the parts of the
expectation are being addressed.
Acts as a tool for teachers, instructional leaders,
and principals to see at a glance what
expectations are covered in a unit.
What is the purpose of the Curriculum
Alignment Tool?

27. Bi-dimensional organization
 Vertical alignment compares all the
standards in a content area/strand
across all of the grades
 Ensures that as students progress
from one grade to the next, they
are building on prior knowledge
 Guarantees that as the standards
become more broad/deep, new
concepts and skills are introduced
 Establishes the prerequisite skills
that are taught in preceding grades
 Corresponds to the sequence of
the contents to be achieved.
 Ensures that all teachers, are
covering a specific content, to a
degree and following a similar time
line.
 Is a common curriculum to ensure
that all students receive equal
educational opportunities
throughout the grades.
 Development of educational
experiences that demonstrate
conceptual skills of standards and
expectation based assessment.
Vertical Horizontal

28. Pacing Calendar

29. Stage 1
Desired
Results
Stage 1
Desired
Results
Stage 1
Desired
Results
Stage 1
Desired
Results
Stage 2
Assessment
Evidence
Stage 2
Assessment
Evidence
Stage 3
Learning Plan
Stage 3
Learning Plan

30. Stage 3
Learning Plan
Stage 3
Learning Plan

31. Using the maps in our daily planning
Stage 1
Desired Results

32. Stage 2
Assessment Evidence

33. Stage 3 Learning Plan

34. Stage 3 Learning Plan