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Curriculum Mapping and UbD

Published on Aug 21, 2017

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PRESENTATION OUTLINE

Curriculum Mapping

Understanding by Design

Designing Authentic Performance Tasks

To what extent do we have a coherent curriculum…from the learner’s perspective?

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WHY?
"...the standards must address the problem of a curriculum that is a mile wide and an inch deep..."

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“…That is, what and how students are taught
should reflect not only the topics that fall
within a certain academic discipline, but also
the key ideas that determine how knowledge is
organized and generated within that discipline.
This implies that ‘to be coherent,’ a set of
content standards must evolve from particulars
… to deeper structures inherent in the
discipline.”
CC Mathematics Standards, p. 2

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“Students will be able to
independently use their
learning to…”
An effective curriculum equips learners
for autonomous performance
…by design!

Core Maps

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Transfer Goals - Mathematics

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Use appropriate tools strategically
  • Model mathematics.
  • Attend to precision.

Authentic Performance Tasks

Type of Task

  • Constructed Response Task
  • Stand Alone Task
  • Curriculum Embedded Task
  • Complex Project

Visible Learning for Mathematics
..."engaging students in problem-based learning by using TASKS that require them to apply prior knowledge and skills in new situations."(d=0.61)

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Anchor the curriculum around
important, recurring tasks.
 Require understanding and transfer of learning.
 Provide evidence of authentic
accomplishments.

Resources

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In retrospect, we can...

Ensuring mathematics success for all...

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Lesson Sharing

Assessment

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Community

"Enhancing communication practices that foster trust and mutual engagement among teachers, parents, and students to support math learning is key to equity-focused teacher practice." - Adams, et. al. 2000

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Beyond Answers

Foster mathematics discussions 

Whose voice reverberates?

Create avenues for equity of students' voice.  
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