Curriculum Planning 11th January 2010
Welcome Back
Recommended Reading UbD
Understanding by Design
A Summary of Underlying Theory and Research Base
for Understanding by Design by Jay McTighe and Elliot Seif
http://www.jaymctighe.com/articles/UbDResearch.pdf
Jay McTighe website resources:
http://www.jaymctighe.com/resources.html
Put Understanding First
Grant Wiggins and Jay McTighe
http://www.ascd.org/publications/educational_leadership/may08/vol65/num08/Put_Understanding_First.aspx
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Are “Skills, Knowledge and Attitudes” required to receive “3″ in the wording of our significant concept statement?
In planning how can we keep teachers from referring to content when creating the significant concept? Some teachers feel that content assists their process and some teachers feel constrained by content at this stage of MYP unit development.
Is there a diffrenece between objectives and assessment criteria (in the MYP Maths guide, there are essentially the same)?
How vague must “significant concepts” be. They are meant to be non-subject specific, yet examples of “essentail questions” from McTighe are clearly subject linked eg “Is US history a history of progress?”.
What’s the difference between an objective and an outcome? How content specific are you allowed to be? How many assessment criteria is not enough? What is a good balance? How much do you have to consider the reporting system when designing your program?
1. Should the big concept statement have what the students can actually do written into it? Or not? Or yes?
2. On the handout entitled ‘Evaluating the unit planner’, are the numbers 0-3 that we used to grade the “fiction” unit planner a grade out of three, on how well – for instance – the big concept statement was written, or, is it a continuum on the stages that a student will be at in regards to the single concept statement? Or not? Or yes?
Are scope and sequence topics to be conceptual (finding space, support play, adaptability) or is it permissible to be presented in their subject strand (Games, Aesthetic, Athletic, lifestyle)?
How broad can a unit question be (e.g How can our practice affect performance?).
How many significant concepts are allowed?
Are we allowed to ask more than 1 question? Can I use the same sig concept for different year levels? What happens when the sig concept is so significant it could be used for every single unit of inquiry for your subject across all year levels? Stage 1 of Unit Planning is circular and in both directions, as a result, surely units undergo constant evolution. Is it the experience of schools for teachers to be allowed to tinker with unit plans? What is the recommended number of specific objectives for the unit?
Do all objectives need to be covered in each year?
Does the essential question need to be subject specific?
Should formative assessment tasks and inquiries be included on the unit plan?
We Need to have a scope and sequence written that will clearly show the units and how concepts could then be added.
Do Units for every Unit of work. A there concepts that are stand alone in Maths.
Can the Unit question be more subject specific in Maths?
Unit tests are an important form of assessment. Need to investigate further how they link to the MYP objectives and ssessmnent criteria?