What I Learned

Now that the semester is coming to a close I learned how to use the UbD method of development. I feel developing the New Teacher Training with a group of other educators was beneficial to go through the process of UbD and learning each phase of the design. As we worked through each stage, we were able to share our concerns, thoughts, and ultimately agreed upon method of design. This discussion was beneficial to learning the process.

Now that I have a firmer foundation of designing lessons and starting with the end, I design my own lessons differently. I always ask myself – so what? Why am I teaching them what I have planned? I used the UbD in designing a research paper unit. I’m in the middle of using it now and although it is different than I have taught in the past, I feel the students are more engaged and are learning more through each phase. They are responsible for more of their education; it is more student-centered rather than the teacher guiding them into each stage of the writing process.

Where do I go from here? Hopefully, in transitioning into the next phase of my career, I will be able to use the information I learned in this class in helping educators create lessons that follow UbD. Although I’m by no means an expert, this beginning knowledge of UbD will springboard learning more and more about it and hopefully, I will be able to share it with other professionals.

CCCS Project

It was quite interesting to analyze another unfamiliar CCCS. We needed to evaluate and summarize the Technology Core Curriculum Content Standards. I teach English and I use a lot of technology, but I never really thought that it covers the CCCS for technology. This assignment helped me realize that what I do really does cover more than one CCCS.

I found the other groups presentations interesting. The handouts will be helpful when transitioning to another position. We go to school with many talented educators. It is interesting to listen and learn from other groups presentations. I was able to use a source from one of the groups immediately. It came in useful right away.

When reflecting on our own CCCS, it is interesting to really look at it as it relates to others. I’m still looking for the overall framework and how the state feels everything should work together. I’ll continue my search. I look forward to listening and learning to all the other groups presentations.

Technology Handout

Here is a link to the technology handout.

I hope this works, if not I'll try another way.

For those interested, I pasted my word document in to google docs and then pasted the link below. If this works that will be great.

Mary, Robyn and Maria

http://docs.google.com/Doc?docid=dg8ndwng_3gn48p7fg&hl=en

How is Curriculum Developed

It’s the time of the year where summer curriculum is posted for teachers to work on curriculum. I previously worked on curriculum during the summer for two years. One project was a brand new section of an existing course and the other was to modify the same existing course. These two projects were assigned to two other teachers and me. Here I was developing curriculum and never really understood what curriculum was. We designed curriculum based on three teachers opinions.

In my first masters course here at MSU, I never had to take a curriculum course. Now that I’m learning and earning a certification to become a principal or supervisor, I’m learning all about curriculum development. I wonder if current undergraduate students learn how curriculum is developed. I know I didn’t need to. I’ve been teaching special education in multiple content areas and I never questioned how curriculum was developed. I instructed from the curriculum guide and made modifications as needed for the students’ learning disability. I’ve said this before, and I’ll say it again, why does it take so long for educators to be trained in curriculum development. I’m at the end of my training and I’m now challenging what I teach and why I teach what I teach.

We’ve had some heated discussions on whether the textbook is the curriculum; many districts use a textbook for their curriculum. I now know that the textbook can be a tool to develop curriculum but it shouldn’t drive the curriculum. Is it easier to use a textbook when developing curriculum, probably, but is it right for the students? I’m not so sure.

I can’t predict the future, but I realize that change will be difficult if I’m lucky enough to lead a school in the next few years. Shouldn’t we wonder and challenge what we teach and understand why we are teaching? Teachers should be the facilitators of learning for the students. If we can get the students to understand why they are learning, then our jobs will be a lot easier.

Feedback on UbD Plans

Tonight’s class was interesting and productive. Today we finalized our CCCS presentation and had the opportunity to review and provide feedback other groups New Teacher Training plans. I felt that each group had a different format; however, the content was all there. We really do have a better understanding of UbD based on this class. I did find that most of the groups had similar block plans. I would say that was the most consistent presentation of all the groups. I did feel that all of us had very similar lessons designed. Some groups even attempted to teach new teachers UbD….I feel that is quite ambitious. We’re taking all semester to apply the process, good luck to those new teachers to learn it within an hour training session.

I’m one of those learners that like to have the criteria of assessment prior to completing a project. The rubric given out will help me refine my piece. I’m glad this was just a draft. I sometimes provide my students with the assessment criteria in the middle of a writing process piece, but now I think I’m changing my philosophy to always distribute the criteria prior to the assignment being started.

The whole process of creating new teacher professional development plans is challenging but worthwhile. This type of project really allowed all of us to apply UbD.

Assessing other Groups' Assessments?

We haven’t gotten the chance yet to assess other groups’ assessments; however, when we assessed other groups’ mission statements, I found that to be quite enlightening. Reviewing other groups’ (or individual’s) work gives a different perspective to the reviewer and if feedback is given, to the creator as well. As time goes on, I’m sure we will eventually review other groups’ assessments.

The assessments, as with everything in the UdB process, should be based on the big ideas, or essential questions of the project. Speaking for our group, we are consistently going back to the big ideas and essential questions when designing our 15 session curriculum and assessments. I wonder how we can assess other groups’ assessments if we aren’t aware of where they are going, what their big ideas or essential questions are. I’m sure we would be able to assess, but would it be valuable feedback if we didn’t know what their goals are?

In referring to UbD, 2nd edition, the three basic questions assessors need to address are: 1) What kinds of evidence do we need to find hallmarks of our goals, including that of understanding?, 2) What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved?, and 3) Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding? When reviewing other groups’ assessments, I would assume that we would know their goals, expectations and big ideas.

Where has all the training gone?

I can’t believe I’m finally learning how to develop lesson plans that challenge students. At this point in my career, I’m not really sure I look forward to revamping everything I once did. Prior to this class, ignorance was bliss. I taught students skills that helped in reading comprehension, taught them how to construct paragraphs and many things that many of us would consider simple. For learning disabled students, what some consider simple is very difficult for them. Now that I’m reading and trying to apply many of the UbD concepts, my teaching is not what it should be.
I’m a product of MSUs MAT teacher of the handicapped program. My best learning experience came after I was in a classroom. I consider most of my training as “on-the-job training.” The UbD process is very interesting. I feel that many of the units could be designed and shared with other teachers teaching the same curriculum. Am I wrong is feeling that this process will require a lot of planning time, but would be more effective if designed correctly? Am I wrong in thinking that this type of unit design could be shared and put in place in school’s curriculum guides? I’m getting the sense, much of the work could be done as part of curriculum development that occurs in the summer.
Is this how new teachers are being trained. If future administrators/curriculum supervisors are getting training in this type of design perhaps change can take effect. I’ve been a teacher for twelve years and I was only exposed to this concept when I returned to MSU for a supervisory and principal’s certificate. My first masters didn’t address this at all. I can see my future in being a future change agent to teachers who are willing to really challenge students and who give students reasons for learning. I can anticipate my teaching will continue to change and whenever I change careers, I can see myself helping teachers rethink their design of lessons and units. I realize I’m not an expert in this type of design, but being exposed and trying to apply it myself will help me share UbD to others are my career grows.