LM4++Curriculum+Framework


 * Learning Module 4: An Introduction to Pennsylvania SAS’s Curriculum Framework **


 * In this learning module we will explore PDE SAS’s Curriculum Framework which was developed base around the Understanding by Design (UbD) model.Within this model, the following elements are critical. **


 * Big Ideas: ** Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. ||
 * Concepts: ** Describe what students should know (key knowledge) as a result of this instruction specific to grade level. ||
 * Competencies: ** Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||
 * Concepts: ** Describe what students should know (key knowledge) as a result of this instruction specific to grade level. ||
 * Competencies: ** Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||
 * Competencies: ** Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||
 * Essential Questions: ** Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. ||

Retrieved 2 June 2010, from []


 * Directions **
 * Carefully review the goals and outcomes of this unit.
 * Read the course topic and assignment pages.


 * 2. Goals & Objectives **


 * Goals **

During this unit, students will:
 * Learn about their PDE's SAS Curriculum Framework
 * Analyze the Big Ideas for science and align their curriculum with appropriate Big Ideas
 * Gain an understanding of the purpose of an essential question and translate the essential question into a real world application.
 * Distinguish between a concepts and a competency and how these relate to student learning


 * Objectives **


 * Upon completion of the unit, students will be able to: **


 * Navigate the SAS Curriculum Framework
 * Select appropriate big idea with which to align their curriculum
 * Demonstrate the ability to connect essential questions with big ideas
 * Explain how concepts and competencies align with student learning


 * 3. Topics **

Pennsylvania Department of Education has recognized that Understanding by Design is a model for the development of curriculum.Through this framework, we begin with the end in mind!What is it that we want all students to know and be able to do at the culmination of a learning module or lesson?Let’s take a moment to explore Understanding by Design.
 * Topic 1: Using Understanding by Design as the Curriculum Framework **

Please review the following document prepared by the Pennsylvania Department of Education that describes the philosophy and educational outcomes associated with Understanding by Design: []

To gain a deeper understanding of the backward design process, please review the eArticle written by Grant Wiggins, a co-developer of the Understanding by Design (UbD) philosophy.Please access the article through the following link: []

This model is internationally recognized instructional design methodology.Students at the University of Geneva in Switzerland created the following wikispace exploring the UBD Model!This wiki includes a variety of educational resources and practical ideas that will enhance understanding and application of Backwards Design.Please view the EduTech Wiki at []

Let’s take some time to get familiar with PDE’s Curriculum Framework. On the Curriculum Frameworks page, you can explore the curriculum framework for using grade/subject level search or by looking up a course. Grade and subject level searches can be performed for science teachers teaching in grades k through 8. The framework provides information as to what should be taugh in science for that particular grade level. Within the courses section, curriculum frameworks can be reviewed for Biology, Chemistry, Earth & Space Science and Introduction to Physical Science. These curricular frameworks will likely be most applicable for secondary science teachers.

To learn how to navigate the Curriculum Frameworks Tab, you can

Review

or View the video that will walk you through the navigation of the Curriculum Framework

media type="custom" key="6330931"

The National Science Teachers Association (NSTA) maintains
 * Topic 2:What’s the Big Idea? **

“big ideas are fundamental concepts that develop over several years, and that serve to unify many component concepts. Big Ideas spiral through the grade levels building in complexity until students achieve full understanding in high school. Big Ideas can help us determine which component concepts are essential and which can be left out. It will therefore be important to select a set of Big Ideas for which there is broad consensus among the communities of scientists and educators (NSTA, 2010).”

Retrieved 2 June 2010 from, []

The intention of Pennsylvania's Big Ideas in science is to assist educators in the identification of critical concepts to be taught to mastery across grade levels/courses. Pennsylvania's Big Ideas in science are written, in part, as a response to the analysis in the TIMSS Study which reports that a typical United States science curriculum is "a mile wide and an inch deep", teaching too many topics and none to complete understanding. Pennsylvania's Big Ideas in Science are meant to encompass the most essential concepts and skills addressed in Pennsylvania's science Standards. These are the "Big Ideas" that are critical to success in science for all students. The SAS science framework supports the consistent application of Big Ideas in science to identify connections between scientific concepts.

Adapted from PaTTAN website (__[]__

Wiggins and McTigue (1998) discuss to what extent the content standards and topics //big ideas and core processes are at the heart of the discipline:// “Consider the ways people work within the disciplines—conducting investigations in science; writing for different purposes (e.g., to inform, persuade, or entertain) to real audiences; interpreting events and primary source documents in history; applying mathematics to solve real-world problems; researching; critiquing books and movies; and debating issues of social and economic policy. Such authentic learning experiences shift students from a passive knowledge receiver into an active constructor and verifier of meaning. By involving students in "doing" the subject, we provide them with insights into how knowledge is generated, tested, and used.”

As we work to design assessments and instruction with the end in mind, we may reflect on building assessments in alignment with the big ideas.In this video, Gilbert Valdez, Ph.D. discusses the importance of building assessments based around big ideas. []

Go to []

Please select a subject area or course and explore the curriculum framework.Please pay special connection to the connection the big ideas have to essential questions, concepts and competencies.


 * Topic 3: Uncovering the Essential Questions, Concepts, and Competencies: Aligning Student Learning **

//Figure 1:// Enduring Understanding and Essential Questions

Jay McTighe and Grant Wiggins, The Understanding by Design Handbook, Association for Supervision and Curriculum Development, 1998, http://pdonline.ascd.org/pd_online/ubd_backward/mctighe99chapter4.html.

Has a student ever asked you, why do I need to know this?If you have, then you have probably reflected on skills students need for success in the global society and the connection to the content and competencies that addressed within your classroom.Essential questions are intended to bring to light interesting real world connections that can open the doors for inquiry, encourage curiosity and creativity, and establish conceptual connections.

Essential questions are broad in scope and are relevant beyond the classroom experience.A good essential question should cultivate a sense of curiosity and motivate students to seek answers.They should be open ended and thought provokins and not answerable with a simple yes or no (Wiggins and McTigue, 2005).A strong essential question provides a like to prior knowledge as well as gives personal meaning to a student.

Please take a moment to see what Grant Wiggins has to say about the purpose of an essential question.Go to:[]

Why are essential questions so important?Take a moment to read “The power of essential question” contained on pages two through four!Go to:[]

Let’s take a moment to review the key concepts related to Essential Questions presented in the PowerPoint!

[|SAS Science\Essential Questions PPT for SAS Science.ppt]


 * What is a concept? What are competencies? **

Within SAS, PDE has defined Concepts as descriptions of what students should know (key knowledge) as a result of this instruction specific to grade level. Competencies are descriptions of what students should be able to do, key skills, as a result of this instruction, specific to grade level. Both concepts and competencies are grade specific descriptions of what students should know based on PA standards.

Please take a moment to review the elements of the curriculum framework and how these pieces fit together! This is an example demonstrating the alignment using 6th grade theater.



Standards Aligned System (2010) //Standards aligned system integration trainer professional development powerpoint.// Pennsylvania Department of Education: Harrisburg, PA.


 * 4. Assignments **


 * Discussion: **

1. Please explore the curriculum framework for your grade level or course. Identify the Big Idea(s), Essential Question(s), Concepts and Competencies that align with the learning unit you are preparing. PLease complete the sections labeled Big Ideas, Essential Questions, Concepts and Competencies in the Unit Plan Template. Once completed, save the document, upload it to your ePortfolio and then upload it to your website under the Unit Plan webpage.
 * Assignment:**


 * 5. Citations **
 * Figures **

Covey, S.A. (1989). //The seven habits of highly effective people.// Free Press: Riverside, NJ.
 * References **

Ednebula. (2010). Understanding by design. Retrieved on May 30, 2010 from: []

North Central Regional Educational Laboratory. (2010). //Gilbert Valdez: Learning and assessment.// Retrieved on May 30, 2010 from: []

Standards Aligned System (2010) //Standards aligned system integration trainer professional development powerpoint.// Pennsylvania Department of Education: Harrisburg, PA.

Wiggins, G. & McTigue, J. (1998) //The understanding by design handbook.//Retrieved May 17, 2010, from []