KRHS User Guide for Curriculum

Phase I: ENDURING UNDERSTANDINGS

Each course will have 3-5 Enduring Understandings that identify the desired results of the course. These are statements of understanding that articulate the “big ideas” with lasting values beyond the classroom and deep conceptual understandings at the heart of each content area. According to the principles of Understanding by Design (UbD) the best instructional designs are backward; that is they begin with desired results, rather than with instructional practices.

To assist in our design of curriculum and in determining what are to be our Enduring Understandings it is necessary to reference state, district, and school standards. In the designing of curriculum at KRHS we all need to consult and analyze in a meaningful way NH Frameworks, Grade Span Expectations (GSEs) and even National Curriculum Standards. We need to consider the District Vision Statement, Commencement Goals, and our school’s Mission Statement. These educational tools will guide us in our work in developing the Enduring Understandings for each course.

Phase II: ESSENTIAL, IMPORTANT, FAMILIAR WITH

Once the Enduring Understandings are developed for the course they will serve as the umbrella from which all other curriculum work will follow. The Enduring Understandings jump-start the process so that we can address what is “Essential” for each student to know. As educators we are often trying to cover too much and we end up uncovering too little. This makes it paramount to determine what is “Essential” for each student to know so that it becomes the focus of our content as well as our instructional time.

Essential: This is the deep understanding and information that each student in the class must obtain. (Direct relationship to Enduring Understandings)

Important: With more time available it would be beneficial for students to acquire this understanding and information.

Familiar With: With available time this information is worth just being familiar with or possibly can be eliminated when we are confronted with time constraints.

Phase III: Core Competencies

Core Competencies for each course are mandated by the state and must be completed by the Fall of 2008. The competencies are directly linked to the “Enduring Understandings” and what is “Essential” for each student with in the course. They are the evidence that the understandings have been acquired. Core Competencies can be evidenced through a multitude of assessment and/or student experiences.

Phase IV: Unit Design & Understandings

Each unit that you design for the course will also include enduring understandings. There will be 2-3 of these understandings and they will fall under the umbrella of the “big idea” understandings you have for the course. The goal is to identify desired results, determine acceptable evidence, and plan learning experiences and instruction. The unit understandings will be narrower in scope and more content specific. They will play to the Understanding by Design belief that students learn best when they have the opportunity for in-depth inquiry, critical analysis and application of knowledge.
        
Phase V: Essential Questions
For each unit there will be several essential questions that are open-ended, interpretive, and go to the heart of the discipline or content area. For teachers and students the essential questions serve as the inquiry and path to obtaining the understanding of the content that they are teaching and learning.

Phase VI: Knowledge and Skills
In this phase of our unit development we are looking at the knowledge and skills we must teach to enable students to apply their knowledge in a meaningful way. What we want students to know within each unit is more fact oriented and is information that students can quickly recall as a part of the desired understanding. What we want students to be able to do provides a method to respond to the essential questions and obtain the desired understanding (analyze, assess, compare, contrast, critique, differentiate, explain, interpret, summarize). Knowledge and skills also addresses the broader ability of the student to apply essential knowledge such as; construction, assembling, troubleshooting, maintenance, writing,creative expression and design.

Phase VII: Performance Task/Other Evidence
This is the assessment phase of our unit development. Here we must keep in mind the metaphor of a photo album, rather than the more traditional metaphor of a snapshot. Effective monitoring of a student’s progress should incorporate many assessment tools and processes that demonstrate the student’s understanding.

• Through what authentic performance task(s) will students demonstrate the desired understandings?
• By what criteria will “performances of understanding” be judged?
• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results?
• How will students reflect upon and self assess their learning?

References

Brown, John L. Making the Most of Understanding by Design. Alexandria,
      Virginia: ASCD Publication, 2004.

McTigh, J. and G. Wiggins. Understanding by Design.  Alexandria,
     Virginia: ASCD Publication, 2005.