UBD & Me

I learned many crucial aspects of curriculum development. I learned about the idea of developing curriculum, units, and lesson plans using backward design. I recognized the difference between understanding and knowing. I used to think that knowing and understanding were the same. I now know that just because you know something doesn’t mean you really understand the concept. I learned the importance of developing and focusing on the goals and that the goals guide you during the process. The goals must be determined before planning curriculum or lesson plans. I discovered the six facets of understanding and practiced applying those concepts in the curriculum project. They are all important to fully understand the big ideas. I now know what essential questions are, their importance in bridging other disciplines, while focusing on the big ideas, and found that developing these questions are very helpful when teaching. There are many types of questions that can be used for each of the six facets when checking for understanding. There are three assessments and a format (GRASPS) to follow for developing effective assessments. I applied this to assessments that I currently use and found it very helpful. I also used it for my UBD project lesson plan. I learned about planning for learning in stage III by using the WHERETO elements and applied these elements to my UBD lesson plan to guide my instruction and learning activities.

I also gained knowledge in developing mission statements focusing on beliefs and values rather than a description and realized that missions should be specific highlighting the most valued beliefs of a school. The mission statement for the new teacher program was my part of the project. I researched many missions and realized that many schools or institutions have different beliefs or value certain aspects of education more than others due to their specific situation. A mission must be specific you your needs focusing on what is most valued or what needs the most attention for a particular situation or point in time. For instance, since there is a high rate of teacher drop outs, were participated in a highly important project; to develop a curriculum for servicing new teaching to help them through their first year teaching experience. Throughout the years of implementing the program, the program designers will most likely, through reflect on what was most effective about the program and what it was lacking.

I learned the difference between knowledge, skills, and dispositions. I try to focus on this when critiquing my instruction. I am now aware that there is also a difference between intended curriculum and the taught curriculum. This understanding is important when in an administrative position knowing that interpretations can lead teachers away from the true intentions of the resources but can also allow teachers to be creative and adapt to meet their individual needs of students and class. In addition, the difference between rubrics and grading schemes.

I learned that developing curriculum is not an easy process and that it takes much time and cooperation with other colleagues who must come together in sharing their vision to determine the goals that must be met prior to beginning the understanding by design process. I look forward to putting my “understanding” of understanding by design to use when developing curriculum and planning learning experiences.

World Language

New Jersey Core Curriculum Content Standards

Time Frame: World language should meet a minimum of three times a week for thirty minutes.

Two Main SectionsCommunication
a. Interpretive Mode
b. Interpersonal Mode
c. Presentational Mode

Students communicate in at least one world language in addition to English.

Interpretive Mode- the students are able to understand and interpret cultural context spoken and written, i.e. “one way” communication such as reading, listening to texts, movies, radio, television and speeches.

Interpersonal Mode-Students engage in direct oral and/or written communication i.e. “two way” interactive communication, conversing face-to-face, or exchanging personal letters or e-mail messages.

The Presentational Mode-Students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Some examples would be “one-to-many” i.e. making a presentation to a group or writing an article for the school newspaper.

Culture
a. Cultural Products
b. Cultural Practices
c. Cultural PerspectivesUnderstanding of the perspectives of a culture through experiences with products and practices.

Cultural Products-The products of a culture may be tangible (e.g. a painting, wedding veils, boiled peanuts, a pair of chopsticks) or intangible (e.g., street maps, a system of education, graveside eulogies.) The culture standard focus on how these cultural products reflect the perspectives (attitudes, values and beliefs) of the culture studied.

Cultural Practices-The practices of a culture refer to patterns of acceptable behaviors for interacting with members of other cultures. Two example of the American culture are clapping a teammate of the rear as a sign of congratulations for making a touchdown, or shaking a presenters hand after a well spoken speech. The culture standard focuses on practices derived from the perspective (traditional ideas, attitudes, and values) of the culture studied.

Cultural Perspectives-Perspectives of a culture would include the popular beliefs, the commonly held values, the folk ideas, the shared values, and the assumptions widely held by members of a culture. The perspective of a culture sanctions the cultural practices and creates need for products. The perspectives provide the reason for “why they do it that way”?” and the explanation for “how can they possibly think that?” Since practices and products not only derive from perspectives, but sometimes interact to change perspectives, this fundamental component of culture must be incorporated to meet the culture standard.

Strengths
a. Reflect more clarity.
b. Standards are organized according to modes of communication that place emphasis on the context and purpose of communication.
c. Standards and indicators emphasize connections with other core content areas to facilitate contextualized and purposeful language learning, transfer, and true understanding in preparation for real life experiences.

Weaknesses
a. Time to satisfy recommended days and minutes per week.
b. Does not provide the big ideas within the progress indicators.
c. Does not provide possible misunderstandings to ensure specific understanding are met.
d. Fails to provide necessary essential questions or enduring understandings to guide lessons that satisfy progress indicators while ensuring understanding of big ideas.

Resources
1. Becoming Citizens of the World. By: Stewart, Vivien. Educational Leadership, April 2007, Vol. 64 Issue 7, p8-14, 7p

2. CHAT WRAP-UP: FOREIGN-LANGUAGES EDUCATION. Education Week, 4/19/2006, Vol. 25 Issue 32, p35-35, 1p

3. U.S. World Language Program Models. By: Heining-Boynton, Audrey L. Educational Leadership, Dec2004/Jan2005, Vol.62 Issue 4, p29-29, 1/2p

4. Words and Worlds: World Language Review. By: Deterding, David. Language & Education: An International Journal, 2008, Vol. 22 Issue 1, p79-82, 4p

5. Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities. By Rassool, Naz. Comparative Education, May 2004, Vol. 40 Issue 2, p199-214, 16 P.