Reflection As this course comes to a close, I reflect upon all that I have learned about writing curriculum. The UbD and UDL instructional models presented in this course have provided me with the tools necessary to effectively write curriculum. I hope to have the opportunity to be part of developing curriculum for my discipline in the future. Prior to this course, my understanding of how to effectively develop curriculum was minimal. The UbD and UDL models of curriculum instruction offer a framework that targets student understanding by designing backwards. The focus is on developing goals and assessments first and planning activities and instruction last. The curriculum clearly addresses what the student should understand and be able to do. By designing backwards, instructional goals are clearly conveyed to students. This mindset will help me to focus my teaching and hopefully prevent what Wiggins and McTighe (2005) refer to as the "two sins"; endless covering of content and activities that are fun but do not help students understand. Reference Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for Supervision and Curriculum Development.
Blog Post #4 Part I: Stage 3 Learning Plan
Learning Activities
1. Provide each pair of students with white boards and ask them to brainstorm the question, “What is DNA?” Discuss results as a class and introduce the unit and essential questions. (W), (E), (H).
2. View the short film: “DNA , The Discovery of the Double Helix” by HHMI to hook students into how scientists discovered that DNA was the molecule responsible for heredity. Spanish version of film available here for ELL students (H), (T).
3. Inform students that the DNA code is the code for protein production and remind students of the importance and functions of proteins function of DNA. (W)
4. Arrange students into groups and assign each group a different scientist from the film. Each group will research the contribution of each scientist to the discovery of the structure of DNA. Students will evaluate each experiment for the steps of the scientific method (identify variables and controls, evaluate possible sources of error, summarize conclusion) and relate the importance of the work on the discovery of DNA. Students will use rubric provided to evaluate their work. Students can turn in a draft for review and revise work. (E) (W), (R), (E-2).
5. Perform DNA extraction to offer students a visual of DNA and appreciate the complexity of the structure. Use scientific method to conduct experiments and communicate results.(H),(E).
6. Construct a DNA molecule using molecule kits. Students demonstrate understanding of structure and replication of DNA by verbally explaining to the teacher (Oral quiz). (H), (E).
7. Demonstrate protein synthesis and use online resources from Howard Hughes Medical Institute to transcribe and translate a DNA sequence into a protein. Teacher will offer extra help to students that are struggling and provide extra practice examples. Students that grasp content quickly will be asked to help students that need assistance. (E), (W), (T).
8. Discuss technologies that can alter DNA to create new organisms and products. Have students briefly research in small groups’ examples of organisms and products that have been created by altering DNA. Conclude lesson with a discussion of results from search. Students will have a choice of write an essay, creating a video, or creating a presentation on the benefits and drawbacks to the use of the technology. (W), (E) (T).
9. Provide students with the authentic performance task on GMO mandatory fool labeling issue. Students will work in groups to create a persuasive brochure and presentation to a simulated health committee meeting. Students will be given a graphic organizer to help students outline their brochure and presentation. (E) (R), (O).
10. Students will work with their groups to research benefits and consequences of labeling GMO’s. Students will consult with peers and teacher to review and revise work using graphic organizer. (E), (R), (W)
11. Students will be give self-assessment rubric for authentic performance task on GMO labelling. (E-2).
12. Students present authentic performance task and present persuasive brochure. (W), (E).
Part 2: Self-Assessment Rubric
Reflections When creating my learning plan, I reviewed the big ideas, essential questions, and performance tasks to ensure that all the activities aligned. The learning plan provides students with meaningful and engaging activities that align with the unit objectives to provide students with a deeper understanding and not just fun activities. The variety of instructional approaches offered in the unit will assure that all students have an equal opportunity to achieve their goals. By the end of the unit, I hope that students will be able to describe the structure of DNA and relate its structure to its function in producing proteins and transferring genetic information. Students should be able to apply their knowledge to real world situations related to GMO's. In the UbD and UDL curriculum models of instruction, it is important to avoid aimless coverage of content and isolating activities that are simply fun and engaging but do not transfer to increasing understanding (Wiggins & McTighe, 2005). When creating a learning plan, how can teachers avoid this? Also, how can we be sure that our activities are meaningful and help students transfer knowledge towards a deeper understanding?
Reference Wiggins G.P., & McTighe, J. (2005). Gaining clarity on our goals. In J. Houtz (Ed), Understanding by design. (pp. 56-81). Alexandria, VA: Association for Supervision and Curriculum Development.
Blog Post #3 Part I: Stage 2 GRASPS for Authentic Assessment
Image retrieved from modernfarmer.com/wp-content/uploads/2013/04/gmo-hero.jpg
An important component of the UbD instructional model is providing students with authentic assessments. An assessment is authentic if it provides a situation or scenario that mimics the real world. The assessment has meaning to the student outside of the classroom and has real world applications. This type of assessment asks students to use higher order thinking to apply content. The criteria for creating authentic assessments requires 6 elements written in the acronym GRASPS (Wojcik, 2016). The following authentic assessment utilized the 6 elements and was created for High School Biology students studying DNA and Protein Synthesis.
Should genetically modified foods be labeled? Goal Your group's goal is to create a persuasive brochure that supports your position on whether genetically modified foods should be labeled.
Role You are a group of food scientists working for a Connecticut company.
Audience You will be addressing the Public Health Committee of Connecticut at their monthly meeting in Hartford.
Situation
The Public Health Committee of Connecticut will be deciding if GMO’s should be labeled in Connecticut. You have been hired by the American Seed Trade Association to present a persuasive brochure that you will share with the committee to prevent the mandatory labeling of foods in Connecticut.
The Public Health Committee of Connecticut will be deciding if GMO’s should be labeled in Connecticut. You have been hired by the Concerned Citizens Organization to present a persuasive brochure that you will share with the committee to support the mandatory labeling of foods in Connecticut.
Product/Performance You will create a persuasive brochure with references and present your stance to a simulated public health committee.
Standards CT Grade 10, Strand V 10.3 - Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another. See Assessment Rubric below.
Part II: Standards and Criteria for Success Click on button to access rubric
Two of the expected performances students should understand at the end of the unit on DNA and Protein Synthesis are:
Students will be able to describe how genetic information from organism can be altered to produce new products such as foods and medicine.
Students will explain the risks and benefits of altering the genetic composition and cell products of existing organisms.
The authentic assessment that I created on the labeling of genetically modified foods will help students understand how genetic information can be altered. Students will be able to evaluate the risks and benefits of altering genetic composition after conducting research. Once the students understand the expected performances related to genetically modified organisms, they can apply this knowledge to make informed decisions on whether or not foods should be labeled as GMO's. In addition, students will be engaged in a real world situation related to the mandatory labeling of genetically modified food in Connecticut; a controversial issue that has been in the news. Question: If I was asked what one of the biggest issues teachers have in the classroom, I would say "time". I often hear from other teachers that there is not enough time to teach material or prepare students for a test. Authentic assessments are known to be time consuming to create and administer. How can we shift from using more authentic performance tasks in the classroom when so little time is available? How can school districts curtail content to allow for more performance tasks?
References: Wojcik, J. (2016). Using the GRASPS tool for authentic assessments. Personal collection of J. Wojcik. Post University, Waterbury, CT.
Blog Post #2 Stage 1 Unit Plan and Planning Pyramid
Part II: Planning Pyramid What all, most, & some students will know. Some Students Will Know: · The significance of each historical experiment in the discovery of DNA as the genetic material. · Changes in the nucleotide sequence will affect the three dimensional structure of a protein and prevent the interaction of specific parts of amino acids.
Mutations provide the variation necessary for life to exist. Some mutations are harmful and some are helpful.
Most Students Will Know: · That changes in the nucleotides sequence cause mutations that affect the structure of the protein and therefore its function. · How mutations occur providing specific examples. · The scientists and their experiments that contributed to the discovery DNA and its function as the genetic material. · The complementary pairing of DNA bases using the words to represent bases (Ex. Adenine-Thymine and Guanine-Cytosine). · The importance of sharing/publishing scientific data with other scientists. · How to describe the process of producing GMO’s. · That understanding DNA structure and replication makes genetic engineering possible. All Students Will Know: · That the basic unit of DNA is a three part nucleotide. · The complementary pairing of DNA bases using letters to represent bases (Ex. A-T and G-C). · That Watson and Crick were credited for the discovery of DNA. · Many scientists contributed to the discovery of the structure of DNA and its function as the genetic material. · The DNA codes for the synthesis of proteins. · The role of RNA in protein synthesis. · How to extract DNA from plant cells and describe what it looks like. · DNA is replicated and copied during reproduction to produce egg and sperm cells. · How to transcribe and translate a genetic code into a specific protein. · How to demonstrate DNA replication using models. · Mutations occur when the DNA code is altered. · How mutations occur. · Technology exists to alter DNA and produce GMO’s.
Reflection:
When I prepared my stage I unit plan and planning pyramid I tried to constantly focus on what I wanted students to understand, know, and be able to do. I wanted to be sure that I avoided aimless coverage of content and using activities that merely engage students but do not help them relate the material to content. Wiggins & McTighe, (2005a), refer to this as the “twin sins” (p. 16) of teaching. In order to avoid this, I referred to the instructional goals that were prepared for the unit while completing the stage I plan. This proved to be more challenging than I thought. I found myself losing focus and getting caught up in content. This process was beneficial to me as an educator because if I can stay focused on what to teach and how to teach it, students will have a clearer picture of what they need to know. The use of essential questions to frame the unit objectives will hopefully provide students with deeper understandings. The essential questions will help keep the focus on the big ideas and avoid the twin sins (Wiggins and McTighe, 2005a). In addition, the essential questions are meant to be engaging and relevant to the students and encourage them to transfer knowledge (Wilhelm, 2012). For example, the topic of DNA is relevant to all students because it helps them understand how the DNA they are composed of determines their traits and how traits will be transferred to future generations. Students may also be able to transfer information regarding issues related to editing DNA to authentic situations. For example, understanding the structure and function of DNA and increasing scientific literacy can give students confidence to discuss the ethical issues related to editing human embryos and other related topics in the news. In deciding what students should understand, know, and be able to do, I considered my previous experience with students in regards to their strengths, weaknesses, and interests. Considering the student’s learning profile can help me to understand students needs as they relate specifically to the unit and help me prioritize learning (Wojcik, 2016). In my previous experience, students had difficulty with abstract concepts related to the chemical structure of DNA. To address this barrier, students will use models to visualize the structure of DNA to help with this concept. Students that can grasp this content easily will be offered enrichment by using models to demonstrate more complex concepts such as replication, mutations, and protein synthesis. These students could also act as peer tutors to assist other students having difficulty. The goal of educators is to provide students with an understanding of content. Ironically however, evidence suggests that educators may be unsure of what an understanding is and how it is different from knowledge. I considered the facets of understanding as outlined by Wiggins and McTighe, (2005b) when deciding what all, most, and some students should know. To truly understand, students can explain, apply, interpret, empathize, and have perspective and self- knowledge (Wiggins & McTighe, 2005b). I believe that demonstrating understanding in some of these facets such as application and interpretation require a deeper understanding of content than others such as explanation. Most students in my honors level classes will grasp content and apply knowledge easily, where as some in the general level will be able to do so. I used this concept as a basis when deciding on what all, most, and all students should know.
The use of essential questions can lead to students asking additional questions. In this process, students will come to realize that questions lead to greater understanding and that there are no “stupid questions”. Allowing students time to ask questions and discover answers which may lead to more questions is time consuming.
How do we as educators’ structure our classes to ensure we give adequate time for students to explore and discover while still having enough time to complete our unit objectives? Are there any class management issues you foresee and how can we address them?
References Wiggins, G.P., & McTighe, J. (2005a). Backwards design. Understanding by design. (pp. 13-34). Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G.P., & McTighe, J. (2005b). Backwards design. The six facets of understanding. (pp. 82-104). Alexandria, VA: Association for Supervision and Curriculum Development. Wilhelm, J. D., (2012). Essential questions. Scholastic Instructor, 122(3), 24-27. Retrieved from http://www.scholastic.com/teachers/article/essential-questions. Wojcik, J. (2016). Learning profiles and planning pyramids. Personal collection of J. Wojcik, Post University, Waterbury, CT.
A learner profile is created to gather information on how a student can access the curriculum most successfully. Ideally, this should be done in collaboration with teachers, students, and parents. A learner profile allows teachers to understand learning from the perspective of students. Teachers can use surveys to develop a learning profile and can use the data gathered to prioritize learning and develop strategies necessary to help meet the student's individual needs (Wojcik, 2016). Students can also benefit directly from the learner profile because the profile can give the student a better understanding of how they learn and allow them to reflect on what motivates them. The students are able to be more active in the learning process and advocate for themselves (UDL, 2016). The profile is important in identifying students strengths, weaknesses, likes, and dislikes that in turn can be used to identify barriers to learning for the student (Wojcik, 2016). By considering individual students needs and variability in learning styles, my teaching can be more personal by allowing students to be more engaged and active in their learning. This would influence my teaching because I would personalize learning experiences to help students reach instructional goals. I would be better able to provide a more constructivist approach to my teaching since my lessons would be centered around how students learn based on their interests and experiences. Students would be at the center of instruction (Wojcik, 2016). In order to meet the needs of diverse students, the learning profile should recognize what concepts help students understand, how students communicate what they learned effectively, and what incentivizes students to remain engaged. With this information, teachers can create instructional goals that cover the principles of the Universal Design for Learning model. This model offers learners multiple approaches to learning, utilizes multiple tools (such as technology), and provides a variety of modalities to achieving goals that would increase student engagement. This flexible approach to the curriculum can help meet the needs of diverse learners ( Wojcik, 2016). One strength of using learner profiles is improved teacher/student relationships. Students may feel more connected to teachers and school if a more personalized approach to learning is developed. The student profiles could be expanded, grow with the student, and follow the student to the next level (UDL, 2016). Another strength to the approach of using learner profiles is that teachers, as designers of curriculum, will be more focused on developing goals that state clearly what students should understand and be able to do. By correlating student profiles to specific instructional objectives, aimless covering of content and activities that merely engage and do not connect clearly to understanding could be avoided (Wiggins & McTighe,2005). A drawback of using learner profiles is that students may not be able to recognize their interests or may be unwilling to provide meaningful information in the learner profile that could be used to benefit them. In addition, if student profiles are seen as highlighting negatives and categorizing students, they will not be effective at improving relationships or instruction (UDL, 2016).
In order to ensure consistency across disciplines, all teachers should collaborate on the use of learning profiles. How can a district ensure that teachers receive professional development time and continued support to continue to utilize learning profiles and adjust curriculum accordingly?
References:
UDL Resources, (2016). Student profiles. British Columbia. Ministry of Education. Retrieved from:http://www.udlresource.ca/?p=1632
Wiggins G.P., & McTighe, J. (2005). Gaining clarity on our goals. In J. Houtz (Ed), Understanding by design. (pp. 56-81). Alexandria, VA: Association for Supervision and Curriculum Development.
Wojcik, J., (2016). Learner profiles and planning pyramids. Personal collection of J. Wojcik, Post University, Waterbury, CT.