UbD backwards Mapping Resources

1. UbD backwards Mapping Resources

2. What is Curriculum Development? • Curriculum development is the allocation of time and resources to making a plan for teaching that expresses what will be taught to students. • Curriculum development is vital in setting goals ahead of time, looking at what is needed to be taught and creating a plan that will allow the best possible utilisation of time. Curriculum development • Importance of development • Creating a set of rules • Planning ahead of time • Implementation of the Stage 6 syllabus • The end product/ project

3. UBD Step 1 • Identify desired results • What you want the students to learn • What are the ‘Big Ideas’ • A sharper focus on learning priorities UBD Step 2 • Determine acceptable evidence • How you will get students to show learning • Assessments etc UBD Step 3 • Plan learning experience and instruction lesson plans etc. How you will teach the subject.

4. Stage 6 Value • Valuing the HSC – Importance in stage 6 • Strongly scaffold by the BOS • Important to cover all content for the HSC and school assessments • The importance of an end of year test in Stage 6 means all students must be given the same opportunities for success. UBD and backwards mapping allows teachers to plan towards the end result to allow for the best knowledge to be given to students.

5. Interactive Teaching Resources Examples Test tournament Youtube video quizes Interactive game learning/Gamified learning Role playing Pop culture statistics

6. Interactive Teaching Resources: definition • Encourages maximum amount of interaction between teachers and students • Ideally with a 70/30 split between student participation and lecture structure • Goal: Develop students character, provide confidence and motivation to express ideas, opinions and emotions Benefits • More effective than traditional teaching methods • Uses continuous engagement to create a more effective way to engage contemporary students • Motivates students to learn and have ownership over this learning • Provides the students to teach peers, thus enhancing their own learning • Creates a sense of community within a classroom • Teaches collaboration and cooperation/ ‘life’ skills

7. Implementation • Start simply and build this process • EG: learning partners • Small group projects • Whole class projects • Method of implementation • Summative – identifying/test student knowledge gained • Formative – assign task directly to students • Motivation – create an environment to elicit student response • Eg: total physical response – students retain more through a physical setting • Pair students to discuss pros/cons of topic • Encourage experimentation – don’t be afraid to make mistakes = learning • For conclusion of lesson: summarise lesson with one word and review lesson accurately

8. Critical and Creative Thinking What are critical and creative thinking? How do these concepts relate to syllabus implementation.

9. Critical Thinking • Process of breaking down a problem and an analysis of the information to • Literal and factual • Researching facts to form questions and find problems Creative Thinking • Using facts and merging your own spin to create a new idea • Brainstorming is a popular method

10. Critical Vs Creative Analytical Probability Answer Yes, BUT Left Brain Generative Possibility AN Answer Yes, AND Right Brain In our Syllabus • Critical thinking can be treated as researching and obtaining facts and “set in stone” information about existing products (research) • Creative thinking could be considered idea generation and idea conceptualsation (combining existing knowledge and your own ideas)