Chapter 12 - The Big Picture

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Chapter 12 - The Big Picture

• How big is big?
• Cannot be answered in isolation
• Partnership with state district standards along
  with an interdisciplinary team is best (Wiggins
  McTighe, 2006)

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Chapter 12 - The Big Picture

• Essential questions as course and program
  foundations
• Essential questions can be used to provide the
  backbone of courses and programs into which
  individual units fit
• Assists in overarching questions

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Chapter 12 - The Big Picture

• Cross-disciplinary questions
• Crosses curricular boundaries (sometimes on
  purpose, sometimes not)

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Chapter 12 - The Big Picture

• Framing curriculum by performance tasks
• The assessment plan has to involve more
  high-quality, application-focused performance
  tasks constructed around the 6 facets (Wiggins
  McTighe, 2006)
• Explanation
• Interpretation
• Application
• Perspective
• Empathy
• Self-knowledge
• The assesment and rubric must be considered when
  framing the curriculum (Wiggins Tighe, 2006)
• It is easier to create these in a team
  setting...partnering with state district
  standards with strong interdisciplinary or other
  academic teams

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Chapter 12 - The Big Picture

• From tasks to rubrics
• Wouldn't it be nice if there were a system of
  rubrics used
• Good - Department wide
• Better - School wide
• Even Better - District wide
• Best - State wide

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Chapter 12 - The Big Picture

• Applying "scope and sequence" to a curriculum for
  understanding
• The flow of learning work in the classroom should
  be the same as it is on the athletic field or in
  the art studio
• In other words, we need to be able to do the
  subject with understanding - acquire knowledge
  and skill not for sake of self, but for handling
  key tasks in the field (Wiggins McTighe, 2006)

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Chapter 12 - The Big Picture

• The logic of content versus the logic of coming
  to understand content
• Goes back to knowledge and understanding
• We can read a text book and know the content, but
  do we understand the content

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Chapter 12 - The Big Picture

• Rethinking scope and sequence
• Original meanings
• Scope refers to the major functions of social
  life
• Sequence refers to the center of interest at a
  particular point in time

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Chapter 12 - The Big Picture

• Hook and rethinking, rethought
• Do we have to follow a certain sequence when
  teaching a certain subject?
• Do we need to follow the text book from chapter 1
  to the end?

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Chapter 12 - The Big Picture

• The spiral curriculum
• Develops curriculum around recurring, ever
  deepening inquiries into big ideas and important
  tasks
• The teacher's task is to design related
  challenges so that learning results in the
  "production of new ideas"
• New facts and ideas become the ground for further
  experiences in which new problems are presented
• This is the continual spiral (Wiggins and
  McTighe, 2006)

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Chapter 12 - The Big Picture

• Toward a better syllabus
• Essential questions and core problems at the
  heart of the subject
• Core performances and challenges hat frame all
  work and impy all learning
• Rubrics and scoring systems used
• Summary and justification of ht eassessment and
  grading policies, in reference to institutional
  goals and state standards
• Summary of the major learning goals in a brief
  week by week calendar
• Built in flexibility to ensure the syllabus can
  adapt to feedback based on student performance
  and understanding (Wiggins McTighe, 2006)

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Chapter 12 - The Big Picture

• References
•  
• Wiggins, G.,  McTighe, J.(2006). Understanding
  by design . Upper Saddle River, NJ Pearson
  Education, Inc..