SUBJECT MICRO CURRICULAR PLANNING

SUBJECT Curriculum Design and Pedagogy

CODE Nº HOURS
Dr. Maria C. Guilott and
PROFESSORS SEMESTER
Mrs. Karen Nieto

I.-DESCRIPTION OF THE SUBJECT

Students will learn to plan and execute a detailed unit of instruction following backward design or Understanding by
Design as per Wiggins and McTighe in a Design Thinking format. The final product is a complete unit denoting a
thorough understanding of the Stages of Learning: Acquisition, Meaning Making, and Transfer.

II.- KEY WORDS

Understanding by Design, acquisition-meaning-making-transfer, transfer goal, essential questions, knowledge, and

skills, formative and summative assessment, engagement, authentic learning, feedback

III.- EXPECTED LEARNING OUTCOMES AT THE END OF THE SUBJECT (ACHIEVEMENTS)

General Objetives

The student will be able to plan using the standards provided and develop components leading to understanding of their
particular content area.

Specific Objetives: cognitive types  Student will understand the Stages of Learning in order to achieve desired
performance and transfer the learning on their own, to new and different contexts.

Specific Objetives: procedural type
Specific Objetives: actitudinal type
 Students will know how to write a coherent unit from the standards, following a
backward design process that flows from the transfer goal, breaking it down to
determine pedagogical commitments and identifying problem areas in their own
designs.
 Students will appreciate the value of the components of the Understanding by
Design Framework for developing curriculum.

III.- CONTENTS FOR THE ACHIEVEMENT OF EXPECTED LEARNING OUTCOMES (Include the planned unit or modules)
UNIT OR MODULE I: Participants will learn to write Transfer goals, break them down to determine what they would
see and hear if their students are able to transfer and if they are unable to transfer the new learning and determine
what they would do to increase transfer as an outcome. They will have a working knowledge of the stages of
learning and be able to distinguish one from the others. They will begin to appreciate the need for interactive
learning that leads to engagement and is connected to real world application.

UNIT OR MODULE II: Participants will learn to essential questions, write summative assessments where the
students can demonstrate what they learned in an authentic way and identify the knowledge and skills students
will need to succeed. Participants will know how to use the components of a lesson and identify activities as
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acquistion, meaning making or transfer. All components must blend together to form a cohesive unit.
Throughout the process, participants will receive meaningul feedback and will learn to provide feedback to their
students. Participants will use release of responsibility and engagement qualities in their design.

IV.- TEACHER DEVELOPMENT TABLE (12 hours) on-line synchronous, collaboratives (24 hours), and from other components (108
hours – individual activities and practices).

Nº CLASS UNIT OR LEARNING ACTIVITY READING/RESOURCES ACTIVITY

MODULE OBJETIVE ASSESSMENT

1 Designing The learner will Series of thought- Design thinking materials in the course Analyze value
Friday from the (TLW) be able to provoking slides, shell. added to own
Face-to- standards, discern and readings, and Handout materials learning, self
Face/Zoom introduction to develop an shared thinking to assessment on
2 hours The Nature of activity using the stimulate thought articulated
Learning stages of learning and discussion, expectations for
(acquisition, highly interactive the culminating
meaning making, activity using task
and transfer) design thinking to
make sense of
information,
essential
questions, and
peer review of the
stages of learning
activity.
2 Saturday Arriving at a TLW be able to Experience the Materials will be in the course shell. Write a transfer
Face-to- transfer goal develop a transfer development Handouts for the day’s lesson goal using the
Face/Zoom goal, realize that process from the standards. 2 pts
4 hours learning is Transfer goal to The transfer
contextual, break assessment, use goal must meet
the goal down in the standards to design criteria.
the design design, work
process, be able through the stages
to see the of learning, break
changes we need down the transfer
in today’s goal to prepare for
classrooms their innovation
and begin to
attend to the
release of
responsibility
3 on-line Their own.
Breakdown TLW begin to Breakdown the 2.25 pts (Parts A
Transfer Goal breakdown the transfer goal and B 1.25) Part
transfer goal and C (1.0)
make
commitment for
attaining it
MASTER IN PEDAGOGY OF THE NATIONAL AND INTERNATIONAL LANGUAGES WITH EMPHASIS IN TEACHING ENGLISH. pág. 2
 4 on-line Feedback TLW begin to Read “Seven Keys Materials on the Moodle Quiz
understand what to Effective
constitutes Feedback” and
effective
feedback that
actually yields
good results.

Homework TLW self-assess Complete the Pages 13-15 in 2021 Handout Will be reviewed
what they need worksheets in class
as a learner to
reach meaning
making leading to
transfer

Building TLW reflect on Select quotes from In the Moodle, select quotes and respond Threaded
background readings reading using threads discussion
5 Friday Feedback
Face-to- Review Reviewing and Receive feedback Their own.
Face/Zoom Breakdown of providing
2 hours Transfer Goal feedback on the
breakdown of
transfer goal

Essential TLW learn how to Students will work Begin writing their own. Generate at
Questions generate through the Materials on the Moodle least two
essential purpose and Handouts for the day’s lesson essential
questions for the design of essential questions for the
learner questions Transfer Goal
(.25 pts)

6 Saturday Summative TLW continue to Students will Materials on the course shell Performance
Face-to- Assessment derive the explore what Handouts for the day’s lesson. (summative
Face/Zoom and elements of a unit constitutes assessment)
4 hours Knowledge from the transfer authentic Materials on the course shell Task (2 pts)
and skills goal. TLW assessment, the Handouts for the day’s lesson
Lesson understand how gradual release in Identification of
development authentic assessment, the knowledge and
and Lesson summative levels of skills (.25 pts)
Plan assessment fits in engagement and Submittal of
the backward what makes a task knowledge and
design model and engaging. skills for the unit
be able to identify Students will see under
the knowledge learning from the development
and skills learner’s
necessary to perspective and Submittal of 4-5
succeed at the learn to follow a hour lesson for
task. model lesson the unit under
TLW learn how to design and identify development
develop a lesson activities as (2.25 points)
plan for the unit acquisition,
meaning making
or transfer.

V.- METHODOLOGY
The methodology will be learner centered, active, engaging, and reflective. Learners will interact with each other, develop materials as a
group first, then as individuals. Class presentation will be multi-faceted and address all learning styles. Students will be provided enough
MASTER IN PEDAGOGY OF THE NATIONAL AND INTERNATIONAL LANGUAGES WITH EMPHASIS IN TEACHING ENGLISH. pág. 2
practice at retrieval to be able to do the work on their own. Learning will be visible whenever possible and design thinking tools will be used
throughout. The processes used will be based on How People Learn and on the work of Grant Wiggins and Jay McTighe.

VI.- ASSESSMENT (Reference information. This can vary according to the adaptation of each program) (Please include all tasks,
assignments or projects you plan)
ASSESSMENT TYPE Specificacions Percentage of
weighing to final
grade.
Individual report

Task 1 The student will write a transfer goal derived from the standards to
serve as the point of departure for the development of a unit. The goal
must part from a clustering of the standards. Criteria for Transfer Goal:
Do the proposed Transfer goals –
1. Does it include the content you will be teaching?
2. Does it aim at transfer, what students will use be able to use in
a different context outside the classroom in a real world setting?
3. Is it doable during the time period allowed?
4. Is it measureable? How will you know students are able to do
it? 81.5%
5. Is it broader than a lesson objective? constitutes the
6. Is it expandable? Will you or someone else be able to take cumulative
the learning to a higher level? components of a
unit
Task 2 The student will deconstruct the transfer goal and analyze what the
deconstruction process reveals. The student must be able to articulate
visible and audible performances in the classroom and those that let the
him/her know what happens when transfer is not happening in the
classroom. The elements listed in the deconstruction of the transfer
goal serve as the basis for the development of the entire unit. The
commitment to change list will be derived directly from the
deconstruction of the tranfer goal.
Task 3 The student will develop a performance task that follows the Wiggins
GRASPS and a rubric, the knowledge and skills expected to succeed
on the performance task and essential questions, all which are an
integral part of a cohesive unit under development.
Final Exam or Final The student will develop a unit that parts from the transfer goal and 22.5
Project offers coherence throughout using the backward design model, constitutes all
Understanding by Design, complete with a 4-5 hour lesson plan, the components
summative assessments, essential questions and knowledge and skills. of a unit
including the
learning
activities
included in a
lesson
VII.- BÁSIC BIBLIOGRAPHY

NAME OF BOOK Author Printing Co/year It is in the library

Erwin Buendía
MASTER IN PEDAGOGY OF THE NATIONAL AND INTERNATIONAL LANGUAGES WITH EMPHASIS IN TEACHING ENGLISH. pág. 2
How People Learn National Research Council 2000 Free
Free download Download
https://www.nap.edu/catalog/
9853/how-people-learn-brain-
mind-experience-and-school-
expanded-edition

The Understanding by Design Grant Wiggins and Jay McTighe 2007 ?

Guide to Creating High Quality
Units

COMPLEMENTARY BIBLIOGRAPHY
NAME OF BOOK Author Printing Co/year It is in the library
Erwin Buendía
Yes No
Understanding by Design Grant Wiggins and Jay McTighe Association for Supervision and Curriculum
Development 2005
What Works Best in Education John Hattie Pearson, 2015

WEB RESOURCES
http//: Date of
retrieva
l
TCH Teaching Channel :
https://us-mg6.mail.yahoo.com/neo/launch?.partner=sbc&.rand=dll6vfnjjkcth#mail
Model Curriculum Units from Massachusetts (must register-no cost)
http://www.doe.mass.edu/CandI/model/files.aspx?
id=8009C346FB4C06211562BEF8EBBFB14C51DDEE3C
Understanding by Design Framework
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
A Summary of Underlying Theory and Research
http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/A_Summary_of_Underlying_Theory
_and_Research2.pdf
Teacher Toolbox http://www.teacherstoolbox.co.uk/document_downloads.html
Grant Wiggins video: https://www.youtube.com/watch?v=4isSHf3SBuQ
John Hattie: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-
achievement/
UCD Teaching and Learning: https://www.ucd.ie/t4cms/UCDTLT0016.pdf

Grant Wiggins explains UbD: https://www.youtube.com/watch?v=WsDgfC3SjhM

What makes a question essential? http://www.ascd.org/publications/books/109004/chapters/What-
Makes-a-Question-Essential%A2.aspx
Using Tried and Tested Processes Successfully:
https://www.ijlter.org/index.php/ijlter/article/view/832

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VIII.- APPROVAL CONDITIONS
MANDATORY BY THE UNIVERSITY

 Individual and group research and assignments are graded out of 10 points. They are averaged before
the final grade.
 Students have to upload all assignments done during the course in the virtual classroom. This would be
their final assessment.

IX.- NECESSITIES FOR THE DEVELOPMENT OF THE PROGRAM

Special rooms
Laboratories
Programs and/or computing licenses
Materials and equipment Projector, microphone for the computer and the instructor, chart paper, post-it
notes, fine-tip markers for all participants
Fields and application spaces
Type of teaching resource (profile of the professor)
Class supporting resources
Others.

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