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I love the idea of nationwide collaboration to develop an integrated unit
of study! What a powerhouse that could be. Not being a language arts expert,
I'm not sure how I'd teach science and/or math using an adolescent novel,
but that's the idea behind a learning community - to learn! Count me in.
Anne Jolly
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I'm game also for this summer's topics. I am especially interested in the
integrated units. I teach math, algebra preparatory, and I have taught language
arts, writing, and am certified in instrumental music. I also am fluent
in Spanish.
Melba S.
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I'm interested in the integrated curriculum. I will be going to the Middle
Level Education Institute early July and am hoping that my team from Elm
Street will choose integrated curriculum as our "team project"
this year.
Could someone answer a quick question for me? All the postings lately about
Understanding by Design and "backwards" planning - I'm wondering
if it's like something I learned a couple of years ago in University. Does
it mean that you start with the objectives you want the students to learn,
design a culminating task and then work backwards to what you then need
to teach in order for them to get there?
Linda Lustach
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I would also love to be involved in this. I guess I don't feel that an integrated
unit would need to be established around a novel, though. How about a unifying
or overarching theme? If a novel fits, so much the better.
But I think topics like change, bridges, citizenship, or perseverance, for
example, present many options including a novel study. That way if your
school doesn't study the novel, you could still utilize the work. I have
done something similar when I took a Webquest course with Bernie Dodge and
Tom March. I was in a group that was from geographically diverse places--we
met on line to discuss the work we had done and to exchange ideas. It was
wonderful and I met some fantastic people. We engineered a pretty tight
Webquest. (PS it was based on the Understanding by Design methodology).
(Marsha noted later that "I took that course several years ago and
the topic became outdated. We studied a question of whether or not a landmark
should be moved or torn down in the context of urban sprawl. Well, the overarching
theme was still applicable, but they have already moved the bank building
(from the 1800s), so we took it down to update it. And of course, that just
hasn't been done.....yet. But I do think most of the WebQuest stuff uses
the backwards design method.")
Marsha
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I think Listserv summer camp is a terrific idea. I am very excited about
us all working together and putting together a standards based unit online
around an adolescent novel. I would love to assist with the potential science
connections. Oooh sooo exciting. I really do want to work toward a strong
science & literacy connection. Next year my social studies is the general
topic of the world so right now I am in the process of coming up with 4
units that where I feel I can make strong science and language arts connections.
As I bring this up maybe we can all begin to share some of our initial thoughts
about next year, those thoughts might provide the fodder for our online
unit development.
Something I would like to do is integrate the technology in one or more
of my units. I keep thinking about the Cities unit put together by the three
Australian teachers and wonder if there was a way for us to learn about
doing something like this.
Kathy from VT
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Kathy, that's my hot button right now too. I just learned yesterday (last
day for teachers until 8 August)that I am moving to 6th grade next year.
It's a perfect opportunity to develop a bunch of new stuff from scratch,
since I haven't taught 6th in seven years. Maybe whoever wants to work on
science and literacy connections can list the content and skills they cover
and we can come up with some cohesive units including content reading skills,
poetry, literature, and inquiry-based activities.
Nancy Long
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I love (Kathy's) idea. It would be so helpful. Do you think we could organize
the lists around the unifying concepts of science and the themes of geography?
That way it could be useful in many different settings. But like you, I'm
OK with whatever.
Marsha
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My principal has given our staff Understanding By Design to read over the
summer and I would love to share thoughts about it through a booktalk chat.
Paulette Romano
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Hi guys-- I intend to continue with the listserve for the majority of the
summer. All of the ideas that have been presented are fabulous. I have several
projects for the summer--one of which is creating a list of non-fiction
books for teaching reading strategies in 6-7-8 social studies and science.
So, I can definitely use the support! Any--all of the ideas are ok by me!
Mary Anne
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Marsha,
You've made a great point! I like the idea of looking at those deep principles/concepts
that easily apply to all disciplines and hooking whatever materials we can
into it. It opens the usefulness and possibilities of a collaborative unit
up so much more than centering around a novel, plus we LA teachers can plug
in whatever novels we already have available to us.
I especially like the idea of looking at change since my 6th graders are
going through so many of them. It might be a great unit for the start of
the year. Another thought I had was doing a unit on choice, but I don't
know how well that applies to other disciplines?
What other themes/unifying deep principles are others interested in? I think
Marsha really has the right idea here.
Ellen Berg Turner Middle St. Louis, MO
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I also agree with Marsha and Ellen. These principals/concepts would supersede
curriculum/grade differences that would separate our classrooms. A topic
like "change" or "wonder" or "perseverence"
would relate to classrooms in North Carolina, Montana, Alberta, Australia
etc. and all grades to boot. It would also relate to all subject disciplines
as well. I like that.
Brenda Dyck
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I am in agreement with this also. I was thinking about bridges as a possibility
in a global sense, bridges between....., change also appeals to me.
Kathy from VT
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I had a couple of thoughts that have developed from reading the summer listserv
plans. One of them is to share some of our individual generic plans for
next year right now. Then people might decide to work together on something
or maybe people including me will be like Deb and want to do it all.
Having said that I am going to share my plans for next year in science and
social studies with the literacy connections I am thinking about right now.
Structures/ World Geography
Pyramid, Unbuilding
Measuring Time/ Ancient Civilizations
Cities
Calliope magazines
Passport to Knowledge/ Antarctica
Shipwrecked at the Bottom of the World; the Shackleton Expedition by
Jennifer Armstrong
Motion & Design or Magnets & Motors /Contemporary World Cultures
Faces magazines
I am obviously still playing with this. I also have luxury of having my
kids all day long.
But I thought this might provide some food for thought as we move along
in summer planning
Kathy from VT
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I have used "Survival" as a unifying theme this quarter. It seems
to relate to just about everything.
(Sharon also asked about how one might fashion a curriculum/unit that was
"non-Eurocentric.")
Sharon in Seattle
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I think a non-Eurocentric curriculum would provide students with a balanced
exposure to the knowledge and ideas of other cultures. In doing this it
might be good to present those ideas from the perspective of the cultures
those ideas originated from. Sometimes non-western cultures are presented
only in relation to their interaction with European or American history.
Chris Toy
Principal
Freeport Middle School
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In terms of the project/unit, I just read an adolescent novel about a young
Mexican girl, who has to flee Mexico and ends up working as a picker in
CA. There's a possibility of connections to the themes of: the Dust Bowl,
Immigration, Trade Unions, Families, a woman's rights to property etc. The
story was based on the author's grandmother's life and is called, Esperanza
Rising by Pam Munoz Ryan.
I would love to develop a unit around this book. I know my students were
very interested in natural disasters in science class. We barely touched
on the Dust Bowl, but the kids wanted to know more.
I'd really like to hear some other ideas from folks. I'm excited about the
possibilities...
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Hi Everyone:
I just finished pulling a new discussion string together today on the "Teaming
in Middle School" discussion that went on in early-mid April. In that
discussion Ellen mentioned that one thing that prevents effective collaboration
from happening is lack of guidance and experience in schools -- kind of
the blind leading the blind. She spoke of the beginning steps she and the
Science teacher had made but that inexperience was a real barrier.
Now just imagine if we put all the minds on this list together to collaborate
on a theme. Those that do this with ease (because they've done a lot of
it and work with teachers that understand how to do it) could guide those
of us who are willing but maybe not as able. Just watching the process (and
maybe throwing an idea or two) could turn the experinece into a tutorial
for how to go about doing this.
Deb spoke about "back-mapping." I'd love to watch that process
in action, because I haven't read anything on it. The wealth of knowledge
and creativity that is present on this listserv could produce something
spectacular and (probably more importantly) model it. Teachers could watch
or participate. What do you think?
It was during the summer (two years ago) that I discovered listservs for
the first time and had the time to become quite active because....it was
the summer. Although we will likely lose some members over the summer I
see these months as a great time to recruit and read some wonderful postings
because people do a have a bit more time and are reflecting about their
past and upcoming year. I opened saying I was "still thinking".
Just imagine how much I'll write when I begin to think!
Brenda Dyck
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Hi all,
I also agree with Brenda, especially from the perspective of observing how
backwards design works. I have to admit I have a pitiful amount of knowledge
about backwards design, but I'm wondering, with backwards design aren't
you supposed to begin with the overlapping concepts of each content area
and then figure out what activities and support materials best fit the concepts
you want to teach? (I may be wrong...please tell me if I am.)
If that's the case, then perhaps we ought to survey the list about the concepts
they would like to develop units around...perhaps others are having difficulties
with particular concepts that others may be able to contribute a lot to.
I'm just thinking that instead of looking for a novel to fit the bill, maybe
we need to identify the core concepts we want to address and then find a
novel (and other support materials) that will provide a rich contribution
to the unit.
What do you think?
Ellen
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Ellen,
I do think you're on the right track regarding overlapping themes and topics.
I have to admit to having limited skill and experience in designing strong
8th grade science content units around integrated around a novel - unless
it's by someone like Heinlein! My fault entirely, and I'd love to increase
my expertise in that area.
I would love to incorporate a backwards design conversation in terms of
how teachers in each subject area could design appropriate assessments for
a standards-based thematic unit before determining their instructional methods.
It does make so much sense!
Anne Jolly
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Hi,
I'm open to approaching it either way, starting with a theme or novel, or
starting with the concepts. I think it may be easier our first time out
to choose a theme for focus and then toss around possible concepts, skills
and materials. If we just start looking for concepts in general, it may
become an unwieldy process since we're from different areas, grades and
disciplines etc.
Also, are we suggesting that everyone read the Wiggins book before we start?
I bought it, but have not read it yet. ( In fact, I need to find it!) When
I mentioned backmapping, I wasn't referring to his model per se. I've been
"starting with the end in mind" for a long time without even knowing
where the process originated.
I think this is going to be fun!
Deb
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When I've thought about helping my building design yearly instruction we
have focused on broad topics that fit into all curricular areas. For example;
Cycles, Changing, Moving, Metamorphasis, Transformation, Building, etc.
The year we did Transformation -- you can imagine all the excellent topics
that were discussed---how the world was transformed physically, politically,
socially, culturally, mathematically, scientifically, and so on. Then we
scaled it down to how our country was transforming in each of those ways.
And finally how each person was transforming.
We decided to go world to individual rather than the other way around because
we thought middle schoolers were already so focused on themselves that they
could better consider their transformation once they had broadened their
view a bit. As the science teacher, we had multiple tracks---in 6th grade
students learned about how nebulas transform matter into stars---in 7th
grade how our bodies transform food and oxygen into energy via the respiratory
and digestive systems---in the 8th grade how potential energy transforms
into kinetic energy. Each grade level had 2-3 books that used this theme
and eventually (in the late spring) we had cross-grade discussions transformation
was developed in their novels.
It was fantastic and even the 6th graders felt they had something to contribute
to the novel groups. Our culminating project was to transform a local food
pantry. The kids raised money, bought paint, clean, scraped and primed,
and repainted the whole place and then they held food drives to re-stock
the place. Ever since we have a Souper Bowl food drive in January to replenish
what the holidays have depleted. I think they came away really understanding
transformation in many contexts.
I hope that helps. It's very broad and very easy to work with. And if everyone's
creative, very powerful. I'm fortunate to work with a bunch of crazy people
who always want to go for it.
Marsha
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Then Marsha added:
I totally am nsync with standards based. I wouldn't think the two ideas
would be incompatible at all. The "activities" I mentioned were
all curriculum objectives of our district. So it really can be easily accomplished,
I think. Besides I think that goes directly to the heart of working smart,
not hard---learning to cross plan standards between the subject areas in
a larger theme.
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I sent the following message just about the time the server crashed. I've
just been lurking for so long that my first concern was that the thing crashed
out of shock that I would actually contribute anything. I trust not. Anyway,
here was my thought about a topic for the integrated project ... I've always
thought that "Cause and Effect" would be an interesting theme
to work on with students this age. My middle school actually used the theme
many years ago in our first attempt at integration, with some moderate success.
We really didn't know much about integrated planning at the time. Many of
us thought that something more concrete like space or oceans would be more
"fun". Since then, though, the idea of cause and effect has intrigued
me.
Laurie Stenehjem
Grand Forks.ND
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Thank you for saying what I was thinking Marsha. Though I would love to
be involved with an integrated unit, I too would like to focus on a theme
instead of a novel. I think that I would have better luck interesting others
in the school this way. The language arts teachers could choose the book
that they feel is best. They have been teaching long enough so that they
may have 'favorites'.
Linda in ME
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I sent some messages over the "server crisis" about Turning Points
2000 and what a great resource it will be to those who will be working on
the integrated units this summer. Chapters 3 and 4 offer essential questions,
and broad concepts. It is really worth looking at again and again.
Michelle Pedigo
SOME COMMENTS ABOUT
UNDERSTANDING BY DESIGN
AND BACKWARD CURRICULUM PLANNING
I'm still interested in discussing "Understanding By Design".
It sounded
like there were a few others interested in this book as well.
Paulette
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I agree!! this would be a great book. It will coerce me into reading it
(I
want to anyway) and then use the handbook to develop a unit
Kathy from VT
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Understanding by Design gets my vote as well. I have read it once, but think
it's worth multiple re-reads.
Marsha
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I too am interested in Understanding by Design but also vote for us creating
something together.
Myrna
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About the book-
If we did Understanding by Design, perhaps we could wrap it into the
thematic units that people have been suggesting. That way we would have
experience building the units using UBD as a resource and could translate
that into our own practice at our schools.
What do you guys think?
Juli
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Hello all,
I think that Juli had a great idea about reading Understanding by Design
and then designing a unit using the books ideas.
Jennifer
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I did an online class with Bernie Dodge who used UBD as the structure for
his Webquest class. He had us read the chapters and then work on that design
element. It worked very well. It also helped you apply what you had learned.
It made the process make sense and move beyond theory to real life. But
I will tell you that the beginning was tough. I only say that because it
might be wise to take more time at the beginning between readings than at
the back end.
Lastly, please know that I have the UBD handbook which has been a great
help in laying out this methodology since I am a novice at the technique.
It identifies four steps---
Stage 1 Identify Desired Results through enduring understandings, essential
questions and knowledge/skills;
Stage 2---Determine Acceptable Evidence with performance tasks, quizzes,
tests, prompts, self-assessments;
Stage 3---Plan Learning Experiences/Instruction---sequence activities;
AND
Test/peer Review what you designed.
I also purchased the accompanying CDROM for "Building a unit".
(Haven't had time to use it, though, with all this National Board stuff.)
But maybe I could use the CDROM formatting to help----don't know if that
would violate some copyright law if we published it to everyone and beyond,
though.
I don't know if this helps or not. But it is what makes sense to me in how
we might structure the discussion and unit building.
marsha
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Kathy then asked about accessing the ordering info and the UBD website,
etc. Here are a couple of useful URL addresses:
SUMMARY AND EXCERPTS - UNDERSTANDING BY DESIGN
http://www.ascd.org/readingroom/books/wiggins98book.html
ASCD'S "UNDERSTANDING BY DESIGN" EXCHANGE
http://www.ubdexchange.org/
ORDER "UNDERSTANDING BY DESIGN" MATERIALS
http://www.ubdexchange.org/resources/products/products.html
A GOOD INTRODUCTORY ARTICLE:
Are the Best Curricular Designs "Backward"?
http://www.ubdexchange.org/resources/news-articles/backward.html
John
{NOTE: A decision was eventually made to hold a separate
discussion about the Understanding by Design books and process at our [MWbooklist].
See this page for more information.}