Download
curriculum mapping n.
Skip this Video
Loading SlideShow in 5 Seconds..
Curriculum Mapping PowerPoint Presentation
Download Presentation
Curriculum Mapping

Curriculum Mapping

628 Vues Download Presentation
Télécharger la présentation

Curriculum Mapping

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Curriculum Mapping Tyrrell CountySchools June 13, 2012

  2. Venn Diagram Activity Old SCOS New SCOS • Please work with colleagues at your table to complete a Venn Diagram comparing the old and new North Carolina Standard Course of Study. • Be prepared to share your thoughts with the group.

  3. Why are we doing this? State Influence • Initiative—Essential Standards/Common Core Standards Adoption • 2011-12: Current SCOS taught and assessed • 2012-13: Common Core/Essential Standards taught and assessed

  4. Why are we doing this? Local Influences: • Focus on Developing Professional Learning Communities • Research by Rick DuFour and Robert Eaker • Practice embedded in School Reform Models • Practice embedded in NC Teacher and Principal Standards and Evaluation • Research on Best Practices http://www.allthingsplc.info/articles/articles.php

  5. Professional Learning Communities Essential/Guiding Questions for our PLCs • What do students NEED TO LEARN? • What evidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT? • What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING? • What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY? • How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?

  6. PLC ESSENTIALS • COMMON Curriculum Goals (Aligned with SCOS) • COMMON Assessments • COMMON Planning and Collaboration Common Goals + Common Assessments = Team Approach to teaching and learning

  7. WHY CURRICULUM MAPS and ASSESSMENTS? • How can we use SMART goals and evidence of student learning to inform and improve our practice? • S – Specific • M – Measurable • A – Attainable • R – Realistic • T – timely • This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

  8. DESIRED OUTCOMES Today and this summer: • Create DRAFT Curriculum Pacing Guides PK-8/Syllabus 9-12 for Core Subjects • Create DRAFT Unit Plan Frameworks (Curriculum Maps) Throughout the 2012-2013 school year: • Create DRAFT Common Assessments for Benchmarking Student Attainment of Goals Ongoing: • Work through the process for Continuous Improvement of Teaching and Learning

  9. How Will We Get There?

  10. Understanding by Design In a Nutshell http://prezi.com/kfoheanf8qo5/intro-ubd-in-a-nutshell/

  11. Understanding by Design Beginning with the END in mind…

  12. Stages of Designing Effective Units Stage 1 Stage 2 Stage 3 L Learning Plan U Understandings T Task(s) R Questions Rubric(s) Q Content Standards OE Other Evidence CS Knowledge & Skill K

  13. Standard(s): Unpack the content standards and ‘content’,focus on big ideas Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s Analyze multiple sources of evidence, aligned with Stage 1 t a g e 2 Derive the implied learning from Stages 1 & 2 Learning Activities s t a g e 3 The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there?

  14. “Worksheet” borrowed from Mattamuskeet:

  15. Same template…but with Mathematical Practices shown for integration:

  16. Appropriate grade level samples are in your packets…

  17. Before we begin the work, let’s develop a deeper understanding of the concepts involved in Backwards Design of curriculum.

  18. Stage 1 Identifying: the Big Ideas/Themes http://www.authenticeducation.org/bigideas/nj_videos/bigideas.html

  19. Big Ideas • Broad and abstract • Conceptual lens • Represented by one or two words • Universal in application • Timeless—carries through the ages • Represented by different examples that share common attributes

  20. Finding the Big Ideas in CC/ES • Organization of Common Core/Essential Standards lends itself to these “Big Ideas” • Strands or Clusters HELP to determine focus • Within Strands or Clusters there are “Big Ideas” and “Themes” that can be unified for the unit framework

  21. Big Ideas in Science: Examples • Natural Phenomena • Causal Explanations • Systems, Order, Organization • Change, Constancy, Measurement • Form and Function • Equilibrium/Balance • Systems and Interactions • Models

  22. Some questions for identifying truly “big ideas” • Does it have many layers and nuances, not obvious to the naïve or inexperienced person? • Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12? • Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it? • Is it (therefore) prone to misunderstanding as well as disagreement? • Are you likely to change your mind about its meaning and importance over a lifetime?

  23. Ways to find Big Ideas Review the standards’ text and • Circle recurring nouns to identify ideas (underline verbs for tasks) • Compare with list of transferable concepts • Ask questions about a topic/standard (Why study..? What’s transferrable about…? How would…be applied in the real world?) • Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)

  24. Activity • Read the Common Core/Essential Standards for the grade/subject/course you teach. • Use sticky notes to record “concepts” or “skills” reflected in the standards. • Use one sticky note per concept/idea. • Organize the concepts into similar groupings. • Name the groupings with a Title. • These are your “Big Ideas/Themes”

  25. Stage I Essential Questions Essential Understandings (Learning Targets)

  26. Essential Questions In the words of Grant Wiggins, co-author, with Jay McTighe, of Understanding By Design… http://www.authenticeducation.org/bigideas/nj_videos/eq.html

  27. ESSENTIAL QUESTIONS • GREAT THOUGHT PROVOKING OPENERS • GUIDES the UNIT DELIVERY • OPEN ENDED ASSESSMENT TOOL

  28. Essential Questions used in teaching Role of Essential Questions: • Asked to be argued • Designed to “uncover” new ideas, views, lines of argument • Set up inquiry, heading to new understandings • Deepens understanding • Leads to more questions • Helps to organize material

  29. Sample Essential Questions: • What makes a great story? • Why is communication/reading important? • How do authors use words to create images? • Does a good read differ from a ‘great book’? • Why are some books fads, and others classics? • What does an independent reader look like? • What do good readers do? • How can the way a story is structured help me to read with understanding?

  30. Sample Essential Questions Science • How do chemicals benefit society? • Are animals essential for man’s survival? Explain. • What must a scientist do in order to research something? • How do scientists find out about objects, living things, events and phenomena? • What does it mean to be living? • How do the parts of living things help them survive? • How does studying cycles help us to understand natural processes? • How do living things adapt to the environment? • How can we safeguard our environment?

  31. Central to Teaching and Understanding • Our goal in designing units and pacing guides/syllabus is to develop a ‘map’ which provides direction for curriculum delivery. • ALL students should be taught at the more rigorous levels of the Revised Bloom’s Taxonomy. • Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

  32. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking Can someone identify what is “wrong” with this graphic?

  33. Enduring Understandings In the words of Grant Wiggins… http://www.authenticeducation.org/bigideas/nj_videos/eu.html

  34. Understandings, defined: They are... • specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ • can be framed as a full sentence “moral of the story” – “Students will understand THAT…” • Require “uncoverage”because they are not “facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

  35. 6 Facets of Understanding • Explanation (justification) • Interpretation (tell meaningful stories/translations) • Application (use and adapt to new) • Perspective (see from a different point of view) • Empathy (walk in another’s shoes) • Self-Knowledge (reflection)

  36. From Big Ideas to Understandings An understanding is a “moral of the story” about the big ideas • What specific insights will students take away about the the meaning of ‘content’ via big ideas? • Understandings summarize the desired insights we want students to realize

  37. Examples of Enduring/Essential Understandings • Systems change over time as they adapt to different inputs. • Change is one part of a system that can cause a different outcome. • Each part of a system has a defined role and function. • The scientific method and technology allow us to gather data, analyze results, draw conclusions to solve problems. • The universe is made of matter and energy, which is continually being changed and transferred throughout the Earth and Universe.

  38. Activity (part 2) Look at the clarifying objectives related to one “Big Idea” cluster from the first activity • Record a Title for the “cluster” • Develop a question or two that illustrates the “Big Idea” and could get to the heart of what we want students to discover or uncover during their learning.

  39. Exercise: Understandings From the “Big Idea” and Essential Question in one cluster from your diagram: • Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)

  40. Assessment Tasks • We’ll spend PD days at the start of next year focusing on developing and fine-tuning assessment tasks, but for now, remember the information from the Prezi: • Assessments are both formative and summative • They should reflect the transfer we want for long-term • They should encourage the students to demonstrate understanding • They should be designed to develop a deep understanding • Today we want to focus on the organization of your units • Remember the rigor of the new assessments: • https://center.ncsu.edu/nctest/Tutorial.html#StudentSignIn

  41. Working on the Work…. • For each Theme/Big Idea created in the first activity: • Create Essential Questions • Determine the Essential Understandings • List the Curriculum Standards/Clarifying Goals associated with the Theme/Big Idea • Identify Essential Skills and Vocabulary • Identify the Assessment Tasks you will include with this unit • If applicable, identify areas for integration of other content objectives

  42. Summer Training Days We will be working on creating curriculum maps for each course/subject for all of your objectives – Integrating standards across subject areas as much as possible! August 7 – 9 2012

  43. Opening PD – 2012-2013 Enhance our stage 2 and stage 3 sections of our Curriculum Maps - Quality Assessments/ Learning Tasks.

  44. Stages of Designing Effective Units Stage 1 Stage 2 Stage 3 L Learning Plan U Understandings T Task(s) R Questions Rubric(s) Q Content Standards OE Other Evidence CS Knowledge & Skill K

  45. The big idea for Stage 2 The evidence should be credible & helpful. The assessments should – • Be grounded in real-world applications, supplemented as needed by more traditional school evidence • Provide useful feedback to the learner, be transparent, and minimize secrecy • Be valid, reliable - aligned with the desired results of Stage 1 (and fair)