with Design in Mind

1. Quality Map Writing with Design in Mind Definitions of Quality 1. Characteristic elements; 2. Basic nature, kind;3. The degree of excellence. Goal Of A Quality Written Map Map readersdo notneed map writer or writers present tocorrectly interpretmap data.

2. Collecting Ongoing Data … The Beginning Teachers in each building begin to input practice-writing map months/units (Projected Map/Diary Map) based on a pre-determined content area/discipline* via selected mapping system. *QualityMap Writing Practice Projected/Diary Map One discipline (Elementary), One period (Middle or High School), One grade level (Specialist), One or two fully-included students or One pull-out group (SpEd) Choose one key content discipline for initial K-12 focus to maximize districtwide articulation.

3. CAUTION: DO NOT DESIGN A MAP TO BE A “COPY” OF “CURRICULUM” ADOPTIONS (e. g., Social Studies Textbook, Science Kits) They are RESOURCES. Curriculum must be designed based on analyzed state and/or other standards. Unit Broad Term or PhraseThink … Title on a Binder WRITTEN IN ALL CAPTIALS Unit isgeneral.Content isspecific. September

4. Unit names not only serve as “binders on shelves,” they serve as database organizers. It is therefore recommended that before designing Consensus Maps/Essential Maps unit name signifiers are developed (usually by a K-12 task force) to aid in the vertical articulation of the planned-learning housed in your selected mapping system. • Discipline-specific standards’ strand names may work as unit name signifiers: • NUMBER SENSE/OPERATIONS • COMPREHENSION: NONFICTION Or a conceptual term/phrase befitting the enduring understanding contained within a unit and unit series: • GOVERNMENTS: 1776 • SYSTEMS: BIOMES October

5. Concept = What Students MustKNOW Sentence statement that embraces understanding and transferability. Grade 7 Social Studies History Unit • In order to promote the general welfare, the government has attempted to balance the need to let the market operate freely with the need to regulate in order to safeguard public interests. (UbD Jay McTighe) Grade 1 Math • Patterns are repeating sequences that can be created or happen naturally in our world.

6. Content = What Students MustKNOW Noun/Noun Phrase:Descriptor Think … Table of “Content” 3-D Shapes (needs a descriptor) 3-D Shapes: Sphere, Cone, Cylinder Poetry Poetry Comparisons: Haiku, Diamante Haiku: Syllabication Write each word starting with a capital letter as if writing a proper title.

7. Content Noun/Noun Phrase: Descriptor 3-D Shapes: Sphere, Cone, Cylinder Poetry Comparisons: Haiku, Diamante Fundamental Techniques: Passing, Catching Graphs: Double-Bar Vertical/ Horizontal, Up to 6 Variables Time: 5 Minute Increments Whenever possible (in any element), use numeral instead of number word for 0-9. It is easier on the eye/mind to locate information quickly.

8. Intra-alignment Coding Using Letters/Numbers

9. Skills = What Students must DOinrelationshipto theKNOWing There are technically three parts to a quality written skill statement: • Measurable Verb • Target (regarding how learning is measured) • Descriptor (provides clarity/detail regarding the KNOWing) Do notbegin with: The student will…

10. Measurable Verb Not Measurable Verbs = Demonstrate, Understand, Know, Show, Use Use standard-grade beakers to measure solutions ☺Measure solutions using standard-grade beakers Also, no Practice…Review… since these verbs indicate activities. If using Apply… Apply to what? Apply mean, median, mode, range, quartiles to summarize data sets If state standard verbs are not measurable, or struggling with verb selection, Bloom’s Verbs may prove helpful, but should not become a crutch. Bloom’s Verbs were intentionally developed for lesson planning (activities—assessments).

11. 2. Target The measurement mode(s) … In other words, “how” learning is assessed. in writing, orally, visually, aurally, kinesthetically, manipulatively, manually, electronically, digitally Identify visuallyand orally location of state capitals on political map Distinguish in writing 3 differences between… Diagnose aurally flat lifter, loose timing chain, loose rod Tell in writing time using analog/digital faces Some choose to begin writing map units without targets and add them in later during intermediate/ advanced mapping. This protocol should to be explored during your CM prologue.

12. 2. Target Important Note:Sometimes a measure verbdoes notneed a target. Obvious: Recite… Write…Memorize… (Memorize needs to be “married” to another skill[s]) Mathematics:Solve … Find… Calculate… and other math-specific actions/abilities are considered to be in writing unless otherwise noted P.E.: Throw… Run… Execute… Lift… and other movement actions/abilities are considered to be kinesthetically unless otherwise noted Universal Verbs: Such as Identify… Compare and contrast… do need a target or targets

13. Universal Measurable Verbs* *This is a sample list and is therefore not comprehensive.

14. 3.Descriptorsadd clarity/details to the aligned content listing, notduplicate it. Not Yet Quality Content Addition: 2-Digit With Regrouping Skills Add addition problems Quality Content Addition: 2-Digit With Regrouping Skills Solve horizontal and vertical problems Solve 2-step word problems A skill statement starts with a capital letter, but needs no period at the end of the statement

15. 3.Descriptorsadd clarity/details to the aligned content listing, notduplicate it. Helpful Quality Map Writing Hint When the content’s descriptor and aligned skill statements’ descriptors are written with clarity/detail a map reader can design an assessment that truly measures the intended learning without guidance from the map writer regarding the assessment. Noun/Noun Phrase: Descriptor for content listing Measurable verb—target—descriptor for each skill statement

16. A bit of “fine tuning” is oftentimes needed. Teachers may have difficulty (at first) differentiating between SKILL and ACTIVITY. Askill is what students must be able to do. An activityprovides practice concerning a particular skill’s development or reinforcement. No:Review times tablesNo:Practice editing marks No:Walk around room and interview…

17. Assessment = Product or Performance An Assessment title is recorded as aDefined Noun Think … Naming the Assessment There is no way, nor would it be appropriate map-wise, to record ALL of the students’ assessments in a curriculum map. Summative = The sumof the learning; verification of the learning up to that point “Formal” Assessment (officially graded and affects report card) Assessment OF Learning

18. Assessment = Product or Performance There is no way, nor would it be appropriate map-wise, to record ALL of the students’ assessments in a curriculum map. Formative = An informal check of learning to inform student and teacher; students’ interaction/ motivation are critical for progress in learning “Informal” Assessment (not officially graded) Assessment FOR Learning

19. Assessment = Product or Performance There is no way, nor would it be appropriate map-wise, to record ALL of the students’ assessments in a curriculum map. Practice Exercises= Everyday, informal “checkpoints” to inform teacher (and students) if students are beginning to comprehend current learning (stand alone learning or relational to other current or prior learning) Very Informal Assessment (not graded) Spur of the moment (or planned) activities and exercises (e.g., discussions, games)

20. Think of the three assessment levels in a unit of study as providing evidence of three stages of measuring student learning. Fundamental Drill and Practice = Everyday informal assessments (if including at all, record in Activities field)Heavy Teacher Support Scrimmages = Formative Assessments (if including, recorded in Assessment field) Medium Teacher Support Big Games = Summative Assessments (recorded in Assessment field) No Teacher Support

21. Assessmentsand Evaluations One must be aware of the differencebetween an assessment(product or performance) and an evaluation(a judgment and the given value for the product or performance). 25 MC TestVsTest Does notneed evaluation/process included in map Self-Selected Topic 5 Paragraph Essay Vs Essay Doesneed a descriptive evaluation/process attached to map (eventually).

22. Hmm If map readerscannot determinehow students will be/were evaluated, or a teacher is not yet able or ready to technologically attach information, the map writer includes asimple informative statement in parentheses(Evaluation: ___________)directly after the assessment name. Penny Hardness Lab (Evaluation: Teacher Ob/Journal Entry/Checklist) Self-Selected Topic Dissuasive Essay (Evaluation: Peer Discussion/6-Traits Rubric) FOR 25 Item (MC/FinB/Short Answer) Quiz (Evaluation: Self-Critique/Teacher Feedback) FOR= Indicates Formative rather than Summative, which does not need a symbolic representation

23. Intra-alignment coding usingletters/numberscontinues and represents the connections between content/skill statements and aligned assessments. A1-D1. 50 Item (MC/FinB/Short Answer) Unit Test A1-A2. FOR Owls Article Roman Numeral Outline (Evaluation: Teacher Ob/Student Feedback) A1. 10 Statement Matching Quiz B1. FOR 10 Item Cloze Exercise B3. Endangered Species Research Project (Evaluation: Teacher- Student Ob/Checklist/Rubric) C1, D1. Species Awareness Podcast (Evaluation: Public Listeners Ob/Listeners’ Survey Feedback) A comprehensive assessment measuring multiple skills is listed first in the Assessment field regardless of when assessment is actually given.

24. MAP WRITING High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.