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Currituck County’s Curriculum Mapping Project

Currituck County’s Curriculum Mapping Project. Project Overview. Where are you in your knowledge?. 4 Corners Activity. 4 Corners. Elementary Level : I know about curriculum mapping , but have not had direct involvement in its planning or process development.

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Currituck County’s Curriculum Mapping Project

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  1. Currituck County’s Curriculum Mapping Project Project Overview

  2. Where are you in your knowledge? 4 Corners Activity

  3. 4 Corners • Elementary Level: I know about curriculum mapping , but have not had direct involvement in its planning or process development. • Middle Level: I have some knowledge of curriculum mapping and have had some involvement in its plan and execution. • High Level: I have applied knowledge of curriculum mapping and have experience in developing the process. • Graduation Level: I have knowledge, application experience, and can teach or share with others a way to plan and execute curriculum mapping.

  4. Moving to the Next Level • In your group, discuss what is needed to enable you and others to move from your present level of understanding to the next level. • Chart a bulleted list • Share with the group

  5. Why are we doing this? State Influence • Initiative—Essential Standards/Common Core Standards Adoption • 2010-11: Current SCOS taught and assessed • 2011-12: Current SCOS taught and assessed • 2012-13: Common Core/Essential Standards taught and assessed

  6. 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

  7. 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?

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

  9. WHY DISTRICT MAPS and ASSESSMENTS? How can we use our SMART goals and evidence of student learning to inform and improve our practice? This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

  10. DESIRED OUTCOMES • Create DRAFT District Curriculum Pacing Guides for Core Subjects K-12 • Create DRAFT Unit Plan Frameworks • Create DRAFT Common Assessments for Benchmarking Student Attainment of Goals • Begin the process for Continuous Improvement of Teaching and Learning

  11. How Will We Get There?

  12. WHO will or should HELP? • Selection and Invitation of Key Staff Members • Strong teachers in the content area being mapped • Evidence based on principal recommendation • Evidenced in data—student learning/growth results • Challenges • Summer vacations/availability • Continuity from one subject area to the next • Funding for stipends

  13. WHEN? • 3-4 days • Subject specific weeks designated • Order of subject development was important • Science • Social Studies • Language Arts • Math

  14. What Process and Research Will Guide our Work? • Heidi Hayes Jacobs’ Work • Rubicon Atlas (online mapping tool) • “Understanding by Design” by Grant Wiggins and Jay McTighe

  15. K-W-L: Understanding by Design

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

  17. K-W-L: Understanding by Design

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

  19. 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

  20. 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?

  21. Stage 1 Identifying: the Big Ideas/Themes

  22. 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

  23. 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

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

  25. 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?

  26. 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)

  27. Affinity Activity • Read Essential Standards for the grade/course at your table • Use sticky notes to record “concepts” or “skills” reflected in the standards. • Use one sticky note per concept/idea • Work as a team to organize the concepts into similar groupings (sticking on chart paper) • Name the groupings with a Title

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

  29. Essential Questions In the words of Grant Wiggins… http://www.authenticeducation.org/bigideas/nj_videos/eq.html

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

  31. 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

  32. Sample Essential Questions: • What makes wounds heal in different ways? • Why is asthma so prevalent in poor urban communities? • What keeps things from rusting, and why? • How do chemicals benefit society? • Are animals essential for man’s survival? • How do scientists find out about objects, living things, events and phenomena? • What does it mean to be living? • How do living things adapt to the environment?

  33. 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?

  34. 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?

  35. Central to Teaching and Understanding • Our goal in designing district units and pacing guides is to provide a guide and minimum standard for curriculum delivery. • ALL students should be taught at the higher level of Bloom’s. • Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

  36. 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

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

  38. 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

  39. 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)

  40. 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

  41. 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.

  42. Activity (part I) Look at the clarifying objectives related to one cluster from your Affinity Diagram • Record the 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. • Record on chart paper

  43. Part II 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)

  44. Gallery Walk View the Essential Questions Posed (are they Broad and Thought Provoking?) View the Enduring Understandings (Are they Enduring and Transferrable?) comment or post questions

  45. 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

  46. Day 2 Thanks for Coming Back!

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