MAPPING THE CURRICULUM

1. MAPPING THE CURRICULUM Refining Maps Through the Incorporation of Essential QuestionsSession 6 The power to question is the basis of all human progress.--Gandhi

2. Essential Question • How does inquiry effect knowledge? • Supporting Questions • How may curriculum mapping aid in improving student learning and performance? • How may designing learning based on conceptual questions effect student learning over time? • How may essential and support questions influence instruction practices including instructional delivery and assessment methods?

3. MAPPING THE CURRICULUM Refine is defined as: to use precise distinctions in thought, speech, or text. Refining Maps Equals Refining Current Curriculum Design There are a variety of ways that curriculum can become distinctive. In this session the refinement focus pertains to the distinctive features of essential and supporting conceptual-based questions.

4. Dr. Heidi Hayes Jacobs has a chapter dedicated to Essential Questions in… Mapping the Big Picture: Integrating Curriculum and Assessments K-12. ASCD, 1997. Chapter 4: Refining Maps Through Essential Questions The key word here is refining!Beginning mapping does not ask for or include EQs unless teachers have been extensively trained in this type of unit design and are all ready using EQs to curriculum, instruction, and assessments.

5. EQs CAUTION ! Just because Essential Questionsappearon maps, it does not mean that the questions are trulyessential!

6. Recommended Reading… Concept-Based Curriculum and Instruction: Teaching Beyond the Facts --H. Lynn Erickson Corwin Press Concept-Based Curriculum and Instruction for the Thinking Classroom --H. Lynn Erickson Corwin Press Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction --H. Lynn Erickson Corwin Press Understanding by Design --Grant Wiggins & Jay McTighe ASCD If you do not have time to read, you do not have time to lead!–Phillip Schlechty

7. Essential questions are meant to serve as Mental Velcro*for the learner… • EQs defineconcept-based big ideas or enduring understandings • EQs set direction for a unit of study’s content-skill sets and intra-aligned assessments • EQs createdepth rather than breadth given time constraints • EQs increaseinteraction and retention of what students must know, be able to do, and how the various cognition levels (Bloom) and perspectives (Wiggins/McTighe) of learning are accurately measured *Mental Velcro Analogy, Jacobs, H. H., Curriculum Mapping Institute, Santa Fe, New Mexico, 2006.

8. Big Ideas / Essential Questions are broader, global, concept-based questionsthat are not answered easily. One must synthesizemultiple facets of understandingto adequately answer Essential and Supporting Questions. Understanding by Design’s Six Facets of Understanding ? 1998

9. Understanding By DesignGrant Wiggins/Jay McTighe Well-designed Essential/Supporting Questions causes students to experience/explore/evaluate learning via the… Six Facets of UnderstandingA multi-faceted view of what makes up understanding (p. 44) Can Explain …Can Interpret … Can Apply … Have Perspective …Can Empathize … HaveSelf-Knowledge … UbD

10. EQs serve as a framework for a unit of study’s learning… • Similar to a Table of Contents informing readers of what is yet to come, EQs (and SQs) inform learners of what the conceptual focus or focuses will be in the unit learning.* • The wording of EQs greatly impact the conceptual focus(es) and the factual, topic-based learning (SQs) in a given unit of study. For example, think of the variety of learning that could take place given the slight wording changes below by (a) using how versus why, and (b) by switching the two nouns within the EQs: How does water effect motion? Why does water effect motion? __________________________ How does motion effect water? Why does motion effect water? *Jacobs, H. H. Curriculum Mapping Institute, Santa Fe, New Mexico, 2006.

11. So, I want to make certain I am getting this right …. An well-written Essential Question is not simply “a question.” It is a question based on broad concepts (big ideas) and can be answered quite differently based on personal viewpoints and perspectives… Get ready for a “light bulb” moment! 1. Find a blank of paper and a writing utensil. 2. Listen for the verbal directions…

12. Consider yourselves divided! LEFT RIGHT Simple tools are found in the kitchen. Draw illustrations…

13. Consider yourselves divided! LEFT RIGHT Simple tools solve problems. Draw illustrations…

14. Do both statements have nouns or noun phrases and connecting verb or verb phrases? Simple tools are found in the kitchen. Simple tools solve problems. Fact/ Topic-Based Concept- Based

15. Concept-Based Big Ideas Cause Your Brain To "GENERALIZE !"

16. Technically, there is great variety to the types of questions asked in the classroom… Isolated Questions Foundation QuestionsYes or No/ Factual Isolated-Answer Learning Supporting Questions Unit-Specific Factual & Concept-based Related Learning Essential Questions Concept-Based Big Ideas / Enduring Learning

17. Concept-Based Learning A concept is an organizing idea; a mental construct that is… • Universal • Timeless • Abstract & Broad

18. GENERALIZATION = Enduring Understanding Concept Concept Two or more conceptscombined to make a relationship... “CONCEPTUAL BIG IDEAS” CAN TRANSFER TO DEVELOP OR EXPANDGENERLIZATIONS H. Lynn Erickson ● lynnerickson.net ● www.corwinpress.com

19. An big idea or enduring learning has embedded generalized concepts. Most often two concepts form one relational statement. • Facts relate directly to the concepts to support meaning and understanding. Therefore, relational supporting questions aid in students’ ability to combine the foundational questions knowledge gained to independently address the EQ and SQs. • Concept/Big Idea = A country’s geography has a direct impact on its economy. • Essential Question = How does geography impact an economy? • Supporting Questions (Foreign Trade) = • How does Japan’s land and sea trade routes impact global economies? • How may changes in United States trade routes impact global economies?

20. Essential questions and supporting questions must be written with consideration for the unit of study and the student population: Grade 3 EQ How does direction affect movement? --Age group or groups and interests --Stage of maturational and cognitive development --Language acquisition --School and local community connections --Personal and collective aspirations Grade 5 EQ How does movement affect lifestyle? Grade 7 EQ How does lifestyle affect movement?

21. --Age group or groups and interests --Stage of maturational and cognitive development --Language acquisition --School and local community connections --Personal and collective aspirations Essential questions and supporting questions must be written with consideration for the unit of study and the student population: Grade 3 EQ How does direction affect movement? Did you notice the previous slide’s concept-based EQs have a variety of possible discipline directions regarding specific learning? This is intentional. A unit’s EQ needs support questions (SQs) that are specific to a learning topic.

22. DO NOT USE PROPER OR PERSONALNOUNS Concept-based big ideas or enduring learnings (generalizations) can be translated into essential questions… DO NO USE PAST PAST PERFECT PRESENT PERFECT TENSE VERBS • For Generalization Statements • Cultureexhibitsboth change and continuity through time. • Properties distinguishliving and non-living things. • Linedefinesshape and adds meaning. H. Lynn Erickson ● lynnerickson.net ● www.corwinpress.com

23. What can we do to improve students’ retention and desire to learn? Big Ideas/Essential Questions are design based on one or a combination of standard statements. Standards Curriculum Content-Skill Sets Assessments/Evaluation

24. What can we do to improve students’ retention and desire to learn? Standard Statement Essential Question Students investigate (observe, record, describe) characteristics in daily weather and seasonal cycles. Standards Why do people dress in different ways? SQ Why do families dress in different waysin different seasons? Curriculum Content-Skill Sets Assessments/ Evaluation Grade 1 Earth Science

25. How can we truly improve our students’ quality of learning? Standard Statements Essential Question How do trends influence production? SQ How can mathematical statistics influence Arizona’s economy? 1. Represent quantitative relationships graphically and use the graphs to solve real-world and mathematical problems. 2. Generate a table of values from a formula and graph the resulting ordered pairs on a grid. Grade 8 Patterns, Functions, and Algebra

26. What can we do to improve students’ retention and desire to learn? Standard Statement Essential Question Analyze and explain the impact on American society and culture of the new immigration policies after 1965 that led to a new wave of immigration. (Individuals, Society, and Culture) How does equality generate policy? SQ How do formal and informal leaders generate immigration policies? High School US History UnitThe United States in Troubled Times: 1960 to 1980

27. How Many EQs Per Unit?Oneto Three • In order to make a unit of study manageablegiven need for depth rather than breadth, it is recommended there be no more than two essential questions per unit. • Beyond the unit’s essential question(s), it is recommended that there are two to four unit-specific supporting questions to aid students’ topic-specific learning. • The wording of both the essential questions and supporting questions should written with respect to the language acquisition of the students. (Note: There may be one word in a question that will be a part of the unit learning.)

28. A Visual Reminder! Essential Questions and Supporting Questions should be clearly posted at the beginning and throughout a unit of study! • PostEQs and SQs where all students can see them easily • Refer to them often during every day or every period’s learning experiences • Include them textually on handouts and assessments • Review learning in relationship to EQs and SQs

29. Essential Question How does text influence readers? Unit Focus:Leisure Reading Supporting Questions Some teachers prefer to design topic-based, open-ended SQs, but not using a noun-verb-noun pattern. What makes a book a book? What makes a good book “good?” If you owned a children's bookstore and could only carry five genres of books, which would you carry and why?

30. Unit Supporting Questions Literally SUPPORT EQs! Physical Science Standard Proficiencies: Recognize basic Earth materials./ Observe and describe rocks, soils, water and air. How can attributes define cycles? EQ Do rock cycles have to have sequential changes or steps? How can rock cycles be inter-related? SQs What causes attributes in rocks? Foundational Lesson Questions How are rocks officially classified? What does the term attribute mean? What does a geologist study?

31. Physical Science Standard Proficiencies: Recognize basic Earth materials. Observe and describe rocks, soils, water and air. Culminating assessment(s) and periodic formative assessments incorporate the EQ and SQs relational knowledge based on foundational learning and prior knowledge. How can attributes define cycles? Lesson Plans How can rock cycles be inter-related? Activity #4 Activity #5 Activity #6 Activity #2 Activity #3 What causes attributes in rocks? Activities include Foundational Questions (Yes/No/ Isolated) Activity #1 What does the term attribute mean?

32. In learning environments where Interdisciplinary Units are the norm for instructional pedagogy teachers from different disciplines may choose to not only plan a unit of study’s based on the same EQs, SQs based on one or a combination of the disciplines’ content-skill statements, but also design a final or culminating assessment for the unit that measures learning involved in all disciplines! • Shakespeare • Language Arts • Social Studies • Math • Science • Art • Music

33. A Unit of Study Remember that a unit of study’s EQs and SQsmust directly connect to the specific learning within the unit. Students must be able to cognitively see and experience a direct correlation between a unit’s content, skills, and assessments in relationship to the posed EQs and SQs.

34. 4 Ps For Writing EQs/SQs Based on standard statement(s), design learning based on desired depth of knowledge & 6 Facets of Understanding appropriate for student population. 1.Plan Write/rewrite questions so that they accurately reflect the desired conceptual focus (EQs) and topic-focus (SQs) given the planned content-skills-assessments. 2.Practice A unit’s Essential Question needs Supporting QuestionsandFoundational Questions.Plan lessons and resources accordingly. 3.Prepare Activities (Lesson Plans) must be realistic given the time allotted for the unit of study and EQ/SQs. 4.Perform

35. A Conceptual Learning Model EQs Hmm… How do you perceive your learning organization’s desire to refine current or future learning expectations and pedagogical practices to reflect a commitment to student learning based on conceptual essential and supporting questions?

36. EQs A Conceptual Learning Model If it seems overwhelming … Start slow and small!Begin by studying one current unit’s intra-aligned content-skills-assessments-resources-standards to determine a big idea/key concept within the learning that can serve as a generalized essential question. Next, design one or two related topic-based supporting questions. Based on the conceptual demands, revise the mapped unit’s current elements, as well modify or create lesson plans to properly reflect the newly defined student expectations. Now give the unit a try! Meet regularly as a small group to monitor/adjust as the concept-based unit unfolds.

37. Recommended Reading… Concept-Based Curriculum and Instruction: Teaching Beyond the Facts --H. Lynn Erickson Corwin Press Concept-Based Curriculum and Instruction for the Thinking Classroom --H. Lynn Erickson Corwin Press Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction --H. Lynn Erickson Corwin Press Understanding by Design --Grant Wiggins & Jay McTighe ASCD Learning is not attained by chance, it must be sought for with ardor and attended to with diligence. --Abigail Adams

38. We have not succeeded in answering all of your problems. The answers we have foundonly serveto raise a whole set of new questions. In some ways we feel we are as confused as ever, but we believewe areconfused on a higher level and about more important things. --OMNI Magazine

39. Optional Exercise The following seven slides may be used to practice the writing of essential questions based on big ideas (generalized statements). The next slide provides two standards statements that contain potential learning that lend themselves to concepts.

40. Earth and Life Science Standards Student Expectation: Grade 5 Topic: Changes in Earth and Sky History, Origins of Earth • 5.4.3.1. Measure weather conditions (i.e., temperature, wind direction and speed, and precipitation • ELA - Understanding Media Student Expectation: Grade 5Topic: Using Media for a Purpose • 5.5.2.1. Producesamples of different media genres to inform, entertain, advertise, or persuade; i.e., memoir, factual persuasive, poetry, narrative

41. BIG IDEAS = EQs FORMULA • Prepare to use the framework: • ____________ + ___________ + _____________ • conceptual verb conceptual noun/noun noun/noun phrase phrase • Think about the specific (fact/topic-based) terms used in the standards and translate them into “conceptual lens” terminology.” • Brainstorm all possible conceptual noun or noun phrases related to the fact/topic terms. • Brainstorm all possible relational verbs. • Note: This process is best done on sticky notes that you can move around—one noun or verb word or phrase per note.

42. Earth & Life Science / ELA Standards Some Sample NOUNS VERBS Concepts Action Condition Behavior Outcome Observation Change Result Inform Cause

43. BIG IDEAS = EQs FORMULA Try different combinations (by manipulating the sticky notes) in the framework: ____________ + ___________ + _____________ conceptual verb conceptual noun/noun noun/noun phrase phrase Record the big-ideas combinations that you believe “fit” well given the facts and topics. (Note: You may need to add –s to your nouns or verbs and/or additional words.) Quality Control: If a Big Idea is truly conceptual, you can generalize and easily think of learning beyond the current key facts and topics!

44. Earth & Life Science / ELA Standards Note: With any of the combinations, learning can extend outside a science discipline.

45. The bridge to “cross over” from a Conceptual-based Big Idea Statement (Noun + Verb + Noun) to an Conceptual-based EQ is the introduction terms… BI EQ How Why

46. Translating C-B BIs Into EQs Try your Conceptual-based Big Idea(s) with the both of the introduction terms How ___ and Why ___ in front of the big ideas. How ____ _____+______ + _____? Why ____ _____ +_____ + _____? Important: Notice the use of how versus why will often times change direction of learning! Howdoes conflict create change? Why does conflict create change?

47. Once you choose the desired EQ… How do conditions change outcomes? Why do conditions change outcomes? How does media inform behavior? Why does media inform behavior? How do outcomes influence information? Why do outcomes influence information? Next steps include designing topic-specific Supporting Questions, Foundational Questions, Summative and Formative Assessments, Lesson Plans, and gathering Resources and Instructional Methods.