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Curriculum Mapping and CC Mathematical Standards/Practices (Dr. Nicki Newton)

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Curriculum Mapping and CC Mathematical Standards/Practices presented at 2011 Children First Network 206 August Institute by Dr. Nicki Newton

Curriculum Mapping and CC Mathematical Standards/Practices presented at 2011 Children First Network 206 August Institute by Dr. Nicki Newton

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  • 1. Summer 2011 Presented by: Dr. Nicki Newton Mapping is a bridge into the 21 st Century. It leads the way !
  • 2.
    • Mapping is a bridge into the
    • 21 st Century.
    • It leads the way!
    • It assures that our children will have a successful passage into their future.
  • 3. All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs… Mapping the Big Picture 1997, ASCD Getting Results with Curriculum Mapping 2004, ASCD Active Literacy Across the Curriculum 2006, Eye On Education and …
  • 4. A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process Janet Hale December, 2007 Corwin Press
  • 5.
    • Origin: 1625–35; < L: action of running, course of action, race, chariot,
    • equiv. to curr ( ere ) to run + -i- + -culum - 2]
    Curriculum 21st Century 21st Century 21st Century 21st Century
  • 6.
    • The verb map is first attested 1586; to put (something) on the map &quot;bring it to wide attention&quot; is from 1913.
    Mapping 21st Century 21st Century 21st Century 21st Century
  • 7. MAPPING THE CURRICULUM A verbal agreement isn ’t worth the paper it’s written on. — Samuel Goldwyn Curriculum Mapping is all about the full written disclosure of both operational and planned learning. A learning organization collectively commits to no longer making decisions based on verbal statements. Instead, all decisions and discussions are based on map documentation that is inter-related within a mapping system. Hale, J. (2007). Curriculum mapping101 . Thousand Oaks, CA: Corwin Press.
  • 8.
    • Four Types of
    • Curriculum Maps
    • Diary Map
    • Projected Map
    • Consensus Map
    • Essential Map
    Hale, J. (2007). Curriculum mapping101 . Thousand Oaks, CA: Corwin Press.
  • 9. The “Essence” of Curriculum Mapping
    • Diary Map (Recorded Monthly)
    • A personalized * map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction
    • Commonly due by the “7 th ” of the next month
    • *There is no such thing as “team” diary mapping .
    I am a data- collection portal… Hale, J. (2007). Curriculum mapping101 . Thousand Oaks, CA: Corwin
  • 10. The Nuts N ’ Bolts of Mapping Language
    • Projected Map
    • A map that has been created by an individual person for a discipline or course before the actual yearly testing out of its “planned itinerary”
    Diary Map Projected Map These two types of maps are, in actually, the same map . Differentiation is based on the current month of the year . (Hale)
  • 11.
    • Consensus Map (An Entire School Year Of Months)
    • A map designed by two or more educators wherein all designers have come to agreement on the course learning based on standards and serves as the planned-learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course learning and instruction
    • * Flexibility in additional learning, length of learning, assessments, resources , and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map.
    • SCHOOL-SITE “LEVEL” MAPS (Hale)
  • 12. The Nuts N ’ Bolts of Mapping Language
    • Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods)
    • A map created via a team of educators (Task Force) that is representative of District learning expectations. * The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps
    • * There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps.
    • DISTRICT “LEVEL” MAPS (Hale)
  • 13. “ When we travel, road maps become more distinctive the closer we get to the ‘ main destination ’ .” Quote By: Dr. Heidi Hayes Jacobs Keynote Presentation, 2005 National Curriculum Mapping Institute.
  • 14. Weekly/Daily Lesson Plans Diary Map Janet Biggins Grade 1 Math &quot;Levels&quot; of Maps ConsensusMap Grade 1 Math Janet Biggins Nicki McGrane Susan McGuire Lincoln Elementary School B ergenfield School District Grade 1 Essential Maps Base DETAIL Most (Monthly) DETAIL More DETAIL Much More Specific Day By Day DETAIL Hale, J. (2007). Curriculum mapping101
  • 15. Sustained, systemic change takes 3 to 5 years to full implement ! Curriculum Mapping is an ongoing process , not a program ! And remember…
  • 16. The General Architecture of a Curriculum Map
    • A. Essential questions
    • B. Content/Alternative Texts
    • C. Standards
    • D. Precise and Measurable Skills
    • E. Targeted Assessments
    • F. Resources
  • 17. Sample Curriculum Map Template Essential Question Conceptual Statements/Content Standards Skills Assessment
  • 18. Intra-alignment Letter-Number Coding Hale, J. (2007). Curriculum mapping101
  • 19. Visual Alignment
  • 20. Essential Questions 21st Century 21st Century 21st Century 21st Century D3b
  • 21. Essential Questions…
    • They touch our hearts and souls.
    • They are central to our lives.
    • They help to define what it means to be human.
    • They probe the deep and often confounding issues confronting us
    • They pass the test of SO WHAT?
  • 22. Essential Questions
    • Have no simple right answer; they are meant to be argued discussed (discovered , uncovered)
    • Lead to more questions
    • CAN ’T GOOGLE THE ANSWER
  • 23. Essential Questions . . .
    • Essential questions are at the heart of a search for Truth. Many of us believe that schools should devote more time to essential questions and less time to Trivial Pursuit.
  • 24. Essential Questions . . .
    • From Trivial Pursuit to Essential Questions and Standards-Based Learning
    • by Jamie McKenzie
  • 25. Essential Questions . . .
    • There are so many more important and more intriguing questions we could explore about gargoyles. When we limit students to trivial pursuit, we make a mockery of authentic research and deprive them of a chance to explore the tough issues, choices, dilemmas and questions that really matter.
    • Why did people place gargoyles on cathedrals?
    • What good are gargoyles?
    • How are gargoyles (gargouilles) and chimeras (chimeres) different and which are better?
    • Why do some people place gargoyles in their gardens? ( http://www.fno.org/feb01/pl.html )
  • 26. Heidi Hayes Jacobs says…
    • Essential Questions are the Velcro of the unit. Everything in the unit should stick to them.
  • 27. Essential Questions – Doorways to Understanding  
    • Given particular subject matter or a particular concept, it is easy to ask trivial questions…it is also easy to ask impossibly difficult questions. The trick is to find the medium questions that can be answered and that take you somewhere.
    • Jerome Bruner, The Process of Education, 1960, p. 40
  • 28. Essential Questions In addition, essential questions should be few in number — “two to five per unit.”  
  • 29. Traditional School Question
    • Go find out about Robert or Elizabeth Browning (or any other poet, general, prime minister, hero, character, celebrity, scoundrel or seer. What did he or she do?
  • 30. Upgraded Version
    • What were the five most distinguishing
    • characteristics of Browning and how did they
    • contribute to her success or failure? What made
    • her great or not so great? What are the two or
    • three most important things you learned about her
    • that might serve you well?
    •  
  • 31. Examples of Essential Questions
    • Where can I see geometric shapes?
    • How are geometric shapes represented in architecture?
    • Where do I see flips, slides and turns in real life? Is this an important mathematical concept for me to learn? Why?
  • 32. More Examples
    • Who am I in 2011?
    • Where do I stand as a 7 th grader?
      • Personality
      • With Family
      • Community
      • In Each Subject Area
  • 33. More Examples...
    • Why did the American Revolution occur?
    • How can we look at the Revolution from alternate points of view?
    • Why is Paul Revere more famous than Sybil Ludington?
    • Why did you do it George?
  • 34. More Examples…
    • Why would people leave their homeland and start a new life in a foreign country?
    • What contributions did immigrants from various lands and creeds make to our nationhood?
    • What factors contributed to making life better or easier for some people and why?
  • 35. NJ Math EQ ’s
    • How can change be best represented mathematically?
    •  
    • How can measurements be used to solve problems?
    • How can spatial relationships be described by careful use of geometric language?
    •  
    • How can the collection, organization, interpretation, and display of data be used to answer questions?
  • 36. NJ Visual and Performing Arts EQ ’s
    • Why should I care about the arts?
    • How does creating and performing in the arts differ from viewing the arts?
    •  
    • Does art have boundaries?  
    (Petner, Skinner et al.)
  • 37.
    • Mapping Content
    • Essential Understandings
    • Content Descriptors
    (Petner, Skinner et al.)
  • 38.
    • “ education with inert ideas is not only useless: it is above all things, harmful… Let the main ideas which are introduced be few and important, and let them be thrown into every combination possible.” Whitehead 1929
  • 39. Conceptual Statements
    • We are obliged to make deliberate choices and set explicit priorities.
    • As Bruner (1960) put it years ago:
    • For any subject taught in primary school, we might ask [is it] worth an adult ’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum. (p. 52)
  • 40. The Concepts
    • The big ideas may be thought of as the linchpins of the unit.
    • The linchpin is the device that keeps the wheel in place on an axle.
    • .
  • 41. The Concepts
    • Thus, a linchpin is one that is essential for understanding.
    • Without grasping the idea and using it to “hold together” related content knowledge, we are left with bits and pieces of inert facts that cannot take us anywhere.
  • 42. The Concepts
    • Thus, a linchpin is one that is essential for understanding.
  • 43. Big Ideas/Essential Understandings
    • Without grasping the idea and using it to “hold together” related content knowledge, we are left with bits and pieces of inert facts that cannot take us anywhere.
  • 44. Essential Understandings
      • I want students to understand -
      • The Constitution
      • The three branches of government
      • This is not a learning goal - this just states what the content is.
  • 45. Essential Understandings
      • I want students to leave my course having
      • understood that:
      • -the Constitution was a solution based on
      • compromise to real and pressing problems and
      • disagreements in governance; not an idea out of
      • thin air
    (Petner, Skinner et al.)
  • 46. Essential Understandings
      • I want students to leave my course having
      • understood that:
      • -the Constitution was a brilliant balance and
      • limit of powers but was grounded in a long and
      • sometimes bitter history, with many fights that are
      • and always will be with us.
  • 47. Examples
    • Olsen ’s example
    • NYC Unit of Study
    (Petner, Skinner et al.)
  • 48. Writing Clear Content Descriptors
    • Anyone should be able to read your map!
  • 49. Descriptive Or Not Descriptive? That is the Question!
    • Content listings serve as a Table of “Content.” It is important that the map writer or writers include descriptors that clear and precise.
  • 50. Activity 1
    • Look at the sample content listings in the first column. Indicate if each one is a quality recording or needs revision in the second column. If it needs revision, write your suggested revision(s) in the last column.
    (J. Hale, Curriculum Mapping 101)
  • 51.
    • Let ’s Practice!
    • 1. Look at your content
    • 2. Think about the 2-4 Big Ideas in your unit.
    • 3. State those as conceptual statements.
    • 4. Bullet supporting ideas, topics, vocabulary under that idea
  • 52. Check-in …
    • Discuss three important ideas about your essential understandings and content descriptors.
    • Discuss any questions or concerns you have about your essential understandings and content descriptors.
  • 53. Evaluating Content Descriptors
    • Examine your mapped essential understandings/content against the rubric.
    • What did you discover?
  • 54. Integrating the New Common Core Standards
    • Let ’s take a look at the NYDOE Focus sections.
    • What do you notice about the math focus?
    • How will you begin to integrate this into your maps?
    (NY Dept. of Ed Focus)
  • 55. Selected Common Core Standards in Literacy Grade Band Literacy Focus Pre-K-2 Written response to informational texts through group activities and with prompting and support (Reading Informational Text Standards 1 and 10; Writing Standard 2) 3-8 Written analysis of informational texts (Reading Informational Text Standards 1 and 10) OR Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1) 9-12 Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)
  • 56. Selected Common Core Standards in Mathematics Grade Band Standards of Practice Domain of Focus Pre-K-K Models with Mathematics and/or Construct Viable Arguments and Critique the Reasoning of Others AND Operations and Algebraic Thinking 1-2 Number and Operations in Base Ten 3 Operations and Algebraic Thinking 4-5 Numbers and Operations - Fractions 6-7 Ratios and Proportional Relationships 8 Expressions and Equations Algebra Reasoning with Equation and Inequalities Geometry Congruence
  • 57. Skills 21st Century 21st Century 21st Century 21st Century
  • 58. Teach us to Create Explain Describe Evaluate Apply Analyze Perspective Empathize Self Reflect Learn Interpret Think
  • 59. Skills Activity
    • A skill is what students must be able to do.
    • An activity provides practice concerning a particular skill or skill set.
  • 60. Skills versus Activities
    • T- Chart Activity:
    • Categorize the statements under skill or activity on the T-Chart.
  • 61. Skill Versus Activity Answer Key Hale, J. (2007). Curriculum mapping101 Skills Activity Relate visually wooden art works to religious beliefs in 2 geographic regions: Africa, Asia Look at artwork to see if the pieces incorporate religious icons Evaluate orally and in writing technological developments that have influenced how humans work with genetically engineered crops Interview, in person, by phone, or via e-mail 3 biochemists using personal pre-generated questions Analyze in writing similarities and differences in political contributions of 3 presidents: Washington, Lincoln, Roosevelt Research using the Internet the president ’s political arenas: state, national, international in teams of 3 Self-evaluate in writing personal physical activities that promote lifelong involvement, well-being Keep a daily personal fitness journal for 1 month
  • 62. Skill Versus Activity Answer Key con Hale, J. (2007). Curriculum mapping101 Draw transformational figures using rigid body movement while keeping point fixed in 2-D plane Practice rotations using polygons Describe visually and in writing historical examples of recession in United States history Make a chart board display of ebb and flow of USA economic factors for 20th century and onset of 21st century
  • 63. Check-in …
    • Discuss three important ideas about your mapped skills.
    • Discuss any questions or concerns you have about your mapped skills.
    (Petner, Skinner et al.)
  • 64. Evaluating Our Mapped Skills
    • Examine your skills against the rubric.
    • What did you discover?
    • Are all your skills precise and measurable?
  • 65. Assessment D3b,D3d
  • 66. Assessment Talk at your table about the types of assessments that you do in your school? Do you interviews across the curriculum? Do you do performance assessments at all grade levels? How balanced is your overall assessment?
  • 67. Assessment Quiz
    • Poll Everywhere
  • 68. Quick Poll
    • Do you use interactive boards at your school?
    • Do you use the web for informal assessments?
  • 69. Evidence for and of learning…
    • Assessment is a scrapbook of evidence, not a snapshot.
    • Does your map reflect balanced assessment?
    • McTighe & Wiggins
    21st Century 21st Century
  • 70. Why Assess?
    • Assessments are not just to provide a ‘grade’
    • Purpose of assessment :
      • Determine students ‘ get it ’ …….. Gather evidence with demonstrations that learning outcomes were achieved
      • Help teachers determine extent of student understanding
      • Guide next steps of instruction
      • Provide appropriate scaffolding / differentiated instruction for students throughout the learning experience
      • Provide feedback to stakeholders (students / parents)
  • 71. Just because the student “knows it” …
    • Evidence of understandings is a greater challenge than evidence that the student knows a correct or valid answer.
  • 72. 2 validity questions for a practical ‘test of the test’
    • Could the test be passed but without deep understanding?
    Wiggins Summer Institute, 2008
  • 73. 2 validity questions for a practical ‘test of the test’
    • 2. Could the specific test performance be poor but the student still reveal understanding in various ways before, during, and after?
          • The goal is to answer NO to both
    Wiggins Summer Institute, 2008
  • 74. We often confuse the drills with the game
    • ‘ Drills’ – test items
      • Short-term objective
      • Out of context
      • Discrete, isolated element
      • Set up and prompted for initial simplified learning
      • Doesn ’t transfer to new situations on its own
    • The ‘game’ – real task
      • The point of the drills
      • In context, with all its messiness and interest value
      • Requires a repertoire, used wisely
      • Not prompted: you judge what to do, when
    (Wiggins, 2008)
  • 75. Continuum of Assessments
    • Checks of understanding (such as oral questions, observations, dialogues)
    • Traditional quizzes, tests, and open-ended prompts
    • Performance tasks and projects
    • Vary in terms of scope (from simple to complex)
    • Time frame (from short to long term)
    • Setting (from decontextualized to authentic contexts)
    • Structure (from highly directive to unstructured)
    • Snap shots versus pictures
    • COLLECTION OF EVIDENCE OVERTIME RATHER THAN AN EVENT
  • 76. The research could not be clearer, though: Increasing formative assessment is the key to improvement on tests of all kinds, including traditional ones .
  • 77. &quot; Formative assessment is an essential component,&quot; …&quot;We know of no other way of raising standards for which such a strong prima facie case can be made. ” Richard J. Light, Walter H. Gale Professor of Education at Harvard University, buttressed these findings in his book Making the Most out of College: Students Speak Their Minds:
  • 78.
    • &quot;The big point -- it comes up over and over again as crucial…
    • is the importance of quick and detailed feedback . Students overwhelmingly report that the single most important ingredient for making a course effective is getting rapid response on assignments and quizzes. ... An overwhelming majority are convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version . ...
  • 79.
    • &quot;The big point -- it comes up over and over again as crucial…
    • Students improve and are engaged when they receive feedback (and opportunities to use it) on realistic tasks requiring transfer at the heart of learning goals and real-world demands.&quot;
  • 80. How was understanding shown? Verbally? Written? Body language? Where did they get stuck? How could you have assisted them?
  • 81. Why Use Informal Assessments? According to Marzano ’s book: Classroom Assessment and Grading that Work “…To the surprise of some educators, major reviews of the research on the effects of classroom assessment indicate that it might be one of the most powerful weapons in a teacher’s arsenal.” (Chapter 1).
  • 82. Let ’s Listen to a discussion about Formative Assessment:
    • Dylan Williams (Video)
    • http://ktschutt.vodspot.tv/video/4154648-formative-assessment-dylan-wiliam-learning-and-teaching
    (Petner, Skinner et al.)
  • 83. Types of Informal Assessments
  • 84.
    • Whole Group Assessments
    • Thumbs up/ down
    • E.P.R.– Every Pupil Response
    • Think – Pair – Share
    • Whip Around
  • 85.
    • Individual Informal Assessments
    • Interview
    • Warm- up
    • Exit card
    • Observe/ listen in
  • 86. Things to think about!
    • A simple device for ongoing assessment of understanding is the “one-minute essay.” At the end of each class, students are asked to answer two questions:
    • What is the big point you learned in class today?
    • What is the main unanswered question you leave class with today? - Harvard study showed this to be very effective (Light, 2001) – It gives immediate feedback on understanding and mis/understandings
  • 87. Some other terms needed to understand other evidence are… Academic Prompts open-ended questions that require critical thinking for response Assessment measurement of understanding Constructed Response open-ended, short answer responses, often application specific Formative Assessment feedback on progress towards the development of knowledge, understanding, skills, and attitudes rather than assessment for marks or grades
  • 88. Some other terms needed to understand other evidence are… Informal Checks uncritical assessment of progress on a given task or understanding Observations teacher or student visual and/or oral assessment Performance Tasks complex, authentic tasks and issues that differ from academic prompts designed to aid transference of knowledge and understanding Rubric visual assessment tool Self- Assessment reflection and observation by student of own work and progress Summative- Assessment assessment designed to be used to determine grades or marks
  • 89. 3 things to remember…
    • 1. Remember that teachers collect evidence for and of learning.
    • 2. Assessments should show what students know and can do .
    • There 635 students and only 16 students can fit on each bus.
    • How many buses will be needed to go to the county fair?
  • 90. 3. Assessment is a scrapbook of evidence, not a snapshot.
    • Does your map reflect balanced assessment?
    • McTighe & Wiggins
  • 91. Assessment Versus Evaluation Exercise An assessment is a product or performance. An evaluation is the criteria used and judgment made for the product or performance. Match the assessment name with its appropriate evaluation. Janet A. Hale www.CurriculumMapping101.com teachtucson@aol.com
  • 92. Janet A. Hale www.CurriculumMapping101.com teachtucson@aol.com Assessment Versus Evaluation Exercise Chart 20 Item Quiz Thomas Jefferson Essay African Mask 25 MC Test Basketball Basic Plays Checklist Penny Hardness Lab Self Evaluation: Audio Recording/Rubric ORF Diagnostic Guidelines Musical Scales Performance Task No Evaluation Data Needed Peer Review/ Geometric Checklist No Evaluation Data Needed Biography Writing Rubric Oral Reading Fluency Test 5 Member Teams Performance Task Teacher Ob/ Procedure Checklist/ Findings Report
  • 93. Janet A. Hale www.CurriculumMapping101.com teachtucson@aol.com Assessment Versus Evaluation Exercise Answer Key Assessment Name Evaluation 20 Item Quiz No Evaluation Data Needed 25 MC Test No Evaluation Data Needed Thomas Jefferson Essay Biography Writing Rubric Penny Hardness Lab Teacher Ob/ Procedure Checklist/ Findings Report Oral Reading Fluency Test ORF Diagnostic Guidelines African Mask Peer Review/ Geometric Checklist 5 Member Team Performance Task Basketball Basics Plays Checklist Musical Scenes Performance Task Self Evaluation: Audio Recording/Rubric
  • 94. Janet A. Hale www.CurriculumMapping101.com teachtucson@aol.com Assessment Versus Evaluation Exercise Answer Key Continued When including evaluations in a map and not yet using a mapping system ’s attachment or inclusion features write the assessment name followed by a brief evaluation summary in parenthesis. Examples: Thomas Jefferson Essay (Evaluation: Biography Writing Rubric) FOR Solo and Duet Performance (Evaluation: Teacher Ob/Checklist) 5-Member Team Debate (Evaluation: Peer Review/Rubric Matrix) 3 Semi-regular Tessellation Configurations (Evaluation: Teacher Ob/Checklist) FOR Dead Lift Performance Tasks (Evaluation: Teacher-Student Reflection/Personal Goal Setting)
  • 95. Depth of Knowledge Levels
    • Just glance at your maps …
    • Are the Depth of Knowledge levels reflected in your map?
    • How might you begin to think about integrating the various levels into your map?
  • 96. Check-in …
    • Discuss three important ideas about mapping assessments.
    • Discuss any questions or concerns you have about mapping assessments.
  • 97. Evaluating Our Mapped Assessments
    • Examine your targeted assessments against the rubric.
    • What did you discover?
  • 98. Upgrading our curriculum maps to represent 21 st technologies? ictlic.eq.edu.au D3c
  • 99. Generation Z 21st Century 21st Century 21t Century 21st Century
  • 100. Generation Z/Net Gen/ Digital Natives Generation Z Category 20 th Century 21 st Century Number of Jobs 1-2 10-15 Job Skill Mastery of the Field Flexibility and Adaptability Teaching Model Subject Matter Mastery Integration of 21 st Century Skills into subject matter mastery Assessment Model Consumption of Knowledge Consumption/Production of Knowledge; Synthesis
  • 101. Teen ’ s Today
    • 100% Use the Internet to seek information on colleges, careers and jobs
    • 74% of teens use IM as a major communication vehicle vs. 44% of online adults
    • 54% of students (grades 2-12) know more IM screen names than home phone numbers
    • The Internet is a primary communication tool
    • 81% email friends and relatives
    • 70% use instant messaging to keep in touch
    • 56% prefer the Internet to the telephone
    Adapted from http://www.amphi.com/departments/technology/files/76FA6DD3C6084D61B334C93C04A780B4.pdf
  • 102. 21 st Century Teachers Mark Prensky: digital natives and us… We ’re all digital immigrants…. Lessons learned from Introducing the book!
  • 103. Introducing the Book
  • 104. (Petner, Skinner et al.)
  • 105. Today ’s Youth
    • I will have 10 to 14 careers
    • Education for today and tomorrow – tom woodward
    21st Century 21st Century
  • 106. “ And most of the jobs don’t exist today.” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century 21st Century 21st Century
  • 107. “ How will this Help?” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century
  • 108. “ or this?” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century
  • 109. “ How could this help me?” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century
  • 110. “ or this?” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century
  • 111. “ or this?” A Vision of K-12 Students Today –B. Nesbitt 21st Century 21st Century
  • 112.
    • How are we teaching?
    • Web No Point O
    • I just don ’t do it.
    • I ’m not into technology. They can do that stuff outside of school. It’s not part of the school world.
  • 113.
    • How are we teaching? Web 1.0 Use it to: Offline Find Info online
  • 114.
    • How are we teaching? Write reports Powerpoint Single Creator Licensed or purchased Isolated
  • 115.
    • How are we teaching? Web 2.0 Multitasking tool Use it to blog, wiki, email, im, talk,make and show movies,get immediate feedback from a variety of sources
  • 116.
    • How are we teaching? Web 2.0 Multitasking tool Use it to post photos, videos, podcasts, and other items. We meet each other on Facebook. We say, “See ya on facebook.”
  • 117.
    • Web 2.0 Web based, Collaborative, Online, Free, Multiple Collaborators, Open source, shared content
    http://www.cabrillo.edu/~nstucker/images/zits.gif
  • 118.
    • Web 2.0 Interconnectedness, immediacy, interactivity, communications, and community
    http://www.cabrillo.edu/~nstucker/images/zits.gif
  • 119.
    • How do our maps reflect the 21 st century, web 2.0 world?
    • What do you do differently to engage your students in this interactive, participatory environment in which they live?
  • 120. 21 st Century Instructional Resources
    • Voice Thread
    • Podcasting
    • Glogster
    • Animoto
    • Virtual Tools and Manipulatives
  • 121. Checking for Coherency
    • Did you assess the knowledge?
    • Did you assess the skills?
    • Did you answer the essential questions?
  • 122. Checking for Coherency
    • Is internal alignment reflected in your curriculum map?
    • Is the external alignment clear?
    • Does the map reflect developmentally appropriate activities for the designated grade level?
  • 123. Wrap-up… Day 2
    • Discuss one important ideas about curriculum mapping and 21 st learners.
    • Discuss 2 major take-aways from the past two days.
    • Discuss any questions or concerns you have about curriculum mapping.
  • 124. You can contact me at…
    • [email_address]
    Thank You For Coming! 21st Century 21st Century 21st Century 21st Century 21st Century 21st Century