C mand c21

1,772 views
1,662 views

Published on

PowerPoint from Heidi Hayes Jacobs workshop 8/23/10

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,772
On SlideShare
0
From Embeds
0
Number of Embeds
515
Actions
Shares
0
Downloads
56
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Map curriculum according to: 1. big ideas/essential questions 2. core performance tasks Look for: Throughlines - spiral curriculum (going deeper) by revisiting big ideas/core processes Interdisciplinary connections - intellectually/content robust
  • C mand c21

    1. 1. Curriculum Mapping for 21 st Century Learners <ul><li>Dr. Heidi Hayes Jacobs and Dr. Marie Alcock </li></ul>
    2. 2. Our Essential Questions: <ul><ul><ul><li>How can we design curriculum to prepare our learners for their future? </li></ul></ul></ul><ul><ul><ul><li>How is curriculum mapping project based learning in action? </li></ul></ul></ul><ul><ul><ul><li>How can we review and upgrade our maps as professionals in collaboration? </li></ul></ul></ul>
    3. 3. What to we cut? What do we keep? What do we create? <ul><li>. </li></ul>
    4. 4. What year are you preparing your learners for? <ul><li>1991? </li></ul><ul><li>1972? </li></ul><ul><li>2025? </li></ul><ul><li>Amend your mission statement </li></ul>
    5. 5. Class of 2024- this year’s preschool
    6. 6. Are children and youth processing information differently?
    7. 7. Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Changing World ( edited by HH Jacobs), ASCD, 2010 Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com
    8. 8. Resistance to GROWTH <ul><li>The myth of the good old days </li></ul><ul><li>Bring back papyrus </li></ul><ul><li>The secret in lesson planning is…. </li></ul><ul><li>LAMINATION </li></ul><ul><li>The separation of Tech and Curriculum </li></ul><ul><li>Globalization is “enrichment” vs. a necessity </li></ul><ul><li>Perhaps…the myth is that there is resistance! </li></ul>
    9. 9. It is official- there is evidence There is a movement <ul><li>Beyond Reform </li></ul><ul><li>to New Forms </li></ul>
    10. 10. We are using 21 st century tools to Navigate teaching and learning. Abundant web resources for teachers and administrators: NO EXCUSES
    11. 11. Global Learning Communities- NINGS – “exporting and importing” curriculum units and resources
    12. 12. NINGS
    13. 13. Revising dated Standards, Mission Statements, and the Nature of School <ul><li>-Between states & provinces </li></ul><ul><li>-Between nations </li></ul><ul><li>-CSCNEPA from Australia </li></ul><ul><li>-New Jersey, West Virginia, Wisconsin, Utah, RI </li></ul><ul><li>-CCSSO- New National Standards- </li></ul><ul><li>- SOCIAL NETWORKS – Nings </li></ul>
    14. 14. CTAUN Cyber School Bus
    15. 16. CCSSO- Global Competency Matrix
    16. 17. So….what do we do at our school?
    17. 18. CURRICULUM 21 TEAMS- preparing our learners for their future…. <ul><li>What to cut? </li></ul><ul><li>What to keep? </li></ul><ul><li>What to create? </li></ul>
    18. 19. Curriculum 21 TEAMS- provocation, invigoration, and replacement 

    19. 20. Two Tier Model for Curriculum 21 Teams <ul><li>SHORT TERM- UPGRADES - “revision and replacement” of dated curriculum and assessment types with more vital contemporary forms.. </li></ul><ul><li>LONG TERM- VERSIONING to new versions of the program structures in our school institutions that house curriculum and instruction. </li></ul>
    20. 21. VERSIONING- revising for the long term Four KEY…SCHOOL STRUCTURES : <ul><li>SCHEDULE-short term and long term </li></ul><ul><li>STUDENT GROUPING PATTERNS </li></ul><ul><li>TEACHER CONFIGURATIONS </li></ul><ul><li>SPACE- both physical and virtual </li></ul>
    21. 22. VLM: Virtual Learning Magnets
    22. 23. Global Educators Online
    23. 24. NESA – Virtual Science Fair
    24. 25.     . <ul><li>Learners create and share knowledge differently from previous generations. </li></ul>
    25. 26. FIVE TYPES OF ALIGNMENT <ul><li>Internal: The elements in a teacher or district curriculum map align to one another. </li></ul><ul><li>Cumulative: The curriculum maps build year to year; class to class K-12 and beyond. </li></ul><ul><li>External: Curriculum and assessment maps align to external standards geared toward future productivity. </li></ul><ul><li>To Students: Curriculum and assessment maps are designed to match the needs of specific learners in specific locations for their future. </li></ul><ul><li>Global : The aims and actions of our school curriculum and programs will help our learners connect to global communities. </li></ul>
    26. 27. What are the basic elements in designing curriculum that need upgrading?
    27. 28. Upgrading Maps for Learner Engagement <ul><li>Screenplays </li></ul><ul><li>teleplays </li></ul><ul><li>Podcasts </li></ul><ul><li>broadcasts </li></ul><ul><li>Documentaries </li></ul><ul><li>email </li></ul><ul><li>The SKYPE grandmothers </li></ul><ul><li>self publishing </li></ul><ul><li>facebook pages of historical figures </li></ul><ul><li>text messaging as notetaking </li></ul><ul><li>Trailer for upcoming unit </li></ul><ul><li>Video conferences in </li></ul><ul><li>world language classes </li></ul><ul><li>My space as biography </li></ul><ul><li>grant proposals </li></ul><ul><li>web page </li></ul><ul><li>spread sheets </li></ul><ul><li>CAD blueprints </li></ul><ul><li>forecasts </li></ul><ul><li>media criticism </li></ul><ul><li>Webquests </li></ul><ul><li>Second life technology </li></ul><ul><li>Digital portfolios </li></ul><ul><li>Web 2.0 applications </li></ul><ul><li>Web 3.0 applications </li></ul>
    28. 29. Engaging Learners in self-assessment: The Digital Portfolio <ul><li>Richer Picture software from Ideas Consulting </li></ul><ul><li>David Niguidula, david@ideasconsulting.com </li></ul><ul><li>Rhode Island – Graduation by Proficiency </li></ul><ul><ul><li>class of 2008 </li></ul></ul><ul><ul><li>students will demonstrate mastery through portfolio, senior project, certificate of initial mastery </li></ul></ul><ul><ul><li>www.richerpicture.com </li></ul></ul>
    29. 33. Digital Portfolios
    30. 38. Olivia personalizes the Global
    31. 39. <ul><li>Student developed world wide news service </li></ul>OLIVIA’s Performance Based Global Assessment
    32. 40. What YEAR is reflected in your current PD delivery systems? <ul><li>Is it the “PULSE TEST” for in-service credit? </li></ul><ul><li>Do you meet by habit or purpose? </li></ul><ul><li>Is there differentiated pd? </li></ul><ul><li>Do all of your faculty and administrators participate in global networks? </li></ul>
    33. 41. Upgrading applies to the all of us as professionals as well…
    34. 42. <ul><li>Replace dated PD practices with new ones </li></ul>
    35. 43. THE IBSC Keynote Challenge <ul><li>A recent example of personalizing the global in our PD .. </li></ul>
    36. 44. Revising and upgrading skills in the curriculum Planting lifelong capacity: Digital Literacy Global Literacy Media Literacy Cultural Literacy
    37. 45. Expansion of Literacy: Media Criticism/ Media Invasion/Media Making <ul><li>Unit: Effects of TV on Me </li></ul><ul><li>Formal media criticism begins grade 4 </li></ul><ul><li>Television/film writing and production </li></ul><ul><li>Documentary studies </li></ul><ul><li>Web based national/international anthologies of children’s stories and observations (RTW) </li></ul><ul><li>Teaching students to conduct video conferences: </li></ul><ul><li>TV critiques pre K-grade 3 </li></ul><ul><li>Current Communications Benchmark </li></ul><ul><li>MEDIA LITERACY in Common Core </li></ul>
    38. 47. Web 2.0- Strategic Interactive Instruction <ul><li>Interactive </li></ul><ul><li>Replacement </li></ul><ul><li>Skill reinforcing </li></ul><ul><li>‘ De-gimmick-ifi-cation” </li></ul>
    39. 48. www.visualthesaurus.com
    40. 49. De- gimmickifcation of Web 2.0 tools <ul><li>www.wordle.net </li></ul>
    41. 50. A new habit for meetings….
    42. 51. Google Wonder Wheels
    43. 52. <ul><li>www.curriculum21.com </li></ul><ul><li>Clearinghouse </li></ul><ul><li>Instructionally targeted </li></ul>
    44. 53. This leads us to Curriculum Mapping
    45. 54. FOUR PHASES for CURRICULUM MAPPING TRAINING <ul><li>I. Laying the Foundation </li></ul><ul><li>II. Launching the Process /Getting Started </li></ul><ul><li>III. Sustaining, and Integrating the System-Merging Assessment Data into Maps </li></ul><ul><li>IV. Advanced Mapping Tasks </li></ul>
    46. 55. FOUR PHASE MODEL
    47. 56. I. LAYING THE FOUNDATION <ul><li>Setting up leadership team in each building to LEARN the Fundamentals </li></ul><ul><li>The Prologue to Mapping </li></ul>
    48. 57. Mapping is a coin with two sides <ul><li>One side is the documentation –the maps themselves </li></ul><ul><li>One side is the review process – examining and revising map cumulatively between teachers </li></ul>
    49. 58. What Is Curriculum Mapping? <ul><li>Calendar-based curriculum mapping is a procedure for collecting and maintaining a data base of the operational curriculum in a school and/or district. </li></ul><ul><li>It provides the basis for authentic examination of the data base. </li></ul>
    50. 59. Lessons from an Architect <ul><li>Choices for the design </li></ul><ul><li>Limits and possibilities </li></ul><ul><li>Local zoning laws </li></ul><ul><li>Meeting the needs of the users </li></ul><ul><li>Quality of Construction </li></ul><ul><li>Communication is essential </li></ul><ul><li>Alignment !!! </li></ul>
    51. 60. FIVE TYPES OF ALIGNMENT <ul><li>Internal: The elements in a teacher or district consensus curriculum map align to one another. </li></ul><ul><li>Cumulative: The curriculum maps build year to year; class to class K-12 </li></ul><ul><li>External: The curriculum and assessment maps align to external standards and expectations. </li></ul><ul><li>To Students: Curriculum and assessment maps are specifically designed to match the needs of specific learners in specific locations. </li></ul><ul><li>Global : The aims and actions of our school curriculum and programs will help our learners connect to global communities. </li></ul>
    52. 61. T argeting Needs: Discussions, debates, and decisions will be based on <ul><li>What is in the best interest of our specific clients, the students in our educational setting? </li></ul><ul><li>Their ages </li></ul><ul><li>Their stages of development </li></ul><ul><li>Their learning characteristics </li></ul><ul><li>Their communities </li></ul><ul><li>Their aspirations </li></ul><ul><li>Their needs </li></ul><ul><li>The need for cumulative learning </li></ul>
    53. 62. Elements of a Curriculum: <ul><li>CONTENT </li></ul><ul><li>SKILLS </li></ul><ul><li>ASSESSMENT </li></ul><ul><li>FRAMED by Essential Questions </li></ul>
    54. 63. Content: The subject matter itself: key concepts, facts, events, which may be presented with a map in three formats :
    55. 64. Content Formats Discipline-Based Focus on subjects: math, science, social studies, literature, arts, physical education, etc. Should be active: students as “scientists”; as “artists” Interdisciplinary Focus on connections between two or more subjects examining common organizing center Rigorous; avoiding potpourri Student- Centered Focus on student- developed interests Emerges directly from learner
    56. 65. What is a BIG IDEA? Why are they so critical to learning and to mapping ? <ul><li>A “big idea” is a concept stated as a relational statement that provides the focus and basis for acquiring knowledge. </li></ul><ul><li>Concept based learning sustains long term recall of facts vs. isolated fact base learning. </li></ul><ul><li>A concept is synonymous with the enduring understanding or big idea from UbD. </li></ul>
    57. 66. Examples of concepts: <ul><li>A history unit on Ancient Egypt might focus on the concept: </li></ul><ul><ul><li>The geographical location of a culture largely determines its social, political and economic possibilities. </li></ul></ul><ul><li>A science unit on the Rainforest might focus on the concept: </li></ul><ul><ul><li>In the natural world there are systems comprised of interdependent component parts. </li></ul></ul>
    58. 67. Skills are displayed on a map as: <ul><li>Precise skills that can be: </li></ul><ul><li>Assessed/measured </li></ul><ul><li>Observed </li></ul><ul><li>Described in specific terms </li></ul><ul><li>Skills are action verbs… </li></ul><ul><li>Skills scaffold over time </li></ul><ul><li>Unlike general processes </li></ul>
    59. 68. Precision expectation is crucial to skill development. <ul><li>THE COACH DOESN’T SAY: </li></ul><ul><li>“ We’re working on critical playing skills today.” </li></ul><ul><li>THE COACH DOES SAY: </li></ul><ul><li>“ We’re working on driving </li></ul><ul><li>into the basket.” </li></ul>
    60. 69. Skills across disciplines precise skills might include : <ul><li>Edit and revise [skills] in all disciplines </li></ul><ul><li>Utilize organizational skills </li></ul><ul><li>Read for decoding </li></ul><ul><li>Read for text interaction </li></ul><ul><li>Speak in a range of forums </li></ul><ul><li>Research using technology for </li></ul><ul><li>information access </li></ul><ul><li>Create a technological production purposes </li></ul><ul><li>Isolate and improve career habits for personal and group work </li></ul>
    61. 70. Skills <ul><li>Have you identified the thinking skills that will be required to give meaning to the content? </li></ul><ul><li>Have you identified the literacy skills? </li></ul><ul><li>Have you identified the pre-requisite skills in order for students to be successful with the work? </li></ul>
    62. 71. On Maps, Assessments are the Major Products and Performances : <ul><li>Assessment is the demonstration of learning </li></ul><ul><li>Assessment is the observable evidence </li></ul><ul><li>They must be listed as defined nouns: </li></ul><ul><li>Tangible Products or </li></ul><ul><li>Observable Performances </li></ul>
    63. 72. SELECTED RESPONSE: Multiple Choice 50-Q M.C. Quiz
    64. 73. Constructed- Response Questioning? 10-Q Short-Answer Test
    65. 74. Collections of Assessments: <ul><li>Portfolios </li></ul><ul><li>Anthologies </li></ul><ul><li>Recordings of observable performances </li></ul>
    66. 75. <ul><li>Student developed world wide news service </li></ul>Performance-Based Assessment?
    67. 76. ASSESSMENT reveals: <ul><li>_ Proficiency of targeted skill development </li></ul><ul><li>Knowledge and insight into content </li></ul>
    68. 77. <ul><li>DIAGNOSIS- </li></ul><ul><li>finding what our learners </li></ul><ul><li>need from the assessment data </li></ul><ul><li>PRESCRIPTION- </li></ul><ul><li>revising our maps collaboratively to respond to those targeted needs </li></ul>
    69. 78. Let’s remember … <ul><li>Content - is the subject matter; key concepts; facts; topics; important information </li></ul><ul><li>Skills - are the targeted proficiencies; technical actions and strategies </li></ul><ul><li>Assessment - is the demonstration of learning; the products and performances used as evidence of skill development and content understanding </li></ul>
    70. 79. Essential questions provide focus and direction to engage learners in fulfilling the mission
    71. 80. Essential Questions encourage … <ul><li>New thinking </li></ul><ul><li>Genuine inquiry </li></ul><ul><li>Fresh insights </li></ul><ul><li>Stimulating ideas </li></ul><ul><li>Motivated learners </li></ul><ul><li>Active debate </li></ul><ul><li>Intellectual engagement </li></ul>
    72. 81. Essential Questions are a form of mental velcro… <ul><li>A literacy tool </li></ul><ul><li>An instructional focus </li></ul><ul><li>An aid for knowledge retention </li></ul>
    73. 82. How can we organize and frame essential knowledge ? <ul><li>Key concepts </li></ul><ul><li>Enduring Understandings </li></ul><ul><li>Supported by specific and salient facts, information, findings, observations </li></ul><ul><li>IMPORTANT to note that these very facts, information, findings, observations will change with time </li></ul><ul><li>KNOWLEDGE grows </li></ul>
    74. 83. Essential questions should align with our key curriculum elements: <ul><li>CONTENT </li></ul><ul><li>ASSESSMENT </li></ul><ul><li>SKILLS </li></ul>
    75. 84. Why do we need essential questions? <ul><li>Potpourri problem </li></ul><ul><li>Lack of focus </li></ul><ul><li>Long term recall </li></ul><ul><li>Communication between teachers </li></ul><ul><li>Communication between student and teacher </li></ul><ul><li>Clarifying purpose </li></ul><ul><li>Framing connections between content, skill, and assessment choices </li></ul>
    76. 85. Refining the content data: <ul><li>Revisiting the content section . </li></ul><ul><li>Revisiting it whether it is based on a topic, theme, issue, problem, or work. </li></ul><ul><li>REFINING and FOCUSING the content using a set of essential questions. </li></ul>
    77. 86. Design Essential Questions <ul><li>Structure the unit around 2 to 5 essential questions </li></ul><ul><li>Use questions as the scope and sequence of unit </li></ul><ul><li>Embrace the appropriate standards </li></ul>
    78. 87. Essential Questions as an Organizer
    79. 88. <ul><li>ESSENTIAL QUESTIONS are Curriculum Chapters </li></ul>
    80. 89. Criteria for Essential Questions: <ul><li>Highlights conceptual priorities </li></ul><ul><li>Fulfills outcomes </li></ul><ul><li>Language for organizing </li></ul><ul><li>2 to 5 questions </li></ul><ul><li>Distinct section </li></ul><ul><li>Non-repetitive set </li></ul><ul><li>Realistic set of time </li></ul><ul><li>POSTED by all </li></ul><ul><li>Connects a range of disciplines (if.....) </li></ul><ul><li>Logical sequence </li></ul><ul><li>Understood by each child </li></ul><ul><li>Open for investigation </li></ul>
    81. 90. MAPQUEST: Type of map matches the level of information needed
    82. 96. Consensus Maps: Guaranteed <ul><li>Integrating benchmark assessments </li></ul><ul><li>Collaborative commitments </li></ul><ul><li>Consistency </li></ul>
    83. 97. Diary Maps: Viable <ul><li>Individual classroom teacher </li></ul><ul><li>Responsive to students </li></ul><ul><li>Flexibility </li></ul>
    84. 98. PHASE II: Launching Mapping- Getting Started <ul><li>The leadership team: </li></ul><ul><li>Structures conditions that will make </li></ul><ul><li>a difference in your planning and initiating </li></ul><ul><li>Identify and choose a technology format and template </li></ul><ul><li>Identify most valuable forms of assessment. </li></ul><ul><li>Draft an Action Plan (Timeline) for introducing the mapping process to the faculty. </li></ul>
    85. 99. The Hub Effect <ul><li>Identify initiatives that would be better served through the use of the CM review process, for example… </li></ul>? ? ? CM
    86. 100. In order to motivate and engage staff: <ul><li>Best Practice: </li></ul><ul><li>Introduce CM as a tool to solve a specific teaching and learning problem at the school for the “child” in the empty chair </li></ul><ul><li>Best Practice: </li></ul><ul><li>Introduce CM as a hub for integrating building and district initiatives. </li></ul>
    87. 101. Potential tasks to address school/district/complex problems: <ul><li>Gain information </li></ul><ul><li>Avoid repetition </li></ul><ul><li>Identify gaps </li></ul><ul><li>Locate potential areas for integration </li></ul><ul><li>Match with learner standards </li></ul><ul><li>Examine for timeliness </li></ul><ul><li>Edit for coherence </li></ul>
    88. 102. To Gain “Task Information” On Maps… <ul><li>Highlight something new you have learned about the operational curriculum. </li></ul><ul><li>When sharing with colleagues, this process expands a teacher’s understanding of the students’ experience. </li></ul>
    89. 103. Edit for Repetitions … <ul><li>Recognize the difference between meaningless redundancy and powerful spiraling. </li></ul>
    90. 104. Edit for Gaps … <ul><li>Examine maps for gaps in: </li></ul><ul><li>Content </li></ul><ul><li>Skills </li></ul><ul><li>Assessments </li></ul>
    91. 105. Integrate Curriculum <ul><li>Find natural points of integration between subjects for either content connections, cross disciplinary skills, or shared assessment designs. </li></ul>
    92. 106. Validate National, State, School, Standards or Mission Statement <ul><li>Search the maps for places where students are completing Performance Tasks related to Skills and Content that match your Standards or Mission Statement . </li></ul>
    93. 107. Edit for timeliness … <ul><li>Be vigilant about technology in all aspects of learning. </li></ul><ul><li>Review the maps for timely issues, breakthroughs, methods, materials, and new types of assessments. </li></ul>
    94. 108. Edit for Coherence… <ul><li>Scrutinize the maps for a solid match between the choice of Content, the featured Skills & Processes, and Assessments. </li></ul>
    95. 109. If your school is mapping based on standards…..
    96. 110. Indicators of Standards-Based Teaching and Learning in the CM process: <ul><li>The district develops clear statements of what students should know and be able to do. </li></ul><ul><li>Standards apply to all students with high expectations for their success </li></ul><ul><li>The teacher knows how each lesson relates to district and state academic standards </li></ul>
    97. 111. Curriculum Mapping provides that: <ul><li>Students know what they are learning, what standards are related to it, and why they are learning it. </li></ul><ul><li>Standards are constant, instructional strategies and time are the variables. </li></ul><ul><li>Planning begins with standards rather than materials. </li></ul>
    98. 112. Curriculum Mapping allows for: <ul><li>Practice activities are clearly aligned to standards with the student as worker and the teacher as coach. </li></ul><ul><li>Students know how the teacher expects than to show what they’ve learned. </li></ul><ul><li>Students frequently evaluate their own work before the teacher does, using the same criteria </li></ul>
    99. 113. Curriculum Mapping is based on: <ul><li>Feedback to students is related to performance levels on standards, not based on comparison with other students. </li></ul><ul><li>Student performance data is used to revise curriculum and instruction. </li></ul><ul><li>The assessment system includes a balance of external tests for program evaluation and classroom assessments for individual student diagnosis and instruction . </li></ul>
    100. 114. Curriculum mapping supports: <ul><li>Students have multiple opportunities to demonstrate achievement of standards. </li></ul><ul><li>Assessment of student achievement is consistent across teachers and schools, using common performance indicators. </li></ul><ul><li>Teachers work with colleagues to share and compare scoring of classroom-based assessments </li></ul>
    101. 115. THE CM REVIEW AND REVISION PROCESS <ul><li>The procedures for mapping are best presented in a seven-phase model for teachers. </li></ul>
    102. 116. The CM Review Process is Project Based Learning in Action <ul><li>“ PBL is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.” </li></ul><ul><li>From PBL online </li></ul><ul><li>  </li></ul>
    103. 117. The CM Seven-Step Review Process: <ul><li>1. Collecting the Data </li></ul><ul><li>2. First Read-Through </li></ul><ul><li>3. Small Like/Mixed-Group Review </li></ul><ul><li>4. Large Like/Mixed-Group Comparisons </li></ul><ul><li>5. Determine Immediate Revision Points </li></ul><ul><li>6. Determine Points Requiring Some Research and Planning </li></ul><ul><li>7. Plan for Next Review Cycle </li></ul><ul><li>( from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.) </li></ul>
    104. 118. QUALITY Define... What do exemplary maps look like?
    105. 119. COACHING Points for First Experiences : <ul><li>Do not overwhelm teachers with an initial task entry that is too large! </li></ul><ul><li>One discipline in an elementary school; preferably one in need of attention given student performance. </li></ul><ul><li>One prep per secondary teacher. </li></ul>Red Flag!
    106. 120. <ul><li>1. Collecting the Data </li></ul><ul><li>Eventually each teacher in the building completes a first-draft of a projected or diary map </li></ul><ul><li>The format is consistent for each teacher, but reflects the individual nature of each classroom </li></ul><ul><li>Important Note: Technology simplifies the publishing of data collection </li></ul>
    107. 121. Remember When Collecting The Content Data May Be Listed : <ul><li>Configuration </li></ul><ul><li>Discipline-Field Based </li></ul><ul><li>Interdisciplinary </li></ul><ul><li>Student-Centered </li></ul><ul><li>Type of Focus </li></ul><ul><li>Topics </li></ul><ul><li>Issues </li></ul><ul><li>Works </li></ul><ul><li>Problems </li></ul><ul><li>Themes </li></ul>
    108. 122. Recording and Collecting Skill and Assessment Data : <ul><li>Enter the Skills and Assessments fore grounded for each unit of study or course </li></ul><ul><li>Enter the Skills and Assessments that are on-going through the course of a year </li></ul><ul><li>Portfolio Checks </li></ul><ul><li>Early Childhood Assessments </li></ul><ul><li>Precision is the key </li></ul>
    109. 123. Is Honesty an Issue? FAQ’s: <ul><li>How will the maps be used? </li></ul><ul><li>Who will see the maps? </li></ul><ul><li>How will my peers react to my map? </li></ul><ul><li>Does my name need to be on my map? </li></ul>Huge Red Flag!
    110. 124. Time Frames for a FIRST DRAFT of projected map . <ul><li>Primary : Approximately 1 hour for Content; 2-3 hours for Skills and Assessment per subject . (exception is ELA for ages 4-7) </li></ul><ul><li>Secondary : Approximately 45 minutes for Content; 2 hours for Skills and Assessments per prep . </li></ul>
    111. 125. 2. First Read-Through <ul><li>Each teacher reads the entire grade-level, discipline, or school-wide maps as an editor and carried out the prescribed “tasks.” </li></ul><ul><li>Places where new information is gained are noted/recorded. Places requiring potential revision are also noted/recorded. </li></ul>
    112. 126. Setting up PROFESSIONAL Reviews: <ul><li>Identifying the best grouping patterns for review. </li></ul><ul><li>Using productive communication for feedback and decision making. </li></ul>
    113. 127. <ul><li>3. Mixed Small-Group Review </li></ul><ul><li>Groups of 5 to 8 faculty members are formed – BASED ON PURPOSE </li></ul><ul><li>Groups can be from diverse configurations (i.e., different grade levels and departments) </li></ul><ul><li>Meetings should run approximately 1-1/2 hours </li></ul><ul><li>The goal is to simply share individual findings </li></ul><ul><li>No revisions are suggested at this time </li></ul>
    114. 128. Strategic Grouping for Professional Reviews <ul><li>Vertical – K-12 ; extended departmental meetings </li></ul><ul><li>Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12 </li></ul><ul><li>Across grade level- all third grade; all teachers of freshmen </li></ul><ul><li>Targeted cross grade level- interdisciplinary 7 th grade team </li></ul><ul><li>Extended team- special area teachers, special ed staff, ESL </li></ul><ul><li>Feeder pattern- in larger districts only those sharing same students; within school following student groups </li></ul><ul><li>Expanded local team- virtual groupings (online); parents; community; internships </li></ul><ul><li>Global team- Feedback and collaboration with meaningful worldwide educators and students. </li></ul>
    115. 129. What are the purposes of the Reviews ? <ul><li>Horizontal & Vertical </li></ul><ul><li>To identify the areas or priorities in needof monitoring or changing </li></ul><ul><li>To examine maps for gaps, absences, and redundancies </li></ul><ul><li>To raise central or extended questions and issues concerning on-going mapping discoveries </li></ul>
    116. 130. <ul><li>4. Large-Group Review </li></ul><ul><li>All faculty members come together and examine the compilation of findings (based on recorded notations) from the smaller group meetings </li></ul><ul><li>Session is facilitated by principal and/or teacher-leader(s) </li></ul>
    117. 131. <ul><li>5. Determine areas for immediate revision </li></ul><ul><li>The faculty identifies those curricula decisions/areas that can be handled by the site with relative ease. </li></ul><ul><li>The specific faculty members involved in those revisions determine a timetable for action. </li></ul>
    118. 132. Teachers return to original grouping: mixed teams, grade levels… <ul><li>Begin the sorting process: </li></ul><ul><li>Which of the items/issues appear to be solved with relative ease? </li></ul><ul><li>Who might be the right people on staff to resolve these items/issues? </li></ul><ul><li>Which items/issues will take extensive R & D? </li></ul>Curricula or Curricula-Related “Red Flag”
    119. 133. <ul><li>6. Determine those areas requiring long-term pla nning </li></ul><ul><li>Faculty members identify those areas that have implications beyond the site and into/with other sites. </li></ul><ul><li>Faculty members identify those areas where more research is needed. </li></ul>
    120. 134. Using the Maps to Impact Learning <ul><li>Review maps to determine where and with what frequency skills are taught </li></ul><ul><li>Review timeline to determine when they are taught </li></ul><ul><li>Make needed changes or revisions </li></ul><ul><li>Develop goal plans and timelines </li></ul><ul><li>Develop staff-development plan(s) and timelines </li></ul>
    121. 135. <ul><li>Once CM is established, the District CM Cabinet meets approximately three to four times annually for review updates. </li></ul><ul><li>Task forces report on their timetables. </li></ul><ul><li>The site-based CM Councils continue with ongoing review. </li></ul><ul><li>7: The Cycle Continues … </li></ul><ul><li>As you transition to new decision making structures… </li></ul>
    122. 136. Long-Term Time Frames… <ul><li>Data Collection: Within 3-5 months of initially learning the mapping elements and process of map recoding </li></ul><ul><li>First Reviews: Try to have within 2 months after initial data collection </li></ul><ul><li>First Minor Revisions: Immediately after first reviews </li></ul><ul><li>Major R & D Review: Planned within first year </li></ul><ul><li>Begin On-going Review Site Councils: Second year </li></ul>
    123. 137. Differentiated Staff Development <ul><li>According to experience with curricula and technology </li></ul><ul><li>According to demonstrated competence </li></ul><ul><li>According to what will best help the learners </li></ul>
    124. 138. #2 Low Technology High CM. Language #1 High Technology High CM. Language #4 Low Technology Low CM. Language #3 High Technology Low CM. Language TECHNOLOGY CM. LANGUAGE LOW HIGH HIGH LOW
    125. 139. Consider a Range of P.D. Venues… <ul><li>Various Groupings </li></ul><ul><li>Hands-On Labs </li></ul><ul><li>Small Workshops </li></ul><ul><li>Work Sessions </li></ul><ul><li>On-line Courses </li></ul><ul><li>Staff Development Days Based On Data </li></ul><ul><li>Observing Mentors </li></ul><ul><li>Peer Coaching </li></ul><ul><li>Video Conferencing </li></ul>
    126. 140. Site-Base Staff Development <ul><li>Cumulative decision-making patterns </li></ul><ul><li>Targeted groups of teachers building on-going assessment review collectively </li></ul><ul><li>Based on a range of assessment data </li></ul>
    127. 141. III. SUSTAINING, AND INTEGRATING THE SYSTEM: -MERGING ASSESSMENT DATA INTO MAPS <ul><li>Consensus mapping </li></ul><ul><li>Establishing benchmark assessments </li></ul><ul><li>Informing maps with assessment results </li></ul>
    128. 142. Schools and Districts are developing Master Maps to replace guidelines.. <ul><li>Wrestling with Consensus - </li></ul><ul><li>Root in Latin: </li></ul><ul><li>“ acknowlgement of truths ” </li></ul>
    129. 143. All mean the same…you need to determine what terms you will use at your school <ul><li>Master Map </li></ul><ul><li>Consensus Map </li></ul><ul><li>Essential Map </li></ul><ul><li>Core Map </li></ul><ul><li>Collaborative </li></ul>
    130. 144. Through consensus we are making commitments through our maps . <ul><li>What are your negotiable? </li></ul><ul><li>Non-negotiable? </li></ul>
    131. 145. How do we weave our individual maps into a meaningful design that will benefit all students?
    132. 146. CONSENSUS: Creating an Essential Map <ul><li>Developing an essential map that eventually replaces course or grade-level guidelines </li></ul><ul><li>Considering each discipline separately </li></ul><ul><li>Identifying cross-disciplinary consensus </li></ul>
    133. 147. Policy concerning… Where is consistency critical for our students’ learning? Where is flexibility equally as important ?
    134. 148. Two Basic Approaches : <ul><li>One: Using individual diary maps , have grade-level or course teachers develop a subject or course’s Essential Map by identifying: </li></ul><ul><ul><li>The core curriculum concepts </li></ul></ul><ul><ul><li>The critical focal skills </li></ul></ul><ul><ul><li>Benchmark assessments </li></ul></ul><ul><ul><li>Common essential questions </li></ul></ul><ul><ul><li>Essential learnings/Power standards </li></ul></ul>
    135. 149. Two Basic Approaches :
    136. 150. Each discipline presents different considerations when wrestling with consensus .
    137. 151. Math <ul><li>Consistent </li></ul><ul><ul><li>Sequence of assessments </li></ul></ul><ul><ul><li>Portfolio of student commentary </li></ul></ul><ul><ul><li>Benchmark measures </li></ul></ul><ul><ul><li>Assessment Targets </li></ul></ul><ul><ul><li>Language based approach </li></ul></ul><ul><ul><li>Common </li></ul></ul><ul><ul><li>Editing/revision policy </li></ul></ul><ul><li>Flexible </li></ul><ul><li>Approach </li></ul><ul><li>Pace </li></ul><ul><li>Grouping of students </li></ul><ul><li>Developmental timeframes </li></ul>
    138. 152. English/Language Arts <ul><li>Consistent </li></ul><ul><ul><li>Exposure to genre </li></ul></ul><ul><ul><li>Expression of genre </li></ul></ul><ul><ul><li>Grammar sequence </li></ul></ul><ul><ul><li>Editing standards and rubric </li></ul></ul><ul><ul><li>Benchmark tests & portfolios </li></ul></ul><ul><ul><li>Power standards </li></ul></ul><ul><ul><li>TERMS </li></ul></ul><ul><li>Flexible </li></ul><ul><li>Choice of books within genre </li></ul><ul><li>Independent reading selections </li></ul><ul><li>Response to local performances </li></ul>
    139. 153. Science <ul><li>Consistent </li></ul><ul><ul><li>Exposure to various science area units </li></ul></ul><ul><ul><li>Essential questions </li></ul></ul><ul><ul><li>Common benchmark assessments </li></ul></ul><ul><ul><li>Lab experience </li></ul></ul><ul><ul><li>Field experience </li></ul></ul><ul><ul><li>Expanded opportunities for assessing speaking and note taking </li></ul></ul><ul><li>Flexible </li></ul><ul><li>Discoveries in class </li></ul><ul><li>Student interest </li></ul><ul><li>Discoveries by scientists </li></ul><ul><li>Range of presentation opportunities </li></ul>
    140. 154. Social Studies <ul><li>Consistent </li></ul><ul><ul><li>Historical eras expansive </li></ul></ul><ul><ul><li>Geographic skills assessed in application </li></ul></ul><ul><ul><li>Cultural anthropology units </li></ul></ul><ul><ul><li>Primary source document analysis </li></ul></ul><ul><li>Flexibility </li></ul><ul><li>Student interest </li></ul><ul><li>Field experiences </li></ul><ul><li>Instructional approaches </li></ul>
    141. 155. The Arts <ul><li>CONSISTENCY </li></ul><ul><li>Cultural literacy exposure </li></ul><ul><li>Opportunities for self expression </li></ul><ul><li>Exposure to a range of arts areas </li></ul><ul><li>FLEXIBILITY </li></ul><ul><li>Student performances and product design </li></ul><ul><li>Local events and opportunities </li></ul>
    142. 156. Health and Physical Ed <ul><li>Consistent </li></ul><ul><ul><li>Personal health emphasis </li></ul></ul><ul><ul><li>Self-monitoring </li></ul></ul><ul><ul><li>Exposure to specific sports </li></ul></ul><ul><ul><li>Wellness </li></ul></ul><ul><ul><li>Substance Abuse prevention </li></ul></ul><ul><li>Flexible </li></ul><ul><li>Team participation for school </li></ul><ul><li>Pace of performance for individual student </li></ul><ul><li>Cultivating personal preferences in sports </li></ul>
    143. 157. There are cross-disciplinary literacy in every map:
    144. 158. Questions you might consider <ul><li>Is the work “good” enough? What evidence do you find that supports your opinion? </li></ul><ul><li>Was the student able to answer the essential question(s)? </li></ul><ul><li>What inferences can you make about the engagement of the student? </li></ul><ul><li>What evidence is there that demonstrates the student’s understanding? </li></ul><ul><li>What can you tell about the range of work, if a range is represented? </li></ul>
    145. 159. Reaching new ground as a team… . <ul><li>Guiding staff to benchmark assessments on our consensus maps </li></ul>
    146. 160. New Leadership Approaches <ul><li>Mapping is collaborative leadership in action </li></ul>
    147. 161. - Formal inquiry vs conversation
    148. 162. Strategic Grouping for Professional Reviews <ul><li>Vertical – K-12 ; extended departmental meetings </li></ul><ul><li>Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12 </li></ul><ul><li>Across grade level- all third grade; all teachers of freshmen </li></ul><ul><li>Targeted cross grade level- interdisciplinary 7 th grade team </li></ul><ul><li>Extended team- special area teachers, special ed staff, ESL </li></ul><ul><li>Feeder pattern- in larger districts only those sharing same students; within school following student groups </li></ul><ul><li>Expanded local team- virtual groupings (online); parents; community; internships </li></ul><ul><li>Global team- Feedback and collaboration with meaningful worldwide educators and students . </li></ul>
    149. 163. <ul><li>The task should merge with the on-going curriculum naturally. </li></ul><ul><li>Student products can then be evaluated both vertically and horizontally. </li></ul><ul><li>Revisions in the curriculum map should reflect a few targeted skills needing help. </li></ul><ul><li>Revisions should be applied thoughtfully to developmental characteristics of the learner. </li></ul>Mapping Cornerstone and Benchmark Assessments
    150. 164. Mapping Benchmark Assessments <ul><li>Benchmarks can be designed on multiple levels: state tests, district, classroom tasks. </li></ul><ul><li>A school establishes a common set of skills needing development. </li></ul><ul><li>An internally generated benchmark assessment task is developed by teachers with the same protocols; the same timetable. </li></ul>
    151. 165. No common end of unit assessments Teach units when choose Free choice of instructional materials Common end of unit assessments Teach units within quarters Free choice of instructional materials Common end of unit assessments Teach units in required order & month Limited choice of instructional materials Common end of unit and during unit assessments Teach units in required order and month Common lesson plans & instructional materials Flexible Consistent Hamburg, NY Glendale Unified HS District, AZ Kau Keaau Pahoa, HI
    152. 166. Cornerstone Assessments unit 5 Overarching Essential Question(s) Overarching Understanding(s) Content Standards Program Area unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 Course 1 Course 3 Course 4 Course 2
    153. 167. Selected Response —Choose from options that have already been determined and are provided for the student. <ul><ul><li>Types </li></ul></ul><ul><li>Multiple Choice </li></ul><ul><li>True/False </li></ul><ul><li>Matching </li></ul><ul><li>Short Answer Fill in </li></ul>
    154. 168. Extended Written Response —Student is asked to respond in written form with complete sentences that could range from a small number of sentences to a complete written work depending upon the task assigned. <ul><li>Types </li></ul><ul><ul><li>Personal Essay </li></ul></ul><ul><ul><li>Persuasive Essay </li></ul></ul><ul><ul><li>Analytic Essay </li></ul></ul><ul><ul><li>Descriptive Essay </li></ul></ul><ul><ul><li>Simple research paper </li></ul></ul><ul><ul><li>Complex research paper </li></ul></ul><ul><ul><li>Brief Response </li></ul></ul>
    155. 169. Performance Assessments and Products <ul><li>Can be observed from three perspectives: observation during work, observation of work in process to final product of work. </li></ul><ul><li>It must include scoring criteria in advance of the observation. </li></ul><ul><li>Assessment of process would be dictated from the standard and the inherent learning process required to meet that standard. </li></ul>
    156. 170. Types of Performance Assessmen ts <ul><li>Products </li></ul><ul><li>Story Boards </li></ul><ul><li>Thinking maps and graphic organizers </li></ul><ul><li>Story lines </li></ul><ul><li>Graphs </li></ul><ul><li>Charts </li></ul><ul><li>Observational drawing </li></ul><ul><li>Note cards </li></ul><ul><li>Artifact analysis </li></ul><ul><li>Photo essay with text </li></ul><ul><li>Comparative observations </li></ul><ul><li>Blue prints </li></ul><ul><li>Power point presentation </li></ul>
    157. 171. Personal and Public Communications Highly structured and systematic opportunity for students to convey their learning either from student to student, student to teacher, and/or student to other assessor or through their reflections . <ul><li>Conversation </li></ul><ul><li>Journal </li></ul><ul><li>Portfolio </li></ul><ul><li>Letter writing </li></ul><ul><li>Email </li></ul><ul><li>Oral examination </li></ul><ul><li>Documentaries </li></ul><ul><li>Running Records </li></ul><ul><li>Log </li></ul><ul><li>Interactive Notebook </li></ul>
    158. 172. www.curriculum21.com <ul><li>JOIN OUR NING </li></ul><ul><li>PLAN FOR THE FUTURE </li></ul>
    159. 173. FOUR PHASES for CURRICULUM MAPPING TRAINING <ul><li>I. Laying the Foundation </li></ul><ul><li>II. Launching the Process /Getting Started </li></ul><ul><li>III. Sustaining, and Integrating the System-Merging Assessment Data into Maps </li></ul><ul><li>IV. Advanced Mapping Tasks </li></ul>

    ×