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

1. Summer 2011 Presented by: Dr. Nicki Newton Mapping is a bridge into the 21 st Century. It leads the way !

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

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.

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 "Levels" 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…

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

28. Essential Questions In addition, essential questions should be few in number — “two to five per unit.”

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

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

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?

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. " Formative assessment is an essential component," …"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:

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).

83. Types of Informal Assessments

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

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)

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

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.)

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