This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
1. The document is a scheme of work for Form 4 students at SM Sains Seremban covering 10 units from 2010.
2. Each unit covers obtaining information, processing information, presenting information, grammar, vocabulary and educational emphasis over 3 levels of difficulty.
3. The units cover topics in science like the Earth, heat, natural resources, energy, forces, human body systems, genetics, nutrition and more.
1. The document is a scheme of work for Form 4 students in Sains Seremban, Seremban for the year 2011. It outlines 11 units to be covered from weeks 1-34 with objectives, activities, and emphasis for each unit.
2. The units cover topics in science, technology, environment and other subjects. For each unit, students will obtain information through listening, reading, and instructions. They will then process the information by identifying definitions, classifying data, and making inferences.
3. Students will present information using methods like notes, reports, diagrams and charts. Grammar, vocabulary, and 21st century skills are integrated into the lessons with an emphasis on thinking skills,
T4 Introduction to the modelling and verification of, and reasoning about mul...EASSS 2012
This document provides an overview of a course on modelling, verification, and reasoning in multi-agent systems. The course is divided into 6 lectures covering topics such as linear and branching time, cooperative agents, comparing semantics of alternating-time temporal logic, reasoning with examples, and complexity analysis of verification and reasoning problems. It also lists required background knowledge and recommended reading materials on related logics, automata theory, and specification and verification of multi-agent systems.
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
What is the linguistics POR VANNESA ROGELvanne2020
This document discusses the field of linguistics, specifically comparative linguistics. It provides an overview of key concepts like language families, individual languages, constructed languages, and language change over time. Comparative linguistics involves comparing two or more related languages, especially their sounds, grammar, and vocabulary, in order to understand similarities and differences that can provide insights into language relationships and evolution. The document also outlines methodologies used in comparative linguistics research.
Effective Approach for Disambiguating Chinese Polyphonic AmbiguityIDES Editor
One of the difficult tasks on Natural Language
Processing (NLP) is to resolve the sense ambiguity of
characters or words on text, such as polyphones, homonymy,
and homograph. The paper addresses the ambiguity issue of
Chinese character polyphones and disambiguity approach for
such issues. Three methods, dictionary matching, language
models and voting scheme, are used to disambiguate the
prediction of polyphones. Compared with the well-known MS
Word 2007 and language models (LMs), our approach is
superior to these two methods for the issue. The final precision
rate is enhanced up to 92.75%. Based on the proposed
approaches, we have constructed the e-learning system in
which several related functions of Chinese transliteration are
integrated.
The document discusses academic rigor and strategic planning for middle schools. It defines rigor as having a coherent curriculum across grade levels that teaches analytical thinking, learning, comprehension, and writing skills. Rigor also involves teachers lighting a fire of academic ambition in students and sharing mutual accountability for high expectations. The document outlines Bloom's revised taxonomy of cognitive processes and knowledge dimensions that can be used to increase rigor. It provides examples of applying rigor through cognitive processes like understanding, applying, analyzing, evaluating, and creating.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
1. The document is a scheme of work for Form 4 students at SM Sains Seremban covering 10 units from 2010.
2. Each unit covers obtaining information, processing information, presenting information, grammar, vocabulary and educational emphasis over 3 levels of difficulty.
3. The units cover topics in science like the Earth, heat, natural resources, energy, forces, human body systems, genetics, nutrition and more.
1. The document is a scheme of work for Form 4 students in Sains Seremban, Seremban for the year 2011. It outlines 11 units to be covered from weeks 1-34 with objectives, activities, and emphasis for each unit.
2. The units cover topics in science, technology, environment and other subjects. For each unit, students will obtain information through listening, reading, and instructions. They will then process the information by identifying definitions, classifying data, and making inferences.
3. Students will present information using methods like notes, reports, diagrams and charts. Grammar, vocabulary, and 21st century skills are integrated into the lessons with an emphasis on thinking skills,
T4 Introduction to the modelling and verification of, and reasoning about mul...EASSS 2012
This document provides an overview of a course on modelling, verification, and reasoning in multi-agent systems. The course is divided into 6 lectures covering topics such as linear and branching time, cooperative agents, comparing semantics of alternating-time temporal logic, reasoning with examples, and complexity analysis of verification and reasoning problems. It also lists required background knowledge and recommended reading materials on related logics, automata theory, and specification and verification of multi-agent systems.
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
What is the linguistics POR VANNESA ROGELvanne2020
This document discusses the field of linguistics, specifically comparative linguistics. It provides an overview of key concepts like language families, individual languages, constructed languages, and language change over time. Comparative linguistics involves comparing two or more related languages, especially their sounds, grammar, and vocabulary, in order to understand similarities and differences that can provide insights into language relationships and evolution. The document also outlines methodologies used in comparative linguistics research.
Effective Approach for Disambiguating Chinese Polyphonic AmbiguityIDES Editor
One of the difficult tasks on Natural Language
Processing (NLP) is to resolve the sense ambiguity of
characters or words on text, such as polyphones, homonymy,
and homograph. The paper addresses the ambiguity issue of
Chinese character polyphones and disambiguity approach for
such issues. Three methods, dictionary matching, language
models and voting scheme, are used to disambiguate the
prediction of polyphones. Compared with the well-known MS
Word 2007 and language models (LMs), our approach is
superior to these two methods for the issue. The final precision
rate is enhanced up to 92.75%. Based on the proposed
approaches, we have constructed the e-learning system in
which several related functions of Chinese transliteration are
integrated.
The document discusses academic rigor and strategic planning for middle schools. It defines rigor as having a coherent curriculum across grade levels that teaches analytical thinking, learning, comprehension, and writing skills. Rigor also involves teachers lighting a fire of academic ambition in students and sharing mutual accountability for high expectations. The document outlines Bloom's revised taxonomy of cognitive processes and knowledge dimensions that can be used to increase rigor. It provides examples of applying rigor through cognitive processes like understanding, applying, analyzing, evaluating, and creating.
This document discusses intellectual property (IP) cores, which are pre-written blocks of code that perform specific functions and can be used in complex digital designs to save time. It covers the advantages and disadvantages of IP cores, the different types (hard, firm, soft), and provides step-by-step instructions for generating an IP core for an adder/subtractor using the Xilinx Core Generator tool.
The document discusses various topics related to pedagogy in architectural design teaching including:
- The definition and aims of pedagogy as the science and art of education.
- Approaches to teaching architectural design such as problem-based learning and team-based learning.
- Frameworks for effective lesson delivery including gaining attention, reviewing material, presenting new information, and providing practice and feedback.
- The development of pedagogical content knowledge in early career teachers through tools like content representations.
- Historical developments in architectural design and modernism's emphasis on function in all design.
Acoustical considerations in designing musical auditoriums are complex with many interrelated factors. An ideal reverberation time (RT) must balance fullness of tone with loudness, definition, and diffusion. However, RT alone does not guarantee acoustic excellence - it is one contributing factor. Definition is satisfactory if the initial time delay gap is under 20 milliseconds, direct sound is loud relative to reverberant sound, and there is no echo. Providing adequate bass over large audiences is difficult since many instruments are weak in fundamentals.
The document discusses the history, theory, aspects, and practice of urban planning. It begins with definitions of urban planning and discusses its origins in ancient civilizations. It then covers influential urban planning theories and thinkers from Hippodamus to modernists like Howard and Le Corbusier. The document outlines aspects of urban planning like aesthetics, infrastructure, transportation and discusses sustainable practices. It also discusses new master-planned cities and different levels of urban planning from national to municipal. In the end, it discusses impacts of urban planning on happiness, education and criminality.
This document outlines architectural standards for a senior secondary school. It provides requirements for various teaching spaces including standard classrooms, science labs, a library, auditorium, play areas, and gymnasium. It also includes standards for administrative spaces, sanitation facilities, and other support spaces. Requirements include the size, shape, floor area, and special provisions for different types of rooms. Ventilation, electrical services, and accessibility are also addressed according to their functions.
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Bower Computer Science Education Literature Review Cstambower
This document summarizes theories and research on teaching and learning computing. It covers cognitive processes and models, attributes of novice and expert programmers, identifying student difficulties, and elements of instructional design such as scaffolding, teaching problem solving, developing critical thinking, and promoting deep learning. Key findings include the importance of logical reasoning ability for success in computing, sources of difficulty for novices, and instructional approaches like expert modeling, scaffolding, and cognitive flexibility theory.
The document discusses designing a systemic K-12 Common Core State Standards mathematics curriculum. It outlines a multi-phase process for task forces to collaboratively design units that vertically and horizontally align standards across grades. Specifically, it describes designing unit names, enduring understandings, essential questions, standards for mathematical practice, and vocabulary before integrating these elements into units of study. The document provides examples of how other states have structured their CCSS math course design and unit mapping.
The document discusses Revised Bloom's Taxonomy and how it relates to Common Core and NC Essential Standards. It provides an overview of Bloom's Taxonomy, including the cognitive process dimension with remembering, understanding, applying, analyzing, evaluating, and creating. It explains that the revised taxonomy is two-dimensional, including factual, conceptual, procedural, and metacognitive knowledge. Various verbs are provided as examples for each level. The document encourages teachers to analyze how current activities fit on the taxonomy grid and brainstorm new higher-level projects that align to standards.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
Teaching Object Oriented Programming Courses by Sandeep K Singh JIIT,NoidaDr. Sandeep Kumar Singh
The document discusses various approaches, innovations and experiences in teaching object-oriented programming courses. It describes difficulties students face in learning OOP concepts like data encapsulation, inheritance and polymorphism. It then outlines several pedagogical interventions like using an object-first approach, memory models, methodology first over language, collaborative designs, early design patterns, structured lab assignments, sequencing assignments, and animation environments. Game-based approaches and tools like Greenfoot, Sifteo cubes and BlueJ are also highlighted.
Thank you for the engaging discussion. To summarize what we covered:
- Bloom's Taxonomy was revised to better describe cognitive processes and types of knowledge.
- The cognitive dimension now includes Remember, Understand, Apply, Analyze, Evaluate, and Create.
- The knowledge dimension categorizes knowledge as Factual, Conceptual, Procedural, and Metacognitive.
- Learning objectives are written as verbs describing cognition paired with nouns describing knowledge.
- Objectives can then be mapped onto the revised taxonomy to show cognitive complexity and knowledge type.
Please feel free to contact me if you have any other questions!
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Blueprinting and drafting questions Liz Norman ANZCVS 2017Liz Norman
This document discusses blueprints and drafting questions for examinations. It begins by defining a blueprint as a plan or template. It explains that blueprints are important for sampling content representatively from the domain being examined so performance can be generalized. The document provides examples of how to construct blueprints, including using tables with dimensions like learning outcomes, body systems, species, and knowledge domains. It also discusses weighting questions based on importance and frequency. Finally, it covers creating appropriate tasks by using verbs that specify the required skills and scope, and controlling task difficulty and demand.
Students will investigate the relationship between size and mass over 3 lessons. Working in pairs, students will measure and record the mass of various objects, comparing their estimations to actual measurements. They will also research the mass of various animals and vehicles. Students will record their findings in tables and diagrams in their maths books, and present some of their findings to the class.
The document discusses Webb's Depth of Knowledge (DOK) model, which is used to align academic standards and assessments. It describes the four DOK levels - recall and reproduction (Level 1), skills and concepts (Level 2), strategic thinking (Level 3), and extended thinking (Level 4) - and provides examples of assessment items for each level. The key points are that DOK focuses on the cognitive demand required by an assessment item or standard, not its difficulty, and is used to ensure standards and assessments match in complexity as required by No Child Left Behind.
1 Blueprinting and drafting questions Liz Norman ANZCVS 2018Liz Norman
The document provides information on constructing blueprints for examinations. It discusses what blueprints are and why they are important for ensuring content validity. It describes how to construct blueprints, including using tables or grids with multiple dimensions such as body systems, knowledge domains, cognitive levels, and examination components. Examples are given of blueprints organized by these different dimensions. The document also discusses drafting questions, including specifying tasks, scope, and boundaries to avoid construct irrelevant variance. Factors that can affect question difficulty like type of operation, novelty, and number of components are outlined.
Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1Janet Hale
This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
This guide provides educators with an overview of using Webb's Depth of Knowledge (DOK) levels to analyze the cognitive complexity of Common Core State Standards, curricular activities, and assessments. It describes the four DOK levels, providing examples of teacher and student actions and potential student products for each level. Level 2 includes tasks that require mental processing beyond recall, such as comparing, organizing, summarizing, or making basic inferences. Potential student products and activities for Level 2 include timelines, summaries, concept maps, demonstrations, and completing complex calculation tasks with decision points.
CMI 2012 Designing CCSSM Systemic Curriculum: An Experience from the FieldJanet Hale
This document discusses the process of designing a systemic curriculum based on the Common Core State Standards for Mathematics (CCSSM). It emphasizes the importance of thinking systemically and strategically planning as this affects curriculum mapping. An effective approach is to form a K-12 mathematics task force to collaboratively design the curriculum with a vertical emphasis. The task force breaks down the standards to create content and skills, which are then organized into units of study with vertical and horizontal alignment. Implementing this design requires leadership to manage the magnitude of change and build teacher relationships throughout the process.
This document discusses intellectual property (IP) cores, which are pre-written blocks of code that perform specific functions and can be used in complex digital designs to save time. It covers the advantages and disadvantages of IP cores, the different types (hard, firm, soft), and provides step-by-step instructions for generating an IP core for an adder/subtractor using the Xilinx Core Generator tool.
The document discusses various topics related to pedagogy in architectural design teaching including:
- The definition and aims of pedagogy as the science and art of education.
- Approaches to teaching architectural design such as problem-based learning and team-based learning.
- Frameworks for effective lesson delivery including gaining attention, reviewing material, presenting new information, and providing practice and feedback.
- The development of pedagogical content knowledge in early career teachers through tools like content representations.
- Historical developments in architectural design and modernism's emphasis on function in all design.
Acoustical considerations in designing musical auditoriums are complex with many interrelated factors. An ideal reverberation time (RT) must balance fullness of tone with loudness, definition, and diffusion. However, RT alone does not guarantee acoustic excellence - it is one contributing factor. Definition is satisfactory if the initial time delay gap is under 20 milliseconds, direct sound is loud relative to reverberant sound, and there is no echo. Providing adequate bass over large audiences is difficult since many instruments are weak in fundamentals.
The document discusses the history, theory, aspects, and practice of urban planning. It begins with definitions of urban planning and discusses its origins in ancient civilizations. It then covers influential urban planning theories and thinkers from Hippodamus to modernists like Howard and Le Corbusier. The document outlines aspects of urban planning like aesthetics, infrastructure, transportation and discusses sustainable practices. It also discusses new master-planned cities and different levels of urban planning from national to municipal. In the end, it discusses impacts of urban planning on happiness, education and criminality.
This document outlines architectural standards for a senior secondary school. It provides requirements for various teaching spaces including standard classrooms, science labs, a library, auditorium, play areas, and gymnasium. It also includes standards for administrative spaces, sanitation facilities, and other support spaces. Requirements include the size, shape, floor area, and special provisions for different types of rooms. Ventilation, electrical services, and accessibility are also addressed according to their functions.
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Bower Computer Science Education Literature Review Cstambower
This document summarizes theories and research on teaching and learning computing. It covers cognitive processes and models, attributes of novice and expert programmers, identifying student difficulties, and elements of instructional design such as scaffolding, teaching problem solving, developing critical thinking, and promoting deep learning. Key findings include the importance of logical reasoning ability for success in computing, sources of difficulty for novices, and instructional approaches like expert modeling, scaffolding, and cognitive flexibility theory.
The document discusses designing a systemic K-12 Common Core State Standards mathematics curriculum. It outlines a multi-phase process for task forces to collaboratively design units that vertically and horizontally align standards across grades. Specifically, it describes designing unit names, enduring understandings, essential questions, standards for mathematical practice, and vocabulary before integrating these elements into units of study. The document provides examples of how other states have structured their CCSS math course design and unit mapping.
The document discusses Revised Bloom's Taxonomy and how it relates to Common Core and NC Essential Standards. It provides an overview of Bloom's Taxonomy, including the cognitive process dimension with remembering, understanding, applying, analyzing, evaluating, and creating. It explains that the revised taxonomy is two-dimensional, including factual, conceptual, procedural, and metacognitive knowledge. Various verbs are provided as examples for each level. The document encourages teachers to analyze how current activities fit on the taxonomy grid and brainstorm new higher-level projects that align to standards.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
Teaching Object Oriented Programming Courses by Sandeep K Singh JIIT,NoidaDr. Sandeep Kumar Singh
The document discusses various approaches, innovations and experiences in teaching object-oriented programming courses. It describes difficulties students face in learning OOP concepts like data encapsulation, inheritance and polymorphism. It then outlines several pedagogical interventions like using an object-first approach, memory models, methodology first over language, collaborative designs, early design patterns, structured lab assignments, sequencing assignments, and animation environments. Game-based approaches and tools like Greenfoot, Sifteo cubes and BlueJ are also highlighted.
Thank you for the engaging discussion. To summarize what we covered:
- Bloom's Taxonomy was revised to better describe cognitive processes and types of knowledge.
- The cognitive dimension now includes Remember, Understand, Apply, Analyze, Evaluate, and Create.
- The knowledge dimension categorizes knowledge as Factual, Conceptual, Procedural, and Metacognitive.
- Learning objectives are written as verbs describing cognition paired with nouns describing knowledge.
- Objectives can then be mapped onto the revised taxonomy to show cognitive complexity and knowledge type.
Please feel free to contact me if you have any other questions!
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Blueprinting and drafting questions Liz Norman ANZCVS 2017Liz Norman
This document discusses blueprints and drafting questions for examinations. It begins by defining a blueprint as a plan or template. It explains that blueprints are important for sampling content representatively from the domain being examined so performance can be generalized. The document provides examples of how to construct blueprints, including using tables with dimensions like learning outcomes, body systems, species, and knowledge domains. It also discusses weighting questions based on importance and frequency. Finally, it covers creating appropriate tasks by using verbs that specify the required skills and scope, and controlling task difficulty and demand.
Students will investigate the relationship between size and mass over 3 lessons. Working in pairs, students will measure and record the mass of various objects, comparing their estimations to actual measurements. They will also research the mass of various animals and vehicles. Students will record their findings in tables and diagrams in their maths books, and present some of their findings to the class.
The document discusses Webb's Depth of Knowledge (DOK) model, which is used to align academic standards and assessments. It describes the four DOK levels - recall and reproduction (Level 1), skills and concepts (Level 2), strategic thinking (Level 3), and extended thinking (Level 4) - and provides examples of assessment items for each level. The key points are that DOK focuses on the cognitive demand required by an assessment item or standard, not its difficulty, and is used to ensure standards and assessments match in complexity as required by No Child Left Behind.
1 Blueprinting and drafting questions Liz Norman ANZCVS 2018Liz Norman
The document provides information on constructing blueprints for examinations. It discusses what blueprints are and why they are important for ensuring content validity. It describes how to construct blueprints, including using tables or grids with multiple dimensions such as body systems, knowledge domains, cognitive levels, and examination components. Examples are given of blueprints organized by these different dimensions. The document also discusses drafting questions, including specifying tasks, scope, and boundaries to avoid construct irrelevant variance. Factors that can affect question difficulty like type of operation, novelty, and number of components are outlined.
Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1Janet Hale
This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
This guide provides educators with an overview of using Webb's Depth of Knowledge (DOK) levels to analyze the cognitive complexity of Common Core State Standards, curricular activities, and assessments. It describes the four DOK levels, providing examples of teacher and student actions and potential student products for each level. Level 2 includes tasks that require mental processing beyond recall, such as comparing, organizing, summarizing, or making basic inferences. Potential student products and activities for Level 2 include timelines, summaries, concept maps, demonstrations, and completing complex calculation tasks with decision points.
CMI 2012 Designing CCSSM Systemic Curriculum: An Experience from the FieldJanet Hale
This document discusses the process of designing a systemic curriculum based on the Common Core State Standards for Mathematics (CCSSM). It emphasizes the importance of thinking systemically and strategically planning as this affects curriculum mapping. An effective approach is to form a K-12 mathematics task force to collaboratively design the curriculum with a vertical emphasis. The task force breaks down the standards to create content and skills, which are then organized into units of study with vertical and horizontal alignment. Implementing this design requires leadership to manage the magnitude of change and build teacher relationships throughout the process.
This document outlines a syllabus for a Data Structure and Algorithm course offered at Centro Escolar University. The syllabus details the course objectives, which include identifying data structures and algorithms, analyzing algorithm efficiency, and implementing data structures and algorithms. It also provides an overview of the topics that will be covered in each of the 9 modules, which include data structures like arrays, lists, trees and graphs, as well as algorithm design techniques like greedy methods and dynamic programming. Upon completing the course, students will submit a portfolio of activities demonstrating their mastery of data structures and algorithms.
This document outlines the methodology of design-based research (DBR) for improving educational practices. DBR is defined as a flexible methodology that iteratively develops and tests innovations through collaboration between researchers and practitioners in real-world settings. This leads to context-sensitive design principles and theories. DBR aims to address local problems while also advancing theoretical knowledge. It produces learning environment designs, software, design narratives, and theoretical accounts based on data collected through repeated measurements over the course of design, implementation, analysis, and redesign cycles.
This document provides an overview of qualitative data analysis (QDA). It discusses key concepts in QDA including forms of qualitative data, coding, code structures, the iterative process of analysis, inductive and deductive approaches, steps in the analysis process, developing themes, card sorting techniques, principles of QDA, using technology for QDA including software, issues of reliability and validity, and includes examples of qualitative studies. The document is intended as an introduction to QDA methods, processes, and considerations for analysis of qualitative data.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Similar to Designing Common Core State Standards Systemic Mathematics Curriculum: Part 2 (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
5. Phase 1 Design / Phase 2 Design
Vertical Alignment Horizontal Alignment
Design units that represent Design units of study that
K-12 learning continuum integrate learning among
(e.g., Geometry, Measurement/Data) strands in one grade level
by domains (e.g., intradisciplinary,
with cross-connections program-based,
interdisciplinary)
6. Designing Systemic K-12
CCSS Math Collaborative Maps
How long will it take for
the K-12 Task Force to
complete Phase 1?
7. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for
Mathematical Practice
• Vocabulary
8. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
9. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
10. Implicit Influences
• Breaking Apart (Unpacking) Standards
Teachers as designers will spend time explicitly studying
the codes, but need to first consider design influences.
• Math CCSS - The 3 Key Shifts
• Depth of Knowledge
• When to incorporate the use of
state-provided Crosswalk and
Gap Analysis documents.
11. CCSS Mathematics – 3 Key Shifts
(www.achievethecore.org)
1. FOCUS
Focus Strongly Where the Standards Focus
(narrow scope of content to allow in-depth learning; no “but we have so much to cover”;
“inch wide, mile deep” mindset to ensure time necessary for students to have time to
explore, test, and reach conceptual understanding)
2. COHERENCE
Think across grade levels (systemic design)
(each new standard is not a “new event” … each new standard is an extension of previous
distinct or linked learning)
Link learning among domains within one grade level (leverage)
(conceptual relationships across and among standards to aid in conceptual understanding
and reasoning)
3. RIGOR
Equitable, balanced curriculum
(learning/teaching):
–Conceptual Understanding
–Procedural Skills and Fluencies
–Application of Math Process using
real-world/authentic problems/tasks
(within/across disciplines)
12. 1. FOCUS
2. COHERENCE
Presenta)on
Slide
from
CCSS
for
Mathema-cs:
Key
Shi4s
-‐Sandra
Alber),
Student
Achievement
Partners
13. 3.
RIGOR
Grade
7
(Content
lis-ng
in
an
Essen-al
Map
unit)
--Conceptual Understanding Algebraic
Representa)ons:
--Procedural Skills and Fluencies
--Application of Math Process
Equa)on
Fluency
Involving
4
Opera)ons
Mul)-‐Step
Word
Problems
(Posi)ve/Nega)ve
Ra)onal
Numbers,
Inequali)es,
Complex
www.achievethecore.org
Frac)ons)
CCSS
Fluency
≠
Rote
Memoriza4on
CCSS
Fluency
=
Speed
and
Accuracy
using
self-‐selected
strategies
High
School
Fluencies:
Algebra,
Func4ons,
Geometry,
Sta4s4cs
&
Probability,
and
Modeling
14. 1. Use
mul)media.
2. Encourage
student
intui)on.
3. Ask
the
shortest
ques)on
you
can.
4. Let
students
build
the
problem.
5. Be
less
helpful.
hMp://www.ted.com/talks/lang/en/dan_meyer_math_curriculum_makeover.html
15. Implicit Influences
• Breaking Apart (Unpacking) Standards
Teachers as designers will spend time explicitly studying
the codes, but need to first consider design influences.
• Math CCSS - The 3 Key Shifts
• Depth of Knowledge
• When to incorporate the use of
state-provided Crosswalk and
Gap Analysis documents.
22. Norman
Webb’s
Depths
of
Knowledge
DOK
Model
(1997)
created
to
analyze
the
cogni)ve
expecta)on
demanded
by
standards,
curricular
ac4vi4es,
and
assessment
tasks.
redesign.rcu.msstate.edu
Several
things
are
involved,
including
the
content,
the
ac4vity
and/or
thinking
processes,
and
the
complexity
of
both
the
content
and
ac4vity/thinking
processes.
-‐-‐Debbie
Baughman,
The
Standards
Company
23. DOK
Four
Levels
Level
1
Recall/Reproduc4on
Recall
facts,
informa)on,
procedures,
basic
concept
founda)ons
(minor
comprehension
involved
at
this
level,
no
depth,
no
complexity)
Level
2
Skill/Concept
Apply/process
facts,
informa)on,
procedures,
conceptual
understanding
involving
at
least
two
steps
that
require
reasoning
(a
need
to
interpret
material
and
make
simple
decisions
about
how
to
approach
a
problem,
but
does
not
yet
have
a
deep
complexity)
24. DOK
Four
Levels
Level
3
Strategic
Thinking
Requires
deeper
reasoning,
developing
a
plan
or
sequence
of
steps
to
complete
a
task;
more
than
one
possible
solu)on/answer
(deal
with
abstrac-ons
and
open-‐ended
conclusions
and
able
to
support
one’s
reasoning;
wrestle
with
complex
concepts,
tasks,
material)
Level
4
Extended
Thinking
Process
mul)ple
condi)ons
and
solu)ons
for
the
problem;
extend
thinking
by
comple)ng
much
deeper
and
complex
tasks
(according
to
Webb,
higher-‐level
thinking
is
absolutely
central;
interac-on
with
concepts,
tasks,
material
is
in-‐depth
and
purposeful)
25. CAUTION!
Bloom’s
Verbs
cannot
be
applied
with
the
same
mindset
for
what
students
must
cogni0vely
do
when
applying
Webb’s
Depth
Of
Knowledge
(DOK)
to
student
learning,
teaching,
and
assessment
items/tasks.
26. This
cau4on
influences
wri4ng
skills…
Measurable
Verb
+
Descriptor
DOK
1
–
Describe
shape-‐paMern
term/number-‐paMern
rule
using
real-‐world
examples
(e.g.,
Pretend
you
are
walking
outside.
Draw
and
explain
a
natural
or
man-‐made
paJern’s
term.)
DOK
2
–
Describe
number/shape
paMerns
that
follow
determined
term/rule
and
jus)fy
reasoning
(e.g.,
Look
at
the
bowling
pins
paJern.
What
will
the
next
two
rows
look
like
in
this
paJern?
Explain
the
increase
using
textual,
visual,
and
number
representa-ons.
Without
drawing,
what
would
be
the
number
of
pins
in
the
15th
row?
Explain
your
reasoning.
)
27. Cognitive Complexity
New
BLOOM’S
R/U A/A E/C
Input Process Output
1 2 3 4
Recall/ Skill/ Strategic Extended
Reproduction Concept Thinking Thinking
DOK
PARCC Smarter Balanced
www.smarterbalanced.org/wordpress/wp-content/uploads/2012/03/
www.parcconline.org/parcc-content-frameworks DRAFTMathItemSpecsShowcase2.pdf
28. Implicit Influences
• Breaking Apart (Unpacking) Standards
Teachers as designers will spend time explicitly studying
the codes, but need to first consider design influences.
• Math CCSS - The 3 Key Shifts
• Depth of Knowledge
• When to incorporate the use of
state-provided Crosswalk and
Gap Analysis documents.
30. walk
Most
Beneficial
Use
of
C ross Crosswalk
Documents
for
Curriculum
Design
Verifies
what
task-‐force
members
discover
acer
first
studying
and
analyzing
ver)cal/horizontal
Math
CCSS.
31. nalysis
G ap
A
Most
Beneficial
Use
of
Gap
Analysis
Documents
for
Curriculum
Design
Indicates
to
task-‐force
members
who
may
be
called
upon
to
be
resident
experts
for
fellow
task-‐force
members
who
may
need
some
or
a
lot
of
aid
in
designing
unfamiliar
learning
(content
–
skills).
32. walk
ss
Best
to
incorporate
use
of
C ro Crosswalk
and
Gap
Analysis
documents
AFTER
task-‐force
teachers
have
systemically
studied
and
discussed
the
Math
CCSS
Domain(s).
Gap
A
nalys
www.LiveBinders.com
Search
for:
Curriculum
21
is
33. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
34. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
36. Math CCSS Courses
UNIT NAME SIGNIFIERS: ____________
Math (K-8)
GEOMETRY (K-8) = Suggested
Starting Point K-8
DATA: MEASUREMENT/DATA (K-5)
DATA: STATISTICS/PROBABILITY (6-8)
NUMBER/QUANTITATIVE: COUNTING/CARDINALITY (K)
NUMBER/ALGEBRAIC: NUMBER BASE 10/OPERATIONS (K-5)
NUMBER: NUMBER SYSTEM/EXPRESSIONS/EQUATIONS (6-8)
QUANTITATIVE: RATIOS/PROPORTIONAL RELATIONSHIPS (6-8)
Coordinate Algebra (9) (Integrated Pathway)
EXPRESSIONS/EQUATIONS
LINEAR FUNCTIONS Determine
Desired
EXPOTENTIAL FUNCTIONS Pathway
DATA ANALYSIS
COORDINATE PLANE Math CCSS
INEQUALITIES Appendix A
Analytic Geometry (10) Advanced Algebra (11)
(Above examples based on work in Muscogee CSD, Columbus, GA)
37. Math CCSS Courses
Progression of Systemic
UNIT NAMES
once task-force teachers began studying the architectural
codes (clusters/standards) while considering influences and
beginning to determine potential content listings.
GEOMETRY (Grades K-2)
GEOMETRY/MEASUREMENT (Grades 3-5)
GEOMETRY (Grade 6)
Phase 2 … GEOMETRY: AREA AND VOLUME
GEOMETRY (Grade 7)
Phase 2 … GEOMETRY: GEOMETRY
GEOMETRY (Grade 8)
Phase 2 … GEOMETRY: GEOMETRIC APPLICATIONS
OF EXPONENTS
(Above examples based on work in Muscogee CSD, Columbus, GA)
38. Content = What Students Must KNOW
Noun/Noun Phrase: Descriptor
Think … Table of “Contents”
3-Dimensional Shapes
: Needs A Descriptor
3-Dimensional Shapes: Sphere, Cone, Cylinder
3-Dimensional Shapes: Sphere
Time: Analog Face (Hour Hand, Minute Hand), Digital Face (Hour Digits,
Colon, Minute Digits) / O-clock, Thirty
Time: Nearest Minute, Elapsed
Time: Comparison (Second, Minute, Hour, Day, Week, Months, Year,
Decade, Century, Millennium) / Conversion Of Units (Within Single
System)
Distance/Weight/Mass/Capacity/Time/Money: Conversion Of Unlike Units
- Same System (Smaller to Larger/Larger to Smaller) / 2-Step & Multi-
Step Word Problems
39. Noun/Noun Phrase: Descriptor
Length/Height/Width: ½ Inch, Inch, Foot, Yard / Centimeter,
Meter
Fractions/Equal Shares: 2 Shares, 3 Shares, 4 Shares
(Circle, Rectangle)
Quadratic Polynomials: Fundamental Theorem of Algebra
Measures Of Central Tendency: Mean, Median, Mode,
Range, Outlier
Whenever possible (in any element field),
use numeral instead of number word for 0-9.
It is easier on the eye/mind to
locate information quickly.
40. Use of Intra-Alignment Coding for Internal Alignment
The
legers’
job
is
to
align
Content
to
Skills
41. Skills = What students must cognitively be able to
DO in relationship to the intra-aligned KNOWing
There are technically three parts to a quality written skill
statement:
1. Measurable Verb (can “see” the thinking)
2. Target (how learning is measured - assessments)
3. Descriptor (provides clarity/detail related to the intra-
aligned Content)
Do not begin skill statements with:
The student will…
A skill statement starts
with a capital letter,
but needs no period
at end of statement
42. 1. Measurable Verb
Not Measurable Verbs = Demonstrate,
Understand, Know, Show, Use
Use appropriate tools to measure and record to nearest abbreviated
unit (½ in., 1 in., 1 ft. / 1 cm, 1 m, 1 yd)
☺Measure manipulatively and record in writing to nearest unit nearest
abbreviated unit (½ in., 1 in., 1 ft. / 1 cm, 1 m, 1 yd) using appropriate
tools
Use number line to order up to 5 rational numbers (based on place
value of each number)
☺Order up to 5 rational numbers (based on place value of each number)
using number line
If using Apply… Apply to what?
Apply in writing self-selected strategies to
solve real-world 2-step word problems and
justify reasoning
43. 2.
Target
The
measurement
mode(s)
…
In
other
words,
“how”
learning
is
formally
assessed.
-‐-‐in
wri4ng,
orally
/
-‐-‐manipula4vely,
visually
Note:
in
wri4ng
=
not
orally
• (Gr.
3)
Iden)fy
in
wri)ng
value
of
given
digit
based
on
base-‐ten
placement
(e.g.,
3,491
…
What
does
the
digit
3
represent
in
3,491?
Student
writes:
The
digit
3
represents
3
thousands.)
• (Gr.
K
–
Qtr
1.)
Correlate
manipula)vely,
visually,
and
orally
concept
of
“1
real/illustrated
object
in
pictograph
represents
1
unit
in
bar
graph”
using
labeled
graph
paper/adult
support
• (FUNCTIONS)
Iden)fy
in
wri)ng
center
and
radius
of
circle
by
comple)ng
the
square
44. 2.
Target
Important
Note:
Some4mes
a
measureable
verb
does
not
need
a
target.
Obvious:
Recite…
Write…
Mathema4cs/Science:
Solve…
Find…
Calculate…
Construct…
and
other
math-‐specific
cogni4ons
are
considered
to
be
in
wri4ng
unless
otherwise
noted.
Ba.
Solve
for
unknown
to
make
equa)on
true
(e.g.,
53
+
□
=
73
…
53
+
20
=
73)
Universal
Verbs:
Such
as
Iden4fy…
Compare
and
contrast…
do
need
a
target/targets
45. Classify Differentiate Justify
Compare Discriminate Organize
Communicate Distinguish Predict
Contrast Estimate Prioritize
Convert Evaluate Prove
Correlate Explain Rank
Criticize Generalize Recognize
Critique Identify Sequence
Define Infer Summarize
Describe Interpret Transfer
Determine Invent
*This is a sample list and therefore not comprehensive.
46.
47. Design
Note
…
Use
of
parentheses
in
skill
statements
Reduce
complex
frac)on
(frac)on
over
frac)on)
by
mul)plying
by
common
denominator
(e.g.,
see
complex
frac-on
example)
Describe
orally
and
in
wri)ng
par))oned
shares
using
6
terms
(halves,
half
of,
thirds,
third
of,
quarters,
quarter
of)
(e.g.,
Ali
par--ons
a
circle
into
2
shares.
She
writes:
The
circle
has
2
equal
shares
or
2
halves.)
(e.g.,
_____________
)
=
for
example
(i.e.,
______________)
=
that
is
(______________)
=
that
is
48.
49. 3.
Descriptors
add
clarity/details
to
the
aligned
content
lis4ng,
not
duplicate
it.
Not
Yet
Quality
Content
C.
Addi)on/Subtrac)on:
1-‐Step/2-‐Step
Word
Problems
Skills
C.
Solve
word
problems
If
you
were
the
Assessment
Fairy,
could
you
design
a
quality
assessment
to
measure
the
required
skill
learning?
51. Quality
Content
C.
Addi)on/Subtrac)on:
1-‐Step/2-‐Step
Word
Problems
Skills
Ca.
Solve
5
types
(adding
to,
taking
from,
puing
together,
taking
apart,
comparing
(more
/
less))
of
1-‐step
word
problems
(compose/
decompose/
regroup
with
minuend
up
to
100,
sum
up
to
100)
using
self-‐selected
strategies
and
jus)fy
reasoning:
-‐-‐Adding
to
(Result
Unknown)
(e.g.,
Twenty
bunnies
sat
on
the
grass.
Thirty-‐
three
more
bunnies
hopped
there.
How
many
bunnies
are
on
the
grass
now?)
-‐-‐Adding
to
(Change
Unknown)
(e.g.,
Twelve
bunnies
were
si]ng
on
the
grass.
Some
more
bunnies
hopped
there.
Then
there
were
thirty-‐seven.
How
many
bunnies
hopped
over
to
the
twelve?)
-‐-‐Adding
to
(Start
Unknown)
(e.g.,
Some
bunnies
were
si]ng...)
Could
the
skill
statement
s4ll
be
improved
design-‐wise?
52. Decided
to
create
an
agachment
associated
with
the
Skill
/
Table
1,
but
“more
teacher
friendly.”
Addition and Subtraction Word Problem Types
Add To (addition) – Involve physical action, Take From (subtraction) – Involve physical
change in quantity over a period of time action, change in quantity over a period of
time
Result Change Start Result Change Start
Unknown Unknown Unknown Unknown Unknown Unknown
Lela had four dolls. Lela had four dolls. Lela had some dolls. Luke had ten Luke had ten Luke had some
She bought two She bought some She bought two more cookies. He ate cookies. He ate cookies. He ate
more. How many more dolls. Now, she dolls. Now she has six three cookies. How some of the cookies. three cookies. Now
dolls does she have has six dolls. How dolls. How many dolls many cookies does Now he has seven he has seven
now? many dolls did Lela did Lela have before Luke have left? cookies. How many cookies left. How
buy? she bought some cookies did Luke many cookies did
more? _____ + 2 = 6 eat? Luke have to start
4 + 2 = ______ 4 + _____ = 6 10 - 3 = ______ 10 - _____ = 7 with? _____ - 3 = 7
4 + 2 = ______
4 + 2 = ______
Put Together/Take Apart – A visual relationship 10 - 3 = ______
representation between whole and its two separate Compare – A visual comparison of two
parts unconnected sets
Total Addend Both
Addends Difference Bigger Smaller
Unknown Unknown
Unknown Unknown Unknown Unknown
Zach has two brothers. Cam has one more
Luke had ten cookies. Luke has five cookies Zach has two brothers.
Cam has three brother than Zach.
Luke had ten cookies. He ate some of the and two plates. How Cam has one more
brothers. Cam has how Cam has three
He ate three cookies. cookies. Now he has many different brother than Zach.
many more brothers brothers. How many
How many cookies seven cookies. How combinations of How many brothers
than Zach? brothers does Zach
does Luke have left? many cookies did Luke cookies can he make? does Cam have?
have?
eat?
3 – 2 = _____ _____ + 1 = 3
10 - 3 = ______ 10 - _____ = 7 5=5+0 5=0+5 2 + 1 = _____
10 - 3 = _____ 5=1+4 5=4+1
2 + _____ = 3 3 – 1 = _____
5=2+3 5=3+2
Pendergast
Elementary
School
District
Phoenix,
AZ
53. Content
G.
Scale
Drawings:
Square,
Right
Triangle,
Rectangle
/
Unique
Figures
Skills
G.
Reduce
larger
image
using
graph
paper
to
reproduce
larger
image
as
a
similar
figure
(e.g.,
see
Edwin's
Reduc-on
example)
G.
Enlarge
smaller
image
using
graph
paper
to
reproduce
smaller
image
as
a
similar
figure
G.
Iden)fy
in
wri)ng
scale
key
in
scale
drawings
(e.g.,
city
maps,
architect
blueprints,
landscape
plans,
engineering
blueprint
/
e.g.,
see
Scale
Keys
example)
G.
Correlate
in
wri)ng
scale
key
to
drawing
representa)on(s)
(e.g.,
Michael
is
looking
at
a
scale
drawing.
The
scale
key
reads:
1"
=
1
Foot
Michael
writes:
In
this
scale
drawing,
1
inch
represents
1
foot
of
the
actual
boat.)
G.
Reduce
larger
image
(2-‐dimensional
quadrilaterals)
based
on
given
scale
using
graph
paper
(e.g.,
see
Campbelle's
Parallelogram
example)
G.
Enlarge
smaller
image
(2-‐dimensional
quadrilaterals)
based
on
given
scale
using
graph
paper
(e.g.,
see
Harper's
Rectangles
example)
Ga.
Determine
dimensions
of
figures
when
given
scale
and
iden)fy
impact
of
scale
on
actual
length
(1-‐dimension),
area
(2-‐dimension)
and
jus)fy
reasoning
(e.g.,
see
Coach
Clegg's
Problems
example)
54. A bit of “fine tuning” is
oftentimes needed when
first writing skill statements.
Sometimes difficult for task-force
members to differentiate between
a SKILL/STRATEGY or ACTIVITY.
A skill is focused on what students
must cognitively be able to do.
An activity is focused on
providing practice concerning
a particular skill’s or skills’
development or reinforcement.
No: Practice orally addition facts
No: Review steps to solve …
No: Walk around room to measure…
55. Wearing
the
right
design
“gear”
…
Dive
on
in!
(Even
though
it
may
feel
a
ligle
unnerving
at
first…)
56. While
breaking
apart
standards
and
determining
content,
and
especially
skills,
task-‐force
members
are
always
ques4oning
and
inquiring
using
on-‐line
resources
as
well
as
each
another’s
exper4se.
Researchers
62. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
63. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
64.
65. Seven-Step Review Process
1. Collecting the Data
2. First Read-Through
3. Small Group Review
4. Large Group
Comparisons
5. Determine Immediate
Revision Points
6. Determine Points
Requiring Research and
Planning
7. Plan for Next Review
Heidi
Hayes
Jacobs,
Mapping
The
Big
Picture
(1997)
66. Seven-Step Review Process
1. Collecting the Data
2. First Read-Through
3. Small Group Review
4. Large Group
Comparisons
5. Determine Immediate
Revision Points
6. Determine Points
Requiring Research and
Planning
7. Plan for Next Review
74. Seven-Step Review Process
1. Collecting the Data
2. First Read-Through
3. Small Group Review
4. Large Group
Comparisons
5. Determine Immediate
Revision Points
6. Determine Points
Requiring Research and
Planning
7. Plan for Next Review
75. Part 2
• Breaking Apart (Unpacking)
Standards
(Explicit Process, Implicit Influences)
• Systemic Content / Skills Development
(Process: Format … Collaborative Agreement on Tight and Loose)
• PreK-12 Vertical Reviews
(Internal Alignment – Content/Skills &
External Alignment to Standards; if using, EUs/EQs)
76. Phase 1 Design / Phase 2 Design
Vertical Alignment Horizontal Alignment
Design units that represent Design units of study that
K-12 learning continuum integrate learning among
(e.g., Geometry, Measurement/Data) strands in one grade level
by domains (e.g., intradisciplinary,
with cross-connections program-based,
interdisciplinary)
77. Janet
Hale
www.CurriculumMapping101.com
teachtucson@aol.com
520-‐241-‐8797