Slides from a webinar presented by Heidi Hayes Jacobs from Curriculum21 about implementing the Common Core State Standards and mapping your curriculum to the standards. This webinar was held on April 18, 2013. Watch the recording here: http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
CCSS Reading Standards: 5 Critical Moves for Implementation Across the Curric...HeinemannPublishing
This 11-side presentation for teacher study groups shows the 5 critical moves for implementing the Common Core State reading standards. It shares how teachers in any content area can approach instructional planning and differentiated instruction more easily. Based on Cheryl Dobbertin’s Common Core, Unit by Unit.
How to successfully transition to common core state standardsDreamBox Learning
The rigor of the Common Core requires a depth of thinking that is unfamiliar to many students. To begin teaching to these new standards, teachers must invoke different tools and methods. In this web seminar originally broadcast on June 6, 2013, administrators from Howard County (Md.) Public School System shared their phased Common Core transition plan, as well as their collection of online resources for students, teachers, and administrators.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
Assessment for maths 3000 words all together Assessment overview.docxfredharris32
Assessment for maths 3000 words all together
Assessment overview
The purpose of this folio task is to enable you to demonstrate your ability to generate and analyse plans of mathematics lessons and units using the structure and content of the Australian Curriculum. This task also enables you to further develop your skills in designing teaching strategies that take an inclusive and integrated approach and enable ICT to expand the teaching and learning of mathematics.
Assessment details
Folio outline
This assessment task requires you to create a unit of work (over 3-5 lessons) for either an F-2 class, 3-4 class or a 5-6 class. Your unit of work should provide an opportunity for students to explore key concepts of each of the three content strands within the AC Maths across a series of related lessons.
As part of the folio task you will need to compare and evaluate strategies and resources designed for mathematics teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Maths (ACARA, 2015).
Folio topic/theme
In determining a focus for your unit, you should choose a topic, theme, or pretext which connects the three content strands. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design.
Folio Structure
Your unit of work folio will include the following items:
Introduction.
A detailed introduction contextualising the folio
Unit plan with unit overview
The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons, and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit.
The unit plan and overview should include:
· The objectives and aims of the unit o Pedagogical approaches
· The background context-including year level and prior knowledge of students
· The strands and elements from the Australian Curriculum that you are addressing
· A plan noting the lessons and topic breakdowns (e.g. timeline overview of the unit)
Resource list
Provide a specific list of resources (including stimuli, texts, tools, ICT). All references should be appropriately cited using APA style. You can include this either as part of your lesson plans, your unit plan, or as a separate document, as long as this is captured and referenced correctly. For example, you may refer to these in your lesson plans for context, but direct to a separate list that is more specific with references.
Lessons plans
Provide lesson plans for each lesson in the unit that more specifically outline what activities students will be undertaking and how their skills and knowledge will be built over each lesson. The lesson plans should also highlight ...
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docxmadlynplamondon
EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have chosen for this exercise and provide a reason why for your choice.
2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, s ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxcroysierkathey
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
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Implementing the Common Core: Webinar with Dr. Heidi Hayes Jacobs
1. Implement the CCSS into Curriculum and Assessment
Webinar:
Dr. Heidi Hayes Jacobs
April 18, 2013
You can view the recording of this webinar, download the slides,
and find additional information here:
http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/
3. Our Essential Questions
! How can we design
curriculum to prepare our
learners for their future?
! How do our students know
they are learning?
! How can we integrate the
CCSS into our local school
curriculum to support
student learning?
4. Where is Your Faculty?
! Background on the CCSS
! Curriculum Mapping
! Culture of Collaboration
! CURRICULUM 21
8. Standards—Basics
! Standards are proficiency targets, not
curriculum
! Standards do not suggest best practice.
! The CC standards potentially can raise
practice.
! Examining standards by organizational
headers in a vertical review is critical.
! Unwrapping standards for CURRICULAR
translation creates a common language
! Effective cross-walking of staff from past
state standards into the new national
standards will assist the transition.
10. Organizational Markers
! In ELA—take one set of standards
and begin by identifying the
organizational headers as
ANCHORS.
! In Math—examine the headers
K-8 as ANCHORS
! In Math—examine the headers
within each area of focus
! ALL FACULTY should be familiar
with these anchors, whatever
subject area they teach.
11. Unwrapping to Translation
! In our view, the purpose of
unwrapping is to immediately
move to curriculum translation
! For each of the NOUNS, we
suggest that teachers in small
groups give examples of content
topics they would address in their
curriculum.
! For each of the VERBS we suggest
that teachers in small groups give
examples of skills and strategies
that they would address in their
curriculum.
12. ! Write informative/explanatory texts to examine a topic and convey ideas, concepts and
information through the selection, organization, and analysis of relevant content.
! Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
! Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
! Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.
! Use precise language and domain-specific vocabulary to inform about or explain the topic.
! Establish and maintain a formal style.
! Provide a concluding statement or section that follows from and supports the information or
explanation presented.
Grade 8
Text Type & Purpose
13. Text Type & Purpose
! Write informative/explanatory texts to examine a topic and convey ideas, concepts and
information through the selection, organization, and analysis of relevant content.
! Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
! Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
! Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.
! Use precise language and domain-specific vocabulary to inform about or explain the topic.
! Establish and maintain a formal style.
! Provide a concluding statement or section that follows from and supports the information or
explanation presented.
Grade 8
14. ! 5. Fluently multiply multi-digit whole numbers using the standard algorithm.
! 6. Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
! 7. Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value properties of
operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used.
Grade 5
Perform operations with multi-digit whole
numbers & with decimals to hundredths
15. Perform operations with multi-digit whole
numbers & with decimals to hundredths
! 5. Fluently multiply multi-digit whole numbers using the standard algorithm.
! 6. Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
! 7. Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value properties of
operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used.
Grade 5
16. Big Idea(s)/
Major
Concept(s)
Essential
Questions
Core
Content
Skills Evidence
A Quantity can be
represented
numerically n
various ways.
There are multiple
ways to solve a
problem.
1. Why are there so
many different ways
to represent
something?
(MP #7)
2. How do I
determine which
problem-solving
strategy to use when
solving a problem?
A. Equivalent
fractions (Adding
and Subtracting)
* fractions with
unlike denominators
(including mixed
numbers)
* equivalent
fractions (like
denominators)
* adding and
subtracting fractions
with like
denominators
* a/b + c/d=(ad
+bc)/ bd
* word problems
* visual fraction
models or equations
as examples
* mental estimation
* reasoning of
answers
A1. Solve addition and
subtraction problems
with fractions with unlike
denominators
A2. Solve addition and
subtraction problems
using mixed numbers
with unlike
denominators
A3. Replace given
fractions with equivalent
fraction producing like
denominators
A4. Solve word
problems involving
fractions with unlike
denominators. Students
must use visual fraction
models or equation to
represent problem
A5. Estimate mentally
and Assess
reasonableness of
answers. Students must
use benchmark fractions
and number sense of
fraction to support
answer
A-1 Blue Print Design
Summative Performance
Task
EQ #1 representing Math
Practice 7
DOK 4
sketchup.google.com for
blueprints. You will have
to download the
program. Students will
need computer time to
complete items.
A-1-3 Test with some
computation 10
questions (Type: Brief
Response)
Summative: Test:
Common DOK 1 and
DOK 2
A-4 Essay Question- How
do I determine which
problem solving strategy
to use when solving a
problem?
(Type: Brief Response)
Summative: Essay Test:
DOK 3
Strand: Numbers and Operations—Fractions 5th Grade
17. Vertical Collaboration
! At the heart of mapping and
working effectively with the
standards will be vertical
collaboration.
! Jigsaw your faculty members for
vertical comparisons of the
unwrapping process and discuss:
! What were the common nouns
and verbs?
! How did they scaffold in
complexity?
20. What is Curriculum
Mapping?
! Calendar-based curriculum
mapping is a procedure for
collecting and maintaining
a database of the
operational curriculum in a
school and/or district.
! It provides the basis for
authentic examination of
the database.
21. Mapping is a Coin with
Two Sides
! One side is the
documentation—the maps
themselves
! One side is the review
process—examining and
revising map cumulatively
between teachers
26. Discipline-Based Interdisciplinary Student-Centered
Focus on subjects:
math, science, social
studies, literature,
arts, physical
education, etc.
Focus on connections
between two or more
subjects examining
common organizing
center
Focus on student-
developed interests
Should be active:
students as
scientists, as
artists
Rigorous; avoiding
potpourri
Emerges directly
from learner
Content Formats
27. Skills Are Displayed on a Map as:
! Precise skills that can be:
! Assessed/measured
! Observed
! Described in specific terms
! Skills are action verbs…
! Skills scaffold over time
! Unlike general processes
28. Precision Expectation is Crucial to Skill
Development
! THE COACH DOESN T
SAY:
! We re working on
critical playing skills
today.
! THE COACH DOES SAY:
! We re working on
driving into the basket.
29. On Maps, Assessments are the Major
Products and Performances:
! Assessment is the
demonstration of learning
! Assessment is the observable
evidence of the CC
STANDARD
! They must be listed as defined
nouns:
! Tangible Products or
! Observable Performances
32. Let s Remember
! Content - the subject matter; key
concepts; facts; topics; important
information
! Skills - the targeted
proficiencies; technical actions
and strategies
! Assessment - the
demonstration of learning; the
products and performances used
as evidence of skill development
and content understanding
34. How Can We Organize and Frame
Essential Knowledge?
Key Concepts and Enduring Understandings
• Supported by specific and salient facts,
information, findings, observations
• IMPORTANT to note that these very facts,
information, findings, observations will change
with time
• KNOWLEDGE grows
35. Examples of BIG IDEAS
A history unit on Ancient Egypt
might focus on the concept:
A science unit on the Rainforest
might focus on the concept:
The geographical location of a
culture largely determines its
social, political and economic
possibilities.
In the natural world there are
systems comprised of
interdependent component
parts.
36. REFINING the content idea
! Revisiting the content section.
! Revisiting it whether it is
based on a topic, theme, issue,
problem, or work.
! REFINING and FOCUSING
the content using a set of
essential questions.
37. Designing Essential Questions
! Structure the unit around 2
to 5 essential questions
! Use questions as the scope
and sequence of unit
! Embrace the appropriate
standards
40. Mapping as a hub
Visual Tools: David Hyerle
Curriculum
Mapping
Differentiati
on
UbD
Pacing
Guides
Literacy
Core
Standards
Pilot
Programs
41. Potential Tasks to Address School/District/
Complex Problems:
! Gain information
! Avoid repetition
! Identify gaps
! Locate potential areas for
integration
! Match with learner standards
! Examine for timeliness
! Edit for coherence
42. To Gain Task Information on
Maps
! Highlight something new
you have learned about the
operational curriculum.
! When sharing with
colleagues, this process
expands a teacher s
understanding of the
students experience.
45. Embed & Validate Common
Core Standards
! Search the maps for places
where students are
completing Performance
Tasks related to Skills and
Content that match the
CCSS
46. Edit for Timeliness
! Be vigilant about
technology in all aspects of
learning.
! Review the maps for timely
issues, breakthroughs,
methods, materials, and
new types of assessments.
47. Integrate Curriculum
! Find natural points of
integration between
subjects for either content
connections, cross-
disciplinary skills, or
shared assessment designs.
48. Edit for Coherence
! Scrutinize the maps for a
solid match between the
choice of Content, the
featured Skills & Processes,
and Assessments.
50. "Team learning is vital because teams, not individuals, are the
fundamental learning unit in modern organizations"
Peter Senge: The Fi$h Discipline!
51. What is
Collaborative
Inquiry?
Collaborative inquiry is a
sustained process of investigation
and action that empowers
teachers to improve student
learning, close the achievement
gap and develop school-wide
leadership.
53. Collaborative Inquiry
Process
*Source:NYCDOE
Curriculum and
Teaching Inquiry
Cycle
Define
Instructional
Strategy
Review Maps
Vertically/
Horizontally for
Long Term
Take Action,
Implement
Instructional
Strategy
Monitor Student
Common
Assessments in
Maps
Revise and
Repeat Inquiry
Process
Examine Student
Work/Data
Examine Teacher
Maps
56. Informing Maps
with Assessment
Sustaining and Integrating the
System:
Consensus mapping
Establishing benchmark
assessments to monitor CCSS
Informing maps with
assessment results
57. CM Review & Revision Process
The procedures for mapping are best presented in a seven-
phase model for teachers. !
!
58. Step Review Process
! 1. Collecting the Data
! 2. First Read-Through
! 3. Small Like/Mixed-Group Review
! 4. Large Like/Mixed-Group Comparisons
! 5. Determine Immediate Revision Points
! 6. Determine Points Requiring Some Research and Planning
! 7. Plan for Next Review Cycle
(from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
59. Define Quality
What are quality demonstrations of student learning?
What do exemplary maps look like?!
60. 1. Collecting Data
! Eventually each teacher in the
building completes a first-draft
of a projected or diary map
! The format is consistent for
each teacher, but reflects the
individual nature of each
classroom
! Important Note: Technology
simplifies the publishing of
data collection
61. Recording & Collecting Skill &
Assessment Data
! Enter the Skills and
Assessments foregrounded for
each unit of study or course
! Enter the Skills and
Assessments that are ongoing
through the course of a year
! Portfolio Checks
! Early Childhood Assessments
! Precision is the key
62. 2. First Read Through
! Each teacher reads the entire
grade-level, discipline, or
school-wide maps as an editor
and carries out the prescribed
tasks.
! Places where new information
is gained are noted/recorded.
Places requiring potential
revision are also noted/
recorded.
63. 3. Mixed Small Group Review
! Groups of 5 to 8 faculty
members are formed – BASED
ON PURPOSE
! Groups can be from diverse
configurations (i.e., different
grade levels and departments)
! Meetings should run
approximately 1-1/2 hours
! The goal is to simply share
individual findings
! No revisions are suggested at
this time
64. Purpose of Reviews
Horizontal & Vertical
! To identify the areas or priorities
in need of monitoring or changing
! To examine maps for gaps,
absences, and redundancies
! To raise central or extended
questions and issues concerning
ongoing mapping discoveries
65. 4. Large Group Review
! All faculty members come
together and examine the
compilation of findings (based
on recorded notations) from
the smaller group meetings
! Session is facilitated by
principal and/or teacher-
leader(s)
66. 5. Determine Areas of
Immediate Revision
! The faculty identifies those
curricula decisions/areas
that can be handled by the
site with relative ease.
! The specific faculty
members involved in those
revisions determine a
timetable for action.
67. 6. Determine Areas That Require Long-
Term Planning
! Faculty members identify
those areas that have
implications beyond the
site and into/with other
sites.
! Faculty members identify
those areas where more
research is needed.
68. Using Maps to Impact Learning
Review maps to determine
where and with what frequency
skills are taught
Review timeline to determine
when they are taught
Make needed changes
or revisions
Develop goal plans
and timelines
Develop staff-
development plan
(s) and timelines
69. 7. The Cycle Continues
! Once CM is established, the
District CM Cabinet meets
approximately three to four
times annually for review
updates.
! Task forces report on their
timetables.
! The site-based CM Councils
continue with ongoing review of
progress on CCSS
71. This leads us to developing consensus maps with
scaffolded benchmark assessments for review.
Developing consensus maps with scaffolded benchmark
assessments for review. !
72. All Mean The Same...
You need to determine what
terms you will use at your
school:
! Master Map
! Consensus Map
! Essential Map
! Core Map
! Collaborative
73. Policy Concerning:
! Where is consistency
critical for our students
learning?
! Where is flexibility equally
as important?
74. Reach New Ground as a Team
Guiding staff to benchmark assessments on our
consensus maps!
75. Strategic Grouping for
Professional Reviews
! Vertical – K-12 ; extended departmental meetings
! Targeted Vertical – examples: K-1; 3-6 ; 7-11; 10-12
! Across grade level – all third grade; all teachers of freshmen
! Targeted cross grade level – interdisciplinary 7th grade team
! Extended team – special area teachers, special ed staff, ESL
! Feeder pattern – in larger districts only those sharing same students;
within school following student groups
! Expanded local team – virtual groupings (online); parents;
community; internships
! Global team – Feedback and collaboration with meaningful worldwide
educators and students.
76. Mapping Cornerstone &
Benchmark Assessment
! The task should merge with the
ongoing curriculum naturally.
! Student products can then be
evaluated both vertically and
horizontally.
! Revisions in the curriculum
map should reflect a few
targeted skills needing help.
! Revisions should be applied
thoughtfully to developmental
characteristics of the learner.
77. Benchmark Assessments
! Benchmarks can be designed on
multiple levels: state tests,
district, classroom tasks.
! A school establishes a common
set of skills needing
development.
! An internally generated
benchmark assessment task is
developed by teachers with the
same protocols; the same
timetable.
78. Program Area
Content Standards
Overarching
Understanding
Overarching Essential
Question(s)
Cornerstone
Assessments
Course 1 Course 2 Course 3 Course 4
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
81. Advancing maps
into the future
Preparing for next standards from
CCSSO
Integrating 21st century skills
Replacing dated content
Upgrading to contemporary
assessment types
Map professional development
Rethinking school formats and
leadership protocols
82.
83. Upgrading Maps for Learner
Engagement
! Screenplays
! Teleplays
! Podcasts
! Broadcasts
! Documentaries
! Email
! The SKYPE grandmothers
! Self publishing
! Spreadsheets
! Digital portfolios
! Facebook pages of historical
figures
• CAD blueprints
• Text messaging as note
taking
• Video conferences in
world language classes
• My space as biography
• Grant proposals
• Web page
• Forecasts
• Media criticism
• Webquests
• Second life technology
84. Recast Content for Timeliness
! Breakthroughs
! Contemporary issues
! International perspectives
! Modern forms of expression
! ..A deliberate need to replace
and to shed dated curriculum.
85. Join Heidi Hayes Jacobs and Her Team at CMI
Join the CMI event and gain the following:
a. Competencies for Mapping to the CCSS
b. Understanding of a Practical Four Phase Model for Implementation
c. Motivational Tools to Support a Mission-Driven Approach
d. A Focus on Student Learning to Drive the Process
e. Methods for Modernizing Curriculum for 21st Century Learning
Reserve your spot today! www.siis2013.com/cmi
Learn
More
87. To register for upcoming webinars
or to find the recordings from
past webinars hosted by
School Improvement Network,
please visit our website:
http://www.schoolimprovement.com/resources/webinars/