Transcript CURRICULUM MAPPING - The Center for Effective Learning

WELCOME
• Find a place to sit
• Greet those around you
• Reflect upon what you enjoy doing
• Expect to learn ways to make
connections through curriculum
mapping
CURRICULUM MAPPING
First Step Toward Connected Teaching
Presented by Jill Hay
SEE 2010
GETTING CONNECTED
• The leader will stand and tell you one thing they
enjoy
• If you can connect to what was said come up
and loop arms with that person
• This continues until all participants are
connected
• Reflection: What connections were made most
frequently? What does this say about the group?
1. BRAIN AS A PATTERN SEEKER
2. LOOKING FOR A CONCEPT
6. REFLECTION
AGENDA
5. MEANINGFUL
SKILL
INSTRUCTION
CURRICULUM MAPPING
4. KNOWLEDGE
AND
SKILLS
3. BEGINNING WITH THE STUDENT
TO ORGANIZE YOUR STANDARDS
A Definition of Learning
Step 1: Pattern Seeking
a) Identifying patterns
b) Making meaning/understanding
•Link to prior experience
•Builds on shared experience
(Full sensory input through
being there)
A Definition of Learning
Step 2: Program Development
c) Able to use with
support
d) Ability to use the
learning becomes
automatic
•Long-term memory
•Guided
Practice
•Inquiries
needing
immediate
feedback
As a class
As a
Learning
Club
Individual
group
•Mechanical
level of use
•When homework is
assigned it starts
here
Purpose of a Concept
G
U
T
S
Generalizable
Understandable
Transferable
Succinct
What – define the Big Idea with accurate
information
Why – how this knowledge will make us
EE 13.3-4
better citizens
CONCEPTUAL ORGANIZERS for a
YEAR LONG THEME
• adaptation
• communication
• cycles
• development
• economics
• foundation
• identity
• independence
• perspective
• stewardship
• balance
• conflict
• dependence
• diversity
• exploration
• freedom
• interdependence
• justice
• principle
• survival
• cause/effect
• change
• democracy
• duty
• family
• function
• institution
• legacies
• progress
• symbolism
• citizenship
• courage
• discovery
• ecology
• form/func.
• habitat
• judgment
• power
• relationship
• universality
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.6
2.11
CONCEPTUAL ORGANIZERS for a
YEAR LONG THEME
• art
• conformity
• force/motion
• liberty
• quest
• war/peace
• beauty
• conservation
• global health
• medicine
• truth
• vision
• celebrations
• culture
• imagination
• nature
• truth
• wellness
• community
curiosity
• law
• quality
• trust
• curiosity
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.6
2.11
SOCIAL STUDIES
Knowledge
Understands that
people in
communities affect
the environment as
they meet their
needs and wants.
Explains how people affect their
environment by clearing land or
developing farm land to meet
their need for homes and
businesses.
Explains how people affect the
community’s environment by
making parks for recreation.
SCIENCE
Knowledge
Ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air.
Identify at least four ways that ecosystems support life (e.g., by providing fresh water, generating oxygen, removing
toxic pollutants, and providing sources of useful materials).
All ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of
these changes are beneficial for the plants and animals, some are harmful, and some have no effect.
Describe three or more of the changes that occur in an ecosystem or a model of a natural ecosystem (e.g., aquarium,
terrarium) over time, as well as how these changes may affect the plants and animals living there.*a
Some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans.
Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, and volcanic eruptions).
Explain the consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures,
reduction or increase in yearly rainfall).
Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so
that they provide habitats for plants and animals and resources for humans over the long term. For example, if
people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.
Describe a change that humans are making in a particular ecosystem and predict how that change could harm or
improve conditions for a given type of plant or animal.*b
Propose a plan to protect or improve an ecosystem.
SIX KINDS OF SENSORY INPUT
BEING THERE
IMMERSION
HANDS ON
with the real thing
HANDS ON
of representational items
2nd HAND
SYMBOLIC
E = MC2
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.9
Adverbs
HET - The Center for Effective
Learning
Mathematics Connections
•Collect, organize, represent, and interpret data in bar
graphs and picture graphs.
•Construct and analyze pictographs.
•Make and test conjectures based on data (or
information) collected from explorations and
experiments
SKILLS
Reading Connections
•Create a summary including the main
idea and the most important text-based
facts, details, and/or ideas from informational/
expository text.
•Organize summary information for informational/
expository text and/or literary/
narrative text into a self-created
•Use a graphic organizer to enhance text summary
Writing Connections
•Groups related ideas, sometimes in
paragraphs.
•Uses transitions frequently (e.g., next,
first, after).
•Organizes narrative chronologically
and sequentially.
•Organizes procedural writing
sequentially.
•Organizes informational writing using categories
In the HET model, assessment is
based on two questions:
What do you want students to
understand? (Pattern = Key Point)
What do you want students to do
with what they understand?
(Program = Inquiries)
© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, Ch.16
THREE KINDS OF KEY POINTS
CONCEPTUAL KEY POINTS
GLOBAL big ideas that transfer understanding to
other locations or situations and are true for the future,
present, as well as the past.
EE 13.4-7
Conceptual Key Point
Change is the process by which something becomes different
or replaces something. It is important to understand change
since it is always happening and because the results can be
positive or negative to humans and their environment.
THREE KINDS OF KEY POINTS
CONCEPTUAL KEY POINTS
GLOBAL big ideas that transfer understanding to
other locations or situations and are true for the future,
present, as well as the past.
SIGNIFICANT KNOWLEDGE KEY POINTS
Provide specific LOCAL details vital for a full understanding
of the patterns embedded within the conceptual key point.
Usually Science and Social Studies content.
EE 13.4-7
SIGNIFICANT KNOWLEDGE KEY POINT
Look closely all around. This ecosystem has
either gone through change or will in the future.
To meet their needs and wants, humans make
daily choices that can change an ecosystem in a
positive or negative way. Natural forces such as
storms, floods, droughts, volcanic eruptions, and
extreme temperatures can changes an ecosystem.
Responsible citizens make positive changes and
work to protect ecosystems.
In the HET model, assessment is
based on two questions:
What do you want students to
understand? (Pattern = Key Point)
What do you want students to do
with what they understand?
(Program = Inquiries)
© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, Ch.16
ABCD’S of EFFECTIVE INQUIRIES
Always start with a process verb, an action
in mind
Be specific, picture the outcome
Connect to the Key Point
Develop a product that is meaningful
Stretch to connect more than one
intelligence
EE 13.9
Gardner’s MULTIPLE INTELLIGENCES
Logical-Mathematical
Linguistic
Spatial
Bodily-Kinesthetic
(logic/number smart) LM
(picture smart) S
(word smart) L
(body smart)
BK
Musical
Naturalist
Interpersonal
Intrapersonal
(music smart) M
(people smart)
(nature smart) N
(self smart)
© Exceeding Expectations, Susan Kovalik & Karen D. Olsen, Ch. 3
EE Ch. 3
INQUIRIES
1. Take a picture of an ecosystem that you see while on our “being
there”. Use the picture to create a drawing of how it could
change in a positive or negative way. You can use a change
caused by humans or natural forces. Write a paragraph
using the words first, next and last to describe the order in
which the changes would occur.
2. Read the section about needs and wants in your social studies
book. Summarize to your partner the definition and examples of
needs and wants. Together brainstorm a need and want that both
of you have. Draw a picture of how your needs and wants could
cause positive or negative changes in an ecosystem.
INQUIRIES
3. View examples of your assigned natural force on the internet.
Notice how it changed the ecosystem. You and your Learning
Club members use the materials to create a visual that depicts the
natural force and the change it made to the ecosystem. Add your
visual to the class immersion board. Individually, write the
process you and your Learning Club used to create your visual.
Use the words first, next and last in writing your paragraph.
4. Take a walk through the neighborhood picking up litter. Bring
what you found in a bag and be ready to tally the items for the
class bar graph. After the bar graph has been completed be ready
to answer the following questions:
What was the most type of litter found?
What was the least type of litter found?
Write a paragraph summarizing your feelings about making a
positive change to your neighborhood.
Good-bye
• What new connections have you
made?
• Tell the people around you good-bye
• Tidy your area
• Have a safe trip home