Transcript Mapping the Big Picture

Mapping the Big Picture
Escambia High School
Escambia County School District
August 10, 2007
Major Concerns for Teachers
FCAT preparation
 FCIM
 Documentation
 Learning Gains

Bridge to Success
Curriculum Mapping
What is possible with the information
on the maps?
What would you be able to do if you
had this information?
What would you be able to do if you
had this information?
Identify benchmarks that were taught
 Adjust teaching of benchmarks
 Identify weak areas
 Identify missing/overlooked benchmarks
 Adjust master schedule for next year
 Adjust FCIM focus

Lesson Plans vs. Curriculum Maps
You can’t build a reputation on what you're
going to do.
Henry Ford
Lesson Plans vs. Curriculum Maps
How would your school be different if you
had this information available now?
What Is A Curriculum Map?
A curriculum map is a calendar-based
record of what really happens in a
classroom; it is not a curriculum guide or
educational philosophy
 Maps are used for communication, short
and long-term planning, and as a teacher
training tool

TIME
If you don’t have time
To do it right –
When do you have time
To do it over?
Roger Taylor, 1996
Life is ten percent
what happens to
you and ninety
percent how you
respond to it.
Lou Holtz
Beginning Steps
Beginning Steps
Diary Mapping
Second Step – Consensus Maps
Review! Review! Review!
Review and Revise!
How Do You Map Curriculum?
90
80
70
60
50
40
30
20
10
0
East
West
North
1st
Qtr
3rd
Qtr
What Information Do We
Collect On The Map?
CONTENT
 ASSESSMENT
 SKILLS
 Essential Questions

Escambia County School District
Website www.escambia.k12.fl.us
Log on to the district website
 Select the icon for Departments and
Resources, which is located on the left
side of the home page
 Select Staff Development
 Select Download Forms
 Scroll through the forms listed, and
select Curriculum Mapping Templates.

Performance Pathways
Mapping The Content

What are you teaching each month?

List the content, using nouns: a topic, a
theme, a problem, an issue or works.
Important Points

Enter only what you have taught.

Honesty is important.

Enter your data alone.
Mapping Skills

List after content.

Use action verbs.

Focus on student
skills not teacher
activities.
Skills
vs.
Activities

Calculate the area,
volume and mass of
an object.

Answer the
questions at the
end of the chapter.

Determine the
cause of the
Protestant
Reformation.

Do the even
problems in the
addition of
fractions.
Use Bloom’s Taxonomy

Use the verbs of Bloom’s to describe
student skills.

Match level of skills to FCAT items.

Work from lower level skills to higher
order thinking skills.
Skills Are Displayed On The Map:
Precise skills can be:
1. Assessed
2. Observed
3. Described in specific terms
Mapping Assessments

What will the student perform or
produce?
Project – Chapter test – Performance Test

Connect assessments with skills

Use nouns or noun phrases
Assessment

Assessment demonstrates learning.

Assessment gives evidence of skill and
process development.

Do you assess at the consumer level or
the producer level?
Consumer vs Producer Levels

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Consumer Level
Interview for info
Read for info
Make note cards
Label a map.

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Producer Level
Analyze validity
Determine causes
Critique a work
Write a position
Discuss an issue.
Assessment Examples


Journal Entry: “A
Day in the Life of a
Homeless Person”
Quiz on the various
forms of art
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Quizzes
Revisions
Lab assignments
Journals
Worksheets
Oral presentations
Chapter tests
Literature
discussions
Demonstrations
Assessments Are The Major
Products And Performances
Assessment is observable evidence
of:
1)Tangible Products
2)Observable Performances
Critique Your Assessments

Have you assessed at the consumer or
producer level?

Have you used age-appropriate
assessments?

Where’s the rigor?
Essential Questions
Essential Questions balance
An Essential Question Is The
Heart Of The Curriculum

If your class is about to start a study of the
U.S. Constitution for four weeks, as the
curriculum writer you need to ask. “ What are
the concepts that my students should
investigate about the constitution in four
weeks? What should they remember and
reflect on a year from now?
Essential Questions
What do you want
students to remember
a year from now?
Essential Questions
What questions will open the
door to understanding and
facilitate the understanding “to
stick”?
My Essential Questions are:

What is an Essential Question?

How do you write Essential Questions?

What is your school’s plan for Curriculum
Mapping?
Essential questions are
productive for children

When a teacher or group of teachers selects a
question to frame and guide a curricula
design, it is a declaration of intent. This is our
focus for learning.

Essential questions are an exceptional tool for
clearly and precisely communicating the
pivotal points of the curriculum

They act as “mental velcro”
What you design is what you get!

You are probing with your students

Traditional Question: What are the three
branches of government as organized in the
constitution?

Essential Question: How is the constitution the
backbone structure of America?
When Designing The Curriculum:
THINK
T  What is the purpose of the unit?
H  Given the amount of time we have to
work on a topic; What is essential for us
I to examine, explore, learn?
N  If you use essential questions the
K retention rate for kids doubles. Kids
read words unless they know the
essence of what they are looking for.
 What you design is what you get?
What you design is what you get!

EQs spark new questions.

EQs should recur throughout the course.

EQs are interesting and provide an
avenue for alternative views.
What you design is what you get!

Behind any EQ a student needs to
provide justification. The best EQs are
arguable.

EQs transfer an idea from one setting to
other settings.
Example In Practice

An assignment could be:

As you read Chapter 2, determine what you
think were the major contributions of
Egyptians?
Essential Questions as an Organizer
Essential Questions
Unit
Title
or Theme
Essential
Question
#1
Activity
1.1
Activity
1.2
Essential
Question
#3
Essential
Question
#2
Activity
2.1
Activity
2.2
Activity
3.1
Activity
3.2
Activity
3.3
Activity
3.4
Activity
3.5
About Essential Questions

A teacher structures a unit around
2-5 essential questions.
 The questions are the scope and
sequence of the unit.
 They go to the heart of the
subject’s history, arguments, and
insights.
 They must engage and interest the
learner.
Examples of Essential Questions
How and why do things in nature fly?
 How does flight impact humans?
 What is snow?
 How does snow affect people?
 How will I ever learn to multiply?
 Where will I ever use multiplication?

Essential Questions
What is the difference between a
scientific fact, a scientific theory, and a
strong opinion?
 What should we eat and why should we
eat it?
 To what extent is DNA destiny?

Essential Questions
How do we hit with greatest power
without losing control?
 How important is follow-through for
distance and speed?
 What kind of practice “makes perfect”?

Essential Questions
What ideas can we express through
dance?
 In what ways to artists express what they
think and feel?
 Why should readers regularly monitor
their comprehension?

Mathematics
Compare examples (+) and nonexamples (-) of a concept.
 Identify the distinguishing characteristics
of each.
 Test your theory against new cases.
 Refine your concept definition.
 Contrast fractional numbers with decimal
numbers.

Mathematics – Predictive Statistics

Determine the line of best fit for data to
interpret patterns and make predictions.

EQ: Can you predict the future? What
will happen next? How sure are you?
Mathematics
What’s new and what’s old? Have we
run across this idea before?
 Is everything quantifiable? Why or Why
not?
 What is the value of place value?
 What are possible sources of
measurement error in this
experiment/problem?

Mathematics – Systems of
Equations
What’s new and what’s old? Have we
run across this idea before?
 Which method would be the most
efficient for solving the given system?
Justify your decision.

For Example . . .
Everyday Physics: Transportation
Safety
 How can cars, boats, and airplanes
become safer for passengers?
 How can principles of force and motion
help driver effectiveness and safety?
 Are safety and speed compatible?
For Example . . .
Intelligence
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What is intelligence?
How has intelligence evolved?
How is intelligence measured?
Is intelligence solely a human phenomenon?
How will intelligence be altered?
ANCIENT EGYPT:
Land of the Pharaohs
Why Egypt?
 What were major contributions of the
Ancient Egyptians?
 What is their legacy?

Writing Essential Questions
Pick a topic for your subject
 Be creative
 Write 2 – 5 questions

Writing Essential Questions
Resources
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www.jmctighe.com ; go to resources; UBD
related websites; stage 1 EQs
http://www.santarosa.k12.fl.us/odyssey/
Santa Rosa County
http://www.myprojectpages.com/support/ess_q
uestpopup.htm
http://spotsylvania.k12.va.us/cmaps
http://www.ascd.org
http://www.mohanasen.org
District Initiative

The expectation is that every school will be
involved in curriculum mapping.
 Curriculum mapping is to be supported by
every department.
 Curriculum Mapping is part of the continuous
improvement process as we streamline what
we are doing.
Why?
 Every
student
gets the best
possible
education
from grades
K-12,
guaranteed!