Transcript District Essential Curriculum Mapping

Introduction to
District Curriculum Mapping
August 2010
Written By:
The Albuquerque Public Schools
Department of Curriculum and Assessment
Updated from the 2008-09 Introduction to District Essential Curriculum Mapping by the APS Curriculum Mapping Task Force
Agenda
Welcome/Sign-in/Introductions
Overview of APS’ Curriculum Mapping Initiative: What it
is and what it isn’t
Review goals for today’s & future work
Format of District Curriculum Maps and their role as
general pacing guides
Connections to Assessment & Backward Design
7/22/2015
Agenda
Review of Core Content Curriculum Maps
• Big Ideas and Essential Questions
• Assessments
• Unwrapping the Standards:
Content & Skills
• Pacing of Performance Standards
Guidelines on developing other DCM components
Whole group debriefing, questions, & feedback (as
time allows)
Group Norms
Begin and end on time
Be courteous to colleagues; limit sidebar
conversations
Use equity of voice
Stay on task
Turn cell phones to vibrate/step outside to take
calls
Take care of your own personal needs
7/22/2015
What is a
District Curriculum Map
or “DCM”?
A district planning tool used to map out the pacing
of standards-based education by course or content
An alignment of instruction and assessments to
state standards
A teacher resource tool used to communicate
standards-based instruction with students, parents
and colleagues
7/22/2015
What is a Curriculum Map?
A district tool used by all professionals who plan and deliver
instruction which includes: Performance Standards,
Essential Questions/ Big Ideas, Assessments, Content and
Academic Vocabulary, Skills and Learning Activities, and
Resources
An organizer which supports professional vertical and
horizontal articulation
A blueprint to be used as a guide to support schools’
development of differentiated course/content planning
7/22/2015
DCM Implementation
Ø
NM State law requirements:
SY 2008-09: MATH & LANGUAGE ARTS
Ø SY 2009-10: SCIENCE
Ø SY 2010-11: SOCIAL STUDIES
APS’ 2008-10 goal is the development of District Curriculum Maps for
every APS core course/ content area (K-12). Other content/course
maps are also being developed (CTE, drama, fine arts, health/PE &
others).
As of SY 2009-10, educators will have online access to District
Curriculum Maps through the Albuquerque Instructional
Management System (AIMS)
7/22/2015
What are the key
components of a
District
Curriculum Map?
7/22/2015
District Curriculum Map Components
Essential
Components
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
Essential Components
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to C&I and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
10
District Curriculum Map
Non-negotiables
Consistency across content areas is the
key:
DCM template format is final
Standards are written in entirety
(may not be reworded or modified)
7/22/2015
District Curriculum Map Components
Essential
Components
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
Essential Components
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to C&I and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
12
Linking Performance Standards to
Assessments
Performance Standards are aligned to district
benchmark (short-cycle) assessments
Performance Standards are aligned to
classroom formative and summative
assessments
7/22/2015
Curriculum Map Template
Content
7/22/2015
Content
What students need to know
Content includes:
Topic written in Noun form
An interdisciplinary focus
Student-friendly wording/strategies
Vocabulary (academic language);
words students need to know to understand concepts
Content
EXAMPLES
•Linear equations
•Polynomials
•Surface area and volume of basic figures
•Historically and culturally significant issues and events
portrayed in literature
•Writing strategies and conventions
Tools and Resources
Frayer Model
Teaching and Learning with Text
Word Walls
Marzano’s Building Academic Vocabulary
7/22/2015
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
.
3. Performance Standards
To be completed by RDA as available. To be aligned with SBA.
4. Assessments
Skills
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Skills
Intro to District Curriculum
Mapping
17
Skills
What students need to be able to do
Written in Verb form
Specific, not broad-based
Measurable
Used to develop guided learning
activities
Based on standards
7/22/2015
Skills
EXAMPLES
•Creating and analyzing graphs
•Applying order of operations
•Interpreting and drawing three-dimensional
objects
•Responding to, examining, and critiquing literature
•Writing effectively for different audiences and
purposes
7/22/2015
Course: Grade 4 MATH
Unwrapping Content and Skills
AUGUST
Content
Skills
(know/noun)
(do/verb)
Example
use
MA 4.1.2
identify
* = academic language
base-ten number system
whole numbers up to 100,000
application
* equivalent representations
numbers less than 0
number line
negative numbers
exhibit (an understanding place-value structure)
read
model
write
recognize
generate
order
*decompose
combine
interpret
compare
Intro to District Curriculum
Mapping
20
Let’s try unwrapping some of your
performance standards!
Move into your smaller leveled
subgroups and take 15-20 minutes to
unwrap 2 performance standards
Illustrate your discussion & work on
chart paper
Select a reporter to share out your work
and thoughts on the process with the
entire group
Month: August
ESSENTIAL COMPONENTS
Big Ideas
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
Big Ideas
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to C&I and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
22
“It is not enough simply to say to students, “Here’s the
big idea you need to know” and then proceed to tell
them what the big idea is.”
Big Ideas
Students need to make discoveries on their own!
-Larry Ainsworth, 2003, Unwrapping the Power Standards
Defining a Big Idea
Statement derived from a deep understanding
of the concepts or content
Open-ended, enduring idea that can apply to
more than one area of study
Students develop an understanding of skills and
concepts expressed in the standard
Student responses to the Essential Questions
are the Big Ideas
More reflections on a Big Idea
Derived from Standards
Light Bulb Moments
Aha’s…“Oh, I get it.”
Big Picture
Enduring Understandings/central themes
Personally worded statements
Students reach them on their own
Realizations, discoveries & conclusions
Examples of Big Ideas
1.
2.
3.
4.
5.
6.
Graphs and quadratic equations can be used to solve real-life problems.
Data can be organized and interpreted with graphs, equations, and
charts.
In real life we need to know how to find area, perimeter, and volume
(architecture, cooking, purchasing supplies).
Recognition of societal issues can impact changes in political systems.
People’s perceptions are influenced by media and opinion.
Many recurring themes found in literature are timeless.
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
Essential
Questions
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
Essential Questions
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
27
Big Ideas Build
the Essential Questions
Essential Questions are posed to students
at the inception of a unit
The learning goals students are expected
to meet are advertised up front
As students move through the lessons and
activities, they develop their own
understanding of concepts and skills
expressed in the standard and formulate
their response to the Essential Question
=
Big Idea
Essential Questions
Essential Questions are powerful,
directive, and commit students to the
process of critical thinking through inquiry
Answers to Essential Questions are a direct
measure of student understanding
Answers to Essential Questions provide
insight into the “bigger picture” and are
the Big Ideas
What should Essential Questions
do?
Essential questions require at least one of
the following thought processes:
A question which requires a student to
develop a plan or course of action
A question which requires a student to make a
decision
A question which directs the course of student
research
A question which demands knowledge
construction (from lower to higher thinking,
based on Bloom’s and Webb’s taxonomies)
from students
Essential Questions
EXAMPLES
1.
In what ways can the graph of a quadratic equation help us answer
questions about the height of an object?
2.
How can data be represented, organized, or interpreted?
3.
How are the basic skills for geometry and measurement applied in
everyday life?
4.
How does literature serve as a vehicle for social change?
5.
How are we influenced by what others write?
6.
Why are the works of Shakespeare still contemporary?
7/22/2015
What is a strong EQ?
“okay” . . .
What is obesity?
“stronger” . . .
What plan could you
develop that would reduce
your likelihood of
becoming obese?
Encourages plagiarism
Encourages deeper
thinking
(Students copy lowlevel information
directly to paper.)
(Students are required to
develop a plan.)
What is a Strong EQ?
“okay” . . . How do you define
and represent functions?
Asks for a definition and
example
Students copy information directly
from text
“stronger” . . . What are the
relative strengths of the
different representations of
functions?
Requires making a decision and
crafting a response that involves
analytical knowledge construction
Students need to apply previous
knowledge and make connections
What Makes a
Great Essential Question?
Does the question ask students to:




Develop a plan or course of action
Make a decision
Direct the course of student research
Craft a response that involves knowledge
construction
As a table group, review your grade
level Essential Question(s) and edit
one or more to make them GREAT
(or stronger)!
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
Assessments
2. Essential Questions
Questions that lead students to Big Ideas.
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
Assessments
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to C&I and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
35
Assessments
Products or performances that demonstrate student
learning
Summative assessments
Provide evidence of mastery of standards at
specific points-in-time
Are graded assessments at the end of the unit
of study
Formative assessments
Guide instruction
Inform the need for differentiation
Provide feedback to students
Assessment Brainstorm
Formative Assessment:
Summative Assessment:
Intro to District Curriculum
Mapping
37
Formative Assessments
are assessments FOR learning
Occur during instruction
Guide instruction to improve learning
Help inform decisions for differentiation
Build student motivation to succeed
EXAMPLES
Student demonstrations
Group research project-checks along the way
Pretest; KWL; Quiz
A2L
Checking for Understanding
Exit Slips
Multiple Intelligence/Interest Inventory
Peer or Self-review (on rubrics)
7/22/2015
Summative Assessments
are assessments OF learning
What students have learned at the end of
instruction (mid-point checks are ok, too!)
- Evaluative
- Reported as a score or grade
- Provide current evidence of understanding/mastery
Examples
Tests/Quiz
Performance Tasks
Final Exams
Culminating Projects
Work Portfolios Intro to District Curriculum
Mapping
39
Summative Assessment:
Plan with the END in Mind
Create the summative assessment to drive instruction
when planning
Share assessment plan (rubric, checklist, project, essay
test, unit test, presentation) with students at
beginning of unit
Intro to District Curriculum
Mapping
40
Adding Assessments to our Maps
• With an elbow partner or small group of colleagues,
review the assessments listed for the performance
standards, content, and skills on any one of your
District Curriculum Maps (10-15 min)
• On post-it notes, list any additional quality ideas for
formative and summative assessments which will
allow students to best demonstrate proficiency
• Mark your best ideas that you want to use and/or
refine this year
• Share out with the whole group (10 min)
Intro to District Curriculum
Mapping
41
Curriculum Map Template
Month: August
ESSENTIAL COMPONENTS
1. Big Ideas
Student answers to EQs that lead them to
the Big Ideas
2. Essential Questions
Questions that lead students to Big Ideas.
.
3. Performance Standards
4. Assessments
To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences
or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to C&I and RDA Websites
5. Content
Nouns (What students need to know)
to be completed at the school site.
6. Skills
Verbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need
to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans
(Essential Experiences or Guided Practices)
to be completed at the school site.
Resources
9. Resources
Resources
to be completed at the school site.
Intro to District Curriculum
Mapping
42
Resources to include on a map
- Adopted instructional materials (math,
reading, writing programs...)
- Technology
- Supplemental materials
- Links to curricular frameworks and other websites
7/22/2015
Lesson Cycle for Teachers & Students
Standard: Content & Skills
Summative Assessment
Big Idea/Essential Questions
Lessons & Activities
Formative Assessments
Essential Question
Intro to District Curriculum
Mapping
44
Rollout of a Standards-Based Lesson
Teacher:
Step 1: Identify & unwrap
standards
Step 2: Plan summative
assessment
Step 3: Create Big Idea
from key concepts &
content
Step 4: Develop Essential
Questions to guide
instruction &
formative assessments
Step 5: Plan lessons and
activities to guide
students to Big Idea
Step 6: Introduce Essential
Question and lessons
& activities to
students
Students:
Step 1: Engage with Essential
Question
Step 2: Take pre-test
(formative assessment)
& inform of assessment
plan
Step 3: Complete lessons,
activities, and other
formative assessments
Step 4: Discuss the Essential
Question throughout
the unit of study
Step 5: Complete summative
assessment (i.e.,
answering the
Essential Question =
the Big Idea)
Intro to District Curriculum
Mapping
45
Making the District Curriculum Map
meaningful for YOU
• Meet with colleagues for 20 minutes of
discussion and planning time
• Choose 1 or more sections of the map you’d
like to refine for meaningful use this school
year
• Fill out & turn in your Feedback Form when
you finish with your planning group session!
Intro to District Curriculum
Mapping
46
Individual Reflection/
Feedback Form
Think about the DCM process and next steps in this
work:
What squares with me about this
process and work?
What’s still rolling around in my head?
What changes are needed to use the
District Curriculum Map as a pacing
guide in order to build student skills,
content proficiency, & deeper thinking?
Intro to District Curriculum
Mapping
47
Next Steps
Access supporting documents related to
Curriculum Mapping:
► AIMS
► BLACKBOARD
If you have any further questions or concerns,
email the Curriculum Map Hotline:
[email protected]
Intro to District Curriculum
Mapping
48