Download - TYRRELL COUNTY SCHOOLS JUNE 13, 2012 Curriculum Mapping

TYRRELL COUNTY SCHOOLSJUNE 13, 2012

Curriculum Mapping

Venn Diagram Activity

Old SCOS New SCOS

• Please work with colleagues at your table to complete a Venn Diagram comparing the old and new North Carolina Standard Course of Study.

• Be prepared to share your thoughts with the group.

Why are we doing this?

State InfluenceInitiative—Essential Standards/Common Core

Standards Adoption 2011-12: Current SCOS taught and assessed 2012-13: Common Core/Essential Standards taught

and assessed

Why are we doing this?

Local Influences:Focus on Developing Professional Learning

Communities Research by Rick DuFour and Robert Eaker Practice embedded in School Reform Models Practice embedded in NC Teacher and Principal

Standards and Evaluation

Research on Best Practiceshttp://www.allthingsplc.info/articles/articles.php

Professional Learning Communities

Essential/Guiding Questions for our PLCs

What do students NEED TO LEARN?What evidence will we gather to monitor student

learning—how will we know WHEN THEY HAVE LEARNED IT?

What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING?

What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY?

How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?

PLC ESSENTIALS

COMMON Curriculum Goals (Aligned with SCOS)

COMMON AssessmentsCOMMON Planning and Collaboration

Common Goals + Common Assessments = Team Approach to teaching and learning

WHY CURRICULUM MAPS and ASSESSMENTS?

How can we use SMART goals and evidence of student learning to inform and improve our practice?

• S – Specific• M – Measurable• A – Attainable• R – Realistic• T – timely

This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

DESIRED OUTCOMES

Today and this summer:Create DRAFT Curriculum Pacing Guides PK-8/Syllabus 9-12 for Core SubjectsCreate DRAFT Unit Plan Frameworks (Curriculum Maps)Throughout the 2012-2013 school year:Create DRAFT Common Assessments for Benchmarking Student Attainment of GoalsOngoing:Work through the process for Continuous Improvement of Teaching and Learning

How Will We Get There?

IN A NUTSHELL

HTTP://PREZI.COM/KFOHEANF8QO5/INTRO-UBD-IN-A-NUTSHELL/

Understanding by Design

Understanding by Design

Beginning with the END

in mind…

Stages of Designing Effective Units

LT

OE

R

U

K

Q

CS

Stage 1 Stage 2 Stage 3

Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Unpack the content standards and ‘content’, focus on big ideas Analyze multiple

sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

“Worksheet” borrowed from Mattamuskeet:

Same template…but with Mathematical Practices shown for integration:

Content Area & Standard Snapshot: Unit: Time frame:

4. Best Practice or Anchor Cluster3. Learning Activities / Measurement of Learning

(Common Instructional Framework)

1. Big Idea: & Essential

Question from content standards

1. Making sense of problem & persevere in solving them

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

2. Reason abstractly & quantitatively

3. Construct viable arguments & critique reasoning of others

4. Model with mathematics

5. Use appropriate tools

6. Attend to Precision

7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Speaking &

Listening

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Language Conventions of Standard English

Voc Acquisition and Use

2. Summative Assessment of Learning:

This “Big Idea” incorporates the following standards:

Subject:Grade Level:Unit Title:

Timeframe Needed for Completion:

Grading Period:Big Idea/Theme:Enduring Understandings:

Essential Questions: Curriculum Goals/Objectives - “…we will learn about”:

Essential Skills/Vocabulary - “Academic Language”:

Assessment Tasks – “Our jobs…”:

Literacy, IT, and other Integration Opportunities:

Appropriate grade level samples are in your packets…

Before we begin the work, let’s develop a deeper understanding of the concepts involved in Backwards Design of curriculum.

IDENTIFYING: THE BIG IDEAS/THEMES

HTTP://WWW.AUTHENTICEDUCATION.ORG/BIGIDEAS/NJ_VIDEOS/BIGIDEAS.HTML

Stage 1

Big Ideas

Broad and abstractConceptual lensRepresented by one or two wordsUniversal in applicationTimeless—carries through the agesRepresented by different examples

that share common attributes

Finding the Big Ideas in CC/ES

Organization of Common Core/Essential Standards lends itself to these “Big Ideas”

Strands or Clusters HELP to determine focus

Within Strands or Clusters there are “Big Ideas” and “Themes” that can be unified for the unit framework

Big Ideas in Science: Examples

Natural Phenomena Causal Explanations Systems, Order, Organization Change, Constancy, Measurement Form and Function Equilibrium/Balance Systems and Interactions Models

Some questions for identifying truly “big ideas”

Does it have many layers and nuances, not obvious to the naïve or inexperienced person?

Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?

Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?

Is it (therefore) prone to misunderstanding as well as disagreement?

Are you likely to change your mind about its meaning and importance over a lifetime?

Ways to find Big Ideas

Review the standards’ text andCircle recurring nouns to identify ideas

(underline verbs for tasks)Compare with list of transferable conceptsAsk questions about a topic/standard (Why

study..? What’s transferrable about…? How would…be applied in the real world?)

Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)

Activity

Read the Common Core/Essential Standards for the grade/subject/course you teach.

Use sticky notes to record “concepts” or “skills” reflected in the standards.

Use one sticky note per concept/idea.Organize the concepts into similar

groupings. Name the groupings with a Title.These are your “Big Ideas/Themes”

ESSENTIAL QUESTIONS

ESSENTIAL UNDERSTANDINGS(LEARNING TARGETS)

Stage I

Essential Questions

In the words of Grant Wiggins, co-author, with Jay McTighe, of Understanding By Design…

http://www.authenticeducation.org/bigideas/nj_videos/eq.html

ESSENTIAL QUESTIONS

GREAT THOUGHT PROVOKING OPENERS

GUIDES the UNIT DELIVERY

OPEN ENDED ASSESSMENT TOOL

Essential Questions used in teaching

Role of Essential Questions: Asked to be argued Designed to “uncover” new ideas, views,

lines of argument Set up inquiry, heading to new

understandings Deepens understanding Leads to more questions Helps to organize material

Sample Essential Questions:

What makes a great story?Why is communication/reading important?How do authors use words to create images?Does a good read differ from a ‘great book’? Why are some books fads, and others

classics?What does an independent reader look like?What do good readers do?How can the way a story is structured help

me to read with understanding?

Sample Essential Questions

Science How do chemicals benefit society? Are animals essential for man’s survival? Explain.What must a scientist do in order to research something? How do scientists find out about objects, living things,

events and phenomena?What does it mean to be living?How do the parts of living things help them survive?How does studying cycles help us to understand natural

processes?How do living things adapt to the environment?How can we safeguard our environment?

Central to Teaching and Understanding

Our goal in designing units and pacing guides/syllabus is to develop a ‘map’ which provides direction for curriculum delivery.

ALL students should be taught at the more rigorous levels of the Revised Bloom’s Taxonomy.

Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingEvaluating

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

AnalyzingAnalyzing

Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

ApplyingApplying

Using information in another familiar situationImplementing, carrying out, using, executing

UnderstandingUnderstanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

RememberingRemembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

Can someone identify what is “wrong” with this graphic?

Enduring Understandings

In the words of Grant Wiggins…

http://www.authenticeducation.org/bigideas/nj_videos/eu.html

Understandings, defined:

They are... specific generalizations about the “big ideas.”

They summarize the key meanings, inferences, and importance of the ‘content’

can be framed as a full sentence “moral of the

story” – “Students will understand THAT…” Require “uncoverage” because they are not

“facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

6 Facets of Understanding

Explanation (justification)Interpretation (tell meaningful

stories/translations)Application (use and adapt to new)Perspective (see from a different point of

view)Empathy (walk in another’s shoes)Self-Knowledge (reflection)

From Big Ideas to Understandings

An understanding is a “moral of the story” about the big ideas

What specific insights will students take away about the the meaning

of ‘content’ via big ideas? Understandings summarize the

desired insights we want students to realize

Examples of Enduring/Essential Understandings

Systems change over time as they adapt to different inputs.

Change is one part of a system that can cause a different outcome.

Each part of a system has a defined role and function.

The scientific method and technology allow us to gather data, analyze results, draw conclusions to solve problems.

The universe is made of matter and energy, which is continually being changed and transferred throughout the Earth and Universe.

Activity (part 2)

Look at the clarifying objectives related to one “Big Idea” cluster from the first activity

Record a Title for the “cluster” Develop a question or two that illustrates the “Big Idea” and could get to the heart of what we want students to discover or uncover during their learning.

Exercise: Understandings

From the “Big Idea” and Essential Question in one cluster from your diagram:

Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)


Timeframe Needed for Completion:Grading Period:

Big Idea/Theme:

Enduring Understandings:Essential Questions: Curriculum Goals/Objectives:

Essential Skills/Vocabulary: Assessment Tasks:

Integration Opportunities:

Assessment Tasks

We’ll spend PD days at the start of next year focusing on developing and fine-tuning assessment tasks, but for now, remember the information from the Prezi:

Assessments are both formative and summative They should reflect the transfer we want for long-term They should encourage the students to demonstrate

understanding They should be designed to develop a deep understanding

Today we want to focus on the organization of your units

Remember the rigor of the new assessments: https://center.ncsu.edu/nctest/Tutorial.html#StudentSignI

n

Working on the Work….

For each Theme/Big Idea created in the first activity:

Create Essential Questions Determine the Essential Understandings List the Curriculum Standards/Clarifying Goals

associated with the Theme/Big Idea Identify Essential Skills and Vocabulary Identify the Assessment Tasks you will include with

this unit If applicable, identify areas for integration of other

content objectives



Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:


Integration Opportunities:

Summer Training Days

WE WILL BE WORKING ON CREATING CURRICULUM MAPS FOR EACH COURSE/SUBJECT FOR ALL OF YOUR OBJECTIVES – INTEGRATING STANDARDS ACROSS SUBJECT AREAS AS MUCH AS POSSIBLE!

AUGUST 7 – 9 2012

ENHANCE OUR STAGE 2 AND STAGE 3 SECTIONS OF OUR CURRICULUM MAPS - QUALITY ASSESSMENTS/

LEARNING TASKS.

Opening PD – 2012-2013

Stages of Designing Effective Units

LT

OE

R

U

K

Q

CS


Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

The big idea for Stage 2

The evidence should be credible & helpful. The assessments should –

Be grounded in real-world applications, supplemented as needed by more traditional school evidence

Provide useful feedback to the learner, be transparent, and minimize secrecy

Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

6 Facets of Understanding

Explanation (justification)Interpretation (tell meaningful

stories/translations)Application (use and adapt to new)Perspective (see from a different point of

view)Empathy (walk in another’s shoes)Self-Knowledge (reflection)

Assessment of Understanding via the 6 facets

You really understand when you can: explain, connect, systematize, predict show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others,

question its assumptions see it as its author/speaker saw it avoid and point out common misconceptions,

biases, or simplistic views

For Reliability & Sufficiency:Use a Variety of Assessments

Varied types, over time:authentic tasks and projectsacademic exam questions,

prompts, and problemsquizzes and test itemsinformal checks for understanding student self-assessments

Reliability: Snapshot vs. Photo Album

We need patterns that overcome inherent measurement error

Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

Formative Assessment

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning, which helps student improve their achievement of intended outcomes.

Questioning Discussing Learning Activities/Projects Conferences Interviews Student Reflections

Formative Assessments

Are assessments found at the classroom level and happens in short intervals/cycles.

Formative Assessments:Not graded or used in accountability systemsFeedback is DISCRIPTIVE in nature so the

student knows what exactly is needed for improvement.

Scenarios for Authentic Tasks

Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience?

What is your Situation (context)?

What is the Performance challenge? By what Standards will work be judged in the

scenario?

SPS

GRA

Summative Assessments

Summative assessments are found at the classroom, district, and state level and can be graded and used in accountability systems.

Summative assessments are:Used to evaluateUsed to categorize students in comparison to

others

Summative Assessments

Summative Assessments provide evidence of student competence or program effectiveness.

Selected Response Items (T/F, MC, Matching)Short Answers (Fill in/ 1-2 sentence

response)Extended written responsePerformance Assessments

Formative vs. Summative

ONE is NOT BETTER THAN THE OTHER

Both are essential to student learning when the information gathered is used to inform

students, teachers, and parents of progress.

It is ALL about the TIMING and the USE of the assessment.

Check-up vs. Autopsy

WHERE DO BENCHMARK ASSESSMENTS FALL?

ARE THEY FORMATIVE?ARE THEY SUMMATIVE?

So….

OUR DEFINITION:“QUARTERLY” WRITING OR

MULTIPLE CHOICE ASSESSMENTS BASED ON PREVIOUSLY TAUGHT

SKILLS OR OBJECTIVES USED FOR INFORMING INSTRUCTION AND

FOR PROGRAM EVALUATION

Benchmark Assessments

When should they be given?

Looking at the school calendar for the year, when would you propose that the assessments be given in order to provide feedback to teachers and students?

Should there be one designated day? Or should there be a window?

What other options should be considered?

Sample Assessments

Write to explain how your body moves (bones and muscles working together).

Using voice thread, explain why your skin protects your body

Create a fictitious animal using your knowledge of the classifications. Provide appropriate habitat and at least 3 adaptations that enable your animal to survive in that environment; include a food chain

Research a threatened/endangered animal from North Carolina

Create a zoo habitat appropriate for a new animal of your choice

More Samples…

“25 Quick Formative Assessments for a Differentiated classroom”

Write AboutsQuick Writes3-2-1 SummarizerFact StormingNoting What I’ve LearnedUnit CollageFoldableInteractive NotebookVocabulary Quizzes



Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:


Opportunities for Integration:

COMPLETE AND/OR REVISE:

BIG IDEAS/THEMECURRICULUM GOAL/OBJECTIVE

ESSENTIAL QUESTIONSESSENTIAL SKILLS/VOCABULARY

FORMATIVE ASSESSMENT SUGGESTIONSINTEGRATION OPPORTUNITIES

Work on the Work

Pacing Guide “At a Glance”

Once unit frameworks have been devised, organizing them in a progressive sequence and assigning a time frame is easy

If sequence or time allotted to the unit frame needs to be adjusted, it can be through the feedback process

COMPLETE AND/OR REVISE:FRAMEWORK COMPONENTS FOR EACH UNIT

CREATE “AT A GLANCE” PACING GUIDEDEVELOP COMMON BENCHMARKS

Work on the Work

Benchmark Assessment Tools

Benchmarks for all Core Areas ClassScape for “EOG/EOC tested”

subjectsEdTech “Build My Test” solution for

all others

COMPLETE

BENCHMARK ASSESSMENTS

Work on the Work

Using the Frameworks

LT

OE

R

U

K

Q

CS


Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

How Will We Get There?

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

Stage 3 – Plan Learning Experiences & Instruction

A focus on engaging and effective learning, “designed in”What learning experiences and

instruction will promote the desired understanding, knowledge and skill of Stage 1?

How will the design ensure that all students are maximally engaged and effective at meeting the goals?

L

Think of your obligations via W. H. E. R. E. T. O.

“Where are we headed?” (the student’s Q!)

How will the student be ‘hooked’?What opportunities will there be to be equipped,

and to experience and explore key ideas?What will provide opportunities to rethink, rehearse, refine and revise?

How will students evaluate their work?How will the work be tailored to individual

needs, interests, styles?How will the work be organized for maximal

engagement and effectiveness?

WHE

E

R

L

TO

Download - TYRRELL COUNTY SCHOOLS JUNE 13, 2012 Curriculum Mapping

Top Related