targeted mapping marie alcock ph.d. two questions for today 1.how do we use our maps? 2.how do we...
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Targeted Mapping Marie Alcock Ph.D.
Two questions for TODAY
1. How do we USE our maps?
2. How do we DEVELOP our maps?
First some basic definitionsDiary Map• Curriculum
DATA
Consensus Map
How do we USE maps?
What to we cut?What to we cut?What do we keep?What do we keep?
What do we create?What do we create?. .
Class of 2024- this year’s preschoolClass of 2024- this year’s preschool
Are children and youth Are children and youth processing information processing information
differently? differently?
Stephen Wilmarth , Chapter 5- Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Changing World Curriculum 21: Essential Education in a Changing World ( edited by HH Jacobs), ASCD, 2010( edited by HH Jacobs), ASCD, 2010Image courtesy Sivlia Rsoehthal Tolesano Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com
Standards and
EQs
Lesson Plans
Our Data Informed
Discussions
Assessments
Summary: one target at a time
What are these conversations really like?
Data
Student Achievement Data
Curriculum Data
Perception Data
Student Data
Environmental Data
Research Data
Dual Purpose MappingBaseline Entries
(Long term Goal)
Targeted Entries(Short Term Goal)
How Targeted Mapping Works
Use Review Process
Why are you mapping?
Implemented Curriculum
Pick the Conversation
Make the Decisions
Quality Maps?Collect the Curriculum data
Revisions to Units
All revisions or upgrades are worked into existing or new units
Steps to plan conversation• Use varied sources of data to identify target
and standard• Brainstorm common vocabulary • Identify tag for maps and reports to run• Generate sample map entries• Begin data collection• Generate reports, collect assessment data,
student work (2 weeks prior to conversation)• Host conversation using review process
Learning Systems Associates
How do we DEVELOP our maps?
FIVE TYPES OF ALIGNMENTFIVE TYPES OF ALIGNMENT
Internal: The elements in a teacher or district
curriculum map align to one another. Cumulative: The curriculum maps build year to
year; class to class K-12 and beyond. External: Curriculum and assessment maps align to
external standards geared toward future productivity. To Students: Curriculum and assessment maps are
designed to match the needs of specific learners in
specific locations for their future. Global: The aims and actions of our school
curriculum and programs will help our learners
connect to global communities.
Standards Definition – Level of quality accepted as norm
Types of StandardsState Standards Common CoreCollege Readiness (ACT)National OrganizationsInternational (AERO)
“Unpacking” Standards ELA Word Recognition- Lit.
CompetencyUse knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar wordsIntegrate sources of information to decode unfamiliar words, self-monitor, and self-correct for word-reading accuracyUse word recognition skills and strategies quickly, accurately, and automatically when decoding unfamiliar wordsRecognize at sight a large body of high-frequency words and specialized content vocabulary
6th Grade:•Decoding Strategies: *Letter Sound… *Syllable Patterns.. *Analogy *Word Structure *Syntactic *Semantic•Self-Monitoring•Self-Correcting•Fluency
•High Frequency Words
•Content Vocabulary
fluency
Integration of Knowledge and IdeasInformational Text - CC
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Integration of Knowledge and IdeasInformational Text - CC
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Reading Standards – Grades 11-12 Cite specific textual evidence to support
analysis ofprimary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide a accurate summary that makes clear the relationships between the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Naming the Unit… Once you have the determined the focus
of the unit, work with the title to clarify the purpose…
Research: Organizing the Information
Persuasive Essays: Make Me Believe It
Poetry: Creating the MoodHistorical Fiction: How did we get from there to here?
Figurative Language: Writing with Pizzazz
Using Concept(s)…to Sharpen Using Concept(s)…to Sharpen the Focusthe FocusConcept:Concept:
-A -A relational relational statementstatement
-sharpens -sharpens focusfocus and helps to and helps to determine what determine what needs to be needs to be taughttaught
Example(s):Example(s):? Location Location
determines a determines a country’s economic country’s economic possibilities.possibilities.
? Writers use Writers use supporting details to supporting details to justify their opinion justify their opinion and support their and support their point of view.point of view.
? Systems are Systems are comprised of comprised of interdependent interdependent components.components.
Essential Questions
Over-arching interrogatives Over-arching interrogatives that that
provide focus and engage provide focus and engage studentsstudents
? Organizers to Organizers to sharpen focussharpen focus? Higher-level thinkingHigher-level thinking? ““Mental Velcro”Mental Velcro”? ConnectionsConnections beyond content beyond content
being studiedbeing studied? ““So why is this important”…?So why is this important”…?
Which of the following are Essential Questions?• What makes a family a
community?• What are the three main
branches of the government?
• Is the Civil War still going on today?
• Who are everyday heroes?• What do good readers do?• What are the parts of an
insect?
• What makes a family a community?
• What are the three main branches of the government?
• Is the Civil War still going on today?
• Who are everyday heroes?• What do good readers do?• What are the parts of an
insect?
Assessments: Tangible Products Evidence of Student Learning Documentaries Surveys Diagrams Web 2.0 applications Persuasive speech Create models Legal Briefs Broadcasts Web page
Hypothesis testing Grant proposals Video Conference Podcasts Media Criticism Captions Original plays Graphic organizers Digital Storytelling
ContentContentTHE “WHAT” THAT IS THE “WHAT” THAT IS TO BE TAUGHTTO BE TAUGHT
Key areas of focus Key areas of focus from the standardsfrom the standards
Core content Core content specific to the specific to the content topicscontent topics
Targeted facts and Targeted facts and key informationkey information
Written in Written in noun noun formform
Learning Targets/Skills
WHAT STUDENTS NEED TO WHAT STUDENTS NEED TO KNOW OR BE ABLE KNOW OR BE ABLE TO DO TO DO IN ORDER TO DEMONSTRATE MASTERY IN ORDER TO DEMONSTRATE MASTERY
OR UNDERSTANDING OF THE CONTENTOR UNDERSTANDING OF THE CONTENT
•Are Are specific, observable specific, observable and and measurablemeasurable•Include benchmark skills, critical Include benchmark skills, critical skills, and 21skills, and 21stst century skills century skills
•Begin with Begin with action verbsaction verbs….….
Precision is Critical to a Precision is Critical to a Successful PerformanceSuccessful Performance
Consider the precise skills needed for any performance:
•Basketball•A Musical •Art Show•A Documentary
Examples of Precise SkillsFind the main idea and
supporting detailsEstimate sums and
differences using rounding techniques to the nearest 1000.
Alphabetize to the second letter
Interpret data represented in a bar graph
Identify root words, suffixes and prefixes
Label the parts of an informative speech
• Explain the difference between fact and opinion
• Locate and Identify parts of a book: title page, table of contents, index and glossary
• Compare and contrast the benefits and limitations of a hybrid car and SUV
• Define the hypothesis and conclusion of an “if-then” statement
• Analyze four primary documents written by John F. Kennedy
• Tell time to the minute
Compare and contrast different types of cells.
Interview a local politician about his or her political contributions
Create a poster that categorizes vertebrates and invertebrates
Categorize insects into groups of vertebrates and invertebrates
Read and take notes from non-fiction chapter
Explain the steps in the problem solving process.
Skills or Activity?List major events on a timeline of US History
Develop a podcast that summarizes the key points in the text.
Keep a fitness log to keep track of aerobic activities
Summarize plot by describing the story problem, main events, and the resolution
Compute the perimeter of simple geometric figures with unknown side lengths.
Steps in the Process…1. Unpack the standard2. Identify your unit topic and subtitle3. Identify your Big Idea/major concept4. Develop your Essential Questions (reword your
Big Idea/Major Concept, others?)5. Unpack the content you need to teach (check
standards) so students can demonstrate an understanding of the Big Idea/Major Concept
6. Include corresponding precise skills for each piece of content (cross check with standards)
7. Align assessments to the skills and standard
Check level of understanding for alignment with standards
Check Common Core for standards you can integrate in your unit
Determine assessments that would allow students to demonstrate understanding and align with the expected level of understanding
Include activities that allow students to practice the skills
Include resources that support the unit and engage students in the learning process
Contact Information
Learning Systems Associates
Marie Alcock Ph.D.
973 479-7724