tyrrell county schools june 13, 2012 curriculum mapping

Download TYRRELL COUNTY SCHOOLS JUNE 13, 2012 Curriculum Mapping

Post on 25-Dec-2015

212 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Slide 1
  • TYRRELL COUNTY SCHOOLS JUNE 13, 2012 Curriculum Mapping
  • Slide 2
  • Venn Diagram Activity Old SCOSNew 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.
  • Slide 3
  • Why are we doing this? State Influence InitiativeEssential Standards/Common Core Standards Adoption 2011-12: Current SCOS taught and assessed 2012-13: Common Core/Essential Standards taught and assessed
  • Slide 4
  • 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 Practices http://www.allthingsplc.info/articles/articles.php
  • Slide 5
  • Professional Learning Communities Essential/Guiding Questions for our PLCs What do students NEED TO LEARN? What evidence will we gather to monitor student learninghow 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?
  • Slide 6
  • PLC ESSENTIALS COMMON Curriculum Goals (Aligned with SCOS) COMMON Assessments COMMON Planning and Collaboration Common Goals + Common Assessments = Team Approach to teaching and learning
  • Slide 7
  • 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.
  • Slide 8
  • DESIRED OUTCOMES Today and this summer: Create DRAFT Curriculum Pacing Guides PK- 8/Syllabus 9-12 for Core Subjects Create DRAFT Unit Plan Frameworks (Curriculum Maps) Throughout the 2012-2013 school year: Create DRAFT Common Assessments for Benchmarking Student Attainment of Goals Ongoing: Work through the process for Continuous Improvement of Teaching and Learning
  • Slide 9
  • How Will We Get There? Know the Target Plan and Deliver Assess Along the Way Provide Descriptive Feedback and Assistance
  • Slide 10
  • IN A NUTSHELL HTTP://PREZI.COM/KFOHEANF8QO5/INTRO- UBD-IN-A-NUTSHELL/ Understanding by Design
  • Slide 11
  • Beginning with the END in mind
  • Slide 12
  • Stages of Designing Effective Units L T OE R U K Q CS Stage 1Stage 2Stage 3 Understandings Questions Content Standards Knowledge & Skill Task(s) Rubric(s) Other Evidence Learning Plan
  • Slide 13
  • The big ideas of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: Unpack the content standards and content, focus on big ideas Analyze multiple sources of evidence, aligned with Stage 1 Derive the implied learning from Stages 1 & 2 What are the big ideas? Whats the evidence? How will we get there?
  • Slide 14
  • Worksheet borrowed from Mattamuskeet: Content Area & Standard Snapshot: Unit: Time Frame for Completion: Anchor Strand 4. Anchor Cluster 3. Learning Activities / Measurement of Learning (Common Instructional Framework) 1. Big Idea: & Essential Question from content standards Reading Key ideas & details ________________________________ Craft and Structure Integration of knowledge and ideas Writing Text types and purposes Production and distribution of writing Research to build and present knowledge Speaking & Listening Comprehension and Collaboration Presentation of Knowledge and Ideas Language Conventions of Standard English Knowledge of Language Voc Acquisition and Use 2. Summative Assessment of Learning: This Big Idea incorporates the following standards:
  • Slide 15
  • Same templatebut with Mathematical Practices shown for integration: Content Area & Standard Snapshot: Unit: Time frame: 4. Best Practice or Anchor Cluster 3. 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 structure 8.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:
  • Slide 16
  • Content Area & Standard Snapshot: Geometry Unit One- Lines and Angles (approx-6 weeks) 4. Best Practice or Anchor Cluster 3. 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 Students look for geometric shapes (points, lines, planes)in the world around them (on campus outside activity) Angle discovery activity (180 degrees in a linear pair) Drawing conclusions and summarizing main ideas journal writing Unit vocabulary note cards Smartboard interactive lesson activity with polygons Compass and protractor precision activities/constructions (angles, segments, bisections) A/B partner discussion activities involving inductive reasoning Student created conditional statements (converse, inverse, contrapositive) Popsicle stick parallel/perpendicular line activity Angle creation activity (discovery of alternate interior/alternate exterior, corresponding, consecutive relationships using protractor and ruler) Proofs (paragraph and algebraic) Note taking and quizzes Can students use lines and angles to model real world situations? How can lines, planes, and angles be used to prove theorems? 1.Reason abstractly & quantitatively 1. Construct viable arguments & critique reasoning of others 1. Model with mathematics 1. Use appropriate tools 1. Attend to Precision 1. Look for and make use of structure 1. 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: 6 weeks test
  • Slide 17
  • 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:
  • Slide 18
  • Appropriate grade level samples are in your packets
  • Slide 19
  • Before we begin the work, lets develop a deeper understanding of the concepts involved in Backwards Design of curriculum.
  • Slide 20
  • IDENTIFYING: THE BIG IDEAS/THEMES HTTP://WWW.AUTHENTICEDUCATION.ORG/ BIGIDEAS/NJ_VIDEOS/BIGIDEAS.HTML Stage 1
  • Slide 21
  • Big Ideas Broad and abstract Conceptual lens Represented by one or two words Universal in application Timelesscarries through the ages Represented by different examples that share common attributes
  • Slide 22
  • 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
  • Slide 23
  • Big Ideas in Science: Examples Natural Phenomena Causal Explanations Systems, Order, Organization Change, Constancy, Measurement Form and Function Equilibrium/Balance Systems and Interactions Models
  • Slide 24
  • Some questions for identifying truly big ideas Does it have many layers and nuances, not obvious to the nave 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?
  • Slide 25
  • Ways to find Big Ideas Review the standards text and Circle recurring nouns to identify ideas (underline verbs for tasks) Compare with list of transferable concepts Ask questions about a topic/standard (Why study..? Whats transferrable about? How wouldbe applied in the real world?) Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)
  • Slide 26
  • 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 simi