Curriculum Mapping to Advance Teaching & Learning. Introduction to the Big Ideas, Essential Questions & Student Learning Objectives in the Content Areas Grades 9-12. About OnHandSchools : The EdInsight Instructional Management System (IMS) includes:.
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Curriculum Mapping to Advance Teaching & Learning Introduction to the Big Ideas, Essential Questions & Student Learning Objectives in the Content Areas Grades 9-12
About OnHandSchools:The EdInsight Instructional Management System (IMS) includes: • EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basisfrom the district student information system such as: ProSoft, CSIU, EdLine or PowerSchool • EdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS. • EdInsight Curriculum Management System – is a curriculum mapper &online lesson planner. Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally. Various analysis reports may be used to measure the effectiveness of the curriculum. • EdInsight Assessment Builder– users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended. They can write their own test questions or select questions from an item bank.
About OnHandSchools:The EdInsight Instructional Management System (IMS) includes: • EdInsight RtII Software – with the Response to Instruction & Intervention Software module educators can tier students based on the data in the EdInsight Instructional Management System. They can assign academic or behavioral interventions based on the student data. Users can execute RtII Progress Monitoring plans based on district benchmarks. The RtII software has a complete set of reports from RtII intervention log to a complete flow chart to document the RtII Response to Intervention & Instruction process. • EdInsight Mobile APPS – teacher observation software tools enabling users to create custom forms that collect data with any mobile device. For example a principal could use her iPad or Tablet to do a classroom walkthrough or teacher observation. The results are collected & analyzed via a series of reports. Using these results an administrator can make objective data-informed instructional decisions.
Begin With the End In Mind “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” ~ Stephen R. Covey The 7 Habits of Highly Effective People https://www.stephencovey.com/
Where are we going? If you don’t know where you’re going, any road will get you there. If you don’t know where you’re going, you’ll probably end up somewhere else.
The Curriculum Map: Course, Units, Core Lessons & Teacher Lesson Plans
So what’s included in a CurriculumMap?(The Science of Teaching) • Course Fields (The Science of Teaching)WHAT? • Unit Fields (The Science of Teaching) WHAT? • Core Lesson Fields (The Science of Teaching) WHAT? • Teacher Lesson Plan Fields (The Art & of Teaching) HOW?
So what’s included in a Course?(The Science of Teaching) • Course Title & Number • Course Description • Course Textbooks, Workbooks & Materials Citations • Course Interdisciplinary Connections; Project-Based Learning • Course Notes • Multiple Units of Study
So what’s included in a Unit?(The Science of Teaching) • Unit Description • Unit Big Ideas • Unit Essential Questions • Unit Student Learning Objectives • Unit Common Core Standards • Unit Key Terminology & Definitions • Unit Materials • Unit Assignments • Unit Notes • Multiple Topics/Core Lessons
So what’s included in a Core Lesson? (The Science of Teaching) • Core Lesson Description • Core Lesson Student Learning Objectives • Core Lesson Big Ideas (Rollover from Unit) • Core Lesson Essential Questions (Rollover from Unit) • Core Lesson Common Core Standards (Rollover from Unit) • Core Lesson Instructional Procedures & Activities • Core Lesson Key Terminology & Definitions • Core Lesson Materials • Core Lesson Assignments • Core Lesson Notes • Differentiated Instruction (Choices) • Differentiated Assessment (Choices) • Data-Based Instructional Practices (References to Robert Marzano & John Hattie’s Effective Instructional Practices) • Multiple Teacher Lessons
So what’s included in a Teacher’s Lesson Plan?(The Art of Teaching) • The Teacher Lesson Plan fields are determined by the school or district. It may include any & all fields that are desired by the school or district. The Teacher Lesson Plan fields are completely customizable.
Example of an Almost Completed Curriculum Map in Hard Copy PDF
Example of an Almost Completed Curriculum Map Electronic Version
What are we doing? • Mapping the curriculum to ensure congruence among the written, taught & tested subject matter • Articulating the content & courses horizontally across grade levels • Aligning curriculum content & courses vertically with PA Common Core Standards, National Common Core Standards & NCEA Standards
What is curriculum mapping? • Systematic process for collecting & maintaining a database of the operational curriculum in a school district • Hub for connecting all aspects of the teaching & learning program • Procedure for creating a culture of continuous learning & improvement of student achievement
What is curriculum mapping? • Discussion & Reflection • Documentation, Alignment, Articulation of • Recommended – Common Core • Written – PA Common Core, LEA Goals • Supported – Materials & Resources • Taught – Content actually delivered by teachers • Tested – PSSA, Keystones • Learned – Content actually learned by students
What is curriculum mapping? • Process to develop a product that is a: • Pathway to student achievement • Guideline for consistency • Plan for accountability • Document for school community
Why map the curriculum? 3 basic reasons to map the curriculum: • Issue motivated • Low test scores • Address specific teaching & learning problems • Grassroots motivated • Belief that it will help students improve & succeed • Recognize gaps, redundancies & inconsistencies • Continuous improvement motivated • Desire to remain competitive • Plan to increase professional dialogue
Why map the curriculum? • To plan programs, resources & materials • To communicate internally & externally • To focus on learning outcomes • To align with PA Common Core • To mesh written, taught, tested content • To articulate within & across grade levels • To expand instructional time • To promote student achievement
Why are we doing this? • Promote increased student achievement • Gather system-wide data • Analyze instructional gaps & mend them • Keep current with evidence-based teaching & learning practices • Increase professional conversations & reflective practice • Define the science of teaching • Integrate the natural connections between disciplines & classrooms
Why are we doing this? • Eliminate duplication of effort, waste of time & resources • Replace duplication with spiraling • Reduce overlaps of topics and materials • Ensure consistency/horizontal articulation & continuity/vertical alignment • Create a legacy from experienced teachers • Establish a roadmap for new hires
Who is doing this? • TEACHERS because they are the subject matter, content, course experts • TEACHERS because they know instruction & what works in their classrooms & schools • TEACHERS because they understand their students & their needs
Conditions for Successful Implementation How are we doing this?
Curriculum = A course, a route, a path run in small steps Consider Johnny’s K-12 experience: • Flotilla of teachers; 40 - 65 • Experiences vary by teacher • Content varies by teacher • Instruction varies by teacher • Communication among teachers is limited • Need a common pathway = curriculum Jacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye On Education. pp. 114-116
Empty Chair = student-centered teaching & learning • Picture a struggling student in that empty chair • Consider what that student needs to become successful in school • Make every teaching & learning decision based on that student’s needs • Forecast how your decisions will affect that student positively or negatively • Modify instruction for that student’s needs • Become student-centered • Level the playing field; make a difference in a student’s life
Today’s Big Ideas • A Standards Aligned System integrates Standards, Assessment, Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment. • PA Common Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities. • Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement. • Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary. • Mapping the English Language Arts & Mathematics content will focus teaching strategies, target learning goals & enhance student achievement. • Curriculum mapping creates a legacy for those who follow.
Let’s take a look • PA Common Core Standards http://www.pdesas.org/default.aspx • Create an account • Locate the PA Common Core Standards • Check out the crosswalks & resources
Let’s take a look • Common Core Standards http://www.youtube.com/watch?v=9IGD9oLofks • The Hunt Institute • http://www.hunt-institute.org/ • Locate the PA Common Core Standards • Common Core Standards: A New Foundation for Student Success
Getting into the “zone” • 21st Century Students • Important knowledge today • Making C.I.A. connections • Written, taught, tested • Intended, implemented, attained/achieved • Curriculum mapping: • Alignment – vertically with PA Common Core • Articulation – horizontally within & between grade levels • Textbook is curriculum NOT!
Past Practice…Lesson PlanningTraditional Approach: Started with teacher inputs What material must be “covered” in each course during each period & quarter & semester? What activities should be incorporated into the daily lessons? What homework should be assigned to students? What questions should be on the test?
Is 1 period enough time? • 45 minutes per day per course • 180 day per year = • 135 hours per year per course = • 135/ 6.5 hours per day • 21 school days per course • 20% estimated time lost based on • 10% time lost for school events; • assemblies, testing • 10% time lost for class interruptions • 18 actual school days • per year per course • Make the most of the time available for teaching & learning…FOCUS on the PA Common Core Standards!
Best Practice…Backwards DesignNon-Traditional Approach: Starts with student outputs • What Big Ideas in this content area/course must students master? • What Essential Questions will provoke students’ thinking & learning? • What instructional strategies & learning experiences must engage students so they demonstrate what they know & are able to do?
Understanding by Design (UbD) • Builds curriculum through a groundbreaking, but commonsense approach • Establishes a framework for designing curriculum units, performance assessments & instruction that lead students to deep understanding of the content taught • Expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, & have self-knowledge about a given topic • Identifies what students must know & be able to do to be college & career ready
UbD Researchers Jay McTighe & Grant Wiggins Understanding by Design: Professional Development Workbook. Jay McTighe & Grant Wiggins. ASCD: Alexandria VA. 2004
Paula’s Poll • Think about your first day of teaching… • Did you receive a copy of the curriculum you were expected to teach? • Did you know the learning objectives that your students needed to attain? • Did you know what kinds of assessments your students would be taking?
3 Stages of UbD: Overview • 1. Desired Results (Course & Units) • PA Common Core Standards • Big Ideas/Enduring Understandings • Essential Questions • Student Learning Objectives • Bloom’s Revised Taxonomy • Webb’s Depth of Knowledge • 2. Evidence/Assessments • Performance Assessment Design • G.R.A.S.P. • 3. Lesson/Learning Plan • Lesson Plans • Lesson Name • Differentiated Instruction • Differentiated Assessment • Student Learning Objectives • Instructional Procedures & Activities • Lesson Materials, Supplies, Equipment • Homework Assignment • W.H.E.R.E.T.O.
3 Stages of UbD: Overview 1. Desired results • What content is worthy ? 2. Evidence • What is the evidence needed to determine the extent to which students have achieved the desired results in Stage 1? 3. Learning Plan • What are the instructional strategies & learning experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?
Stage 1: Desired ResultsWhat content is worthy? • What are the relevant Standards? • What Big Ideas do we want students to come to understand? • What Essential Questions will stimulate inquiry among students? • What Knowledge & Skills must students demonstrate?
Stage 1: Desired ResultsWhat content is worthy? • Really interesting & adds value • Can be a hook to a Big Idea • Thematic to what is being studied • Helps to make links to other ideas • & disciplines Worth being familiar with Important to know & do “Big Ideas” Enduring Understandings
Stage 1: Desired ResultsWhat content is worthy? Worth being familiar with Important to know & do • Is a key to understanding the subject • Links to Big Ideas • Is something an adult might need to • know & be able to do • Is part of an adult work role • Needs to be assessed “Big Ideas” Enduring Understandings
Stage 1: Desired ResultsWhat content is worthy? Worth being familiar with Important to know & do • Goes beyond facts & skills • Moves to the heart of the subject • Has value beyond classroom learning • Is that nugget of learning that remains • forever • Learning that lasts the rest of students’ • lives “Big Ideas” Enduring Understandings