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Parkland School District

Parkland School District. An Introduction to CurriculumCONNECTOR A Curriculum Mapping Management System February 27,28, 2013. Performance PLUS Contact Information. Marty Horner Office Educational Consultant 5010 Ritter Road – Suite 119 Performance PLUS Mechanicsburg, PA 17055

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Parkland School District

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  1. Parkland School District • An Introduction to • CurriculumCONNECTOR • A Curriculum Mapping Management System • February 27,28, 2013

  2. PerformancePLUSContact Information Marty Horner Office Educational Consultant 5010 Ritter Road – Suite 119 Performance PLUS Mechanicsburg, PA 17055 Office: 866-905-8989 x27593 Cell: 717-873-3643 martin.horner@sungardps.com www.sungardps.com

  3. Leading with Data Assessment Curriculum Recognition of Data Standards-Based Alignment Standards-Based Alignment Focus on Data Leverage Technology Data Analysis Technologies Data Analysis Technologies

  4. Essential Question How do we create a data-informed culture that supports the improvement of student learning?

  5. Guiding Questions • What is curriculum mapping? • Why are we mapping? • What are the components of a quality curriculum map? • How do we effectively use CurriculumCONNECTOR to map our curriculum?

  6. Learning Targets By the end of today’s session, learners will be able to: • define Curriculum Mapping • explore reasons for mapping • identify components of quality maps • access and build maps in CurriculumCONNECTOR, and • reporting on curriculum data

  7. Today’s Agenda* • The What and Why of Curriculum Mapping * • Making Curriculum Mapping Decisions • Introduction to CurriculumCONNECTOR • Guided & Independent Practice • Closure • Feedback Survey

  8. Guiding Question 1: What is Curriculum Mapping?

  9. Curriculum Mapping Gives us: • A standards-basedcurriculum • A dynamic look at how a student progresses through our school/district • Data on student learning

  10. Simply put, curriculum mapping offers “a guaranteed and viable curriculum.” –Dr. Robert Marzano

  11. Guiding Question 2: Why are we Mapping?

  12. Why Curriculum Mapping? “To make sense of our students' experiences over time, we need two lenses: a zoom lens into this year's curriculum for a particular grade and a wide-angle lens to see the K-12 perspective” -Heidi Hayes Jacobs Curriculum Mapping Institute 2008

  13. Why? Curriculum Mapping shows us: • the journey that a student makes through our school system. • the difference between our written and taught curriculum. • a comparative look between classrooms. • how our curriculum aligns with standards. • where there are gaps and unnecessary repetitions.

  14. Why Mapping? To Support Data-Informed Decision-Making that Enhances Student Learning

  15. AnOverviewof Core vs. Diary Mapping

  16. A Core Map… Reflects the agreed-upon content and skills within each discipline that are addressed with consistencyandflexibility within a school or district.

  17. We Core Map to… • define learning targets (what students must know, understand, and be able to do). • communicate the agreed upon curriculum. • provide a resource for instructional decision-making & teacher planning.

  18. An Overview of Core vs. Diary Mapping Diary - the taught curriculum • Individually allows teachers to flexibly use the Core Map for individual classes • Showcases differentiated approaches

  19. We Diary Map To … • illustrate how the Core Map is implemented in the classroom. • assist in our response to various children and their needs. • showcase how teachers are flexible in their approach and delivery. • identify the gaps and repetitions.

  20. Core and Diary Maps: The Relationship Ms. Benitez’s 7th Grade Science Diary Map 7th Grade Science Core Map Mr. Smith’s 7th Grade Science Diary Map

  21. End Result: Mapping • Core Map: A collaborative data collection on the fundamental curriculum every student receives • Diary Map: A calendar-based data collection on the taught curriculum in our school/district

  22. The Shift “One Room Schoolhouse” Professional Learning Community Successful mapping initiatives encourage teachers to collaborate by opening the doors to their classrooms and their expertise.

  23. Turning Maps into Data Make data informed decisions. Collect curriculum data using maps. Integrate curriculum data with other data. Information is gathered from reports.

  24. Guiding Question 3: What are the components of a quality curriculum map?

  25. Mapping Vocabulary • Units and Sub-Units • Content • Skills • Assessments • Lessons • Standards • Essential Questions

  26. Unit • Broad Noun – Informs the reader of the content or topic of the unit. • Think of a label on a hanging file folder • Usually a general term • Ex: • Poetry • Life Science • Fractions • Economics 20th Century Lit Number Sense Impressionism

  27. Unit Examples

  28. Units and Sub Units Aligned to Standards • Can break a larger unit into smaller sub units • Based on standards alignment • Example: reading portion of the unit, writing portion of the unit

  29. Sub-Unit Sub-Unit

  30. Essential Questions Focus on BIG ideas • Show overarching unit themes • Direct student thinking • Represent big ideas • Are in the form of a question • Should be limited in number per unit • Can be optional to start

  31. Essential Questions* Focus on BIG ideas • What is justice? • Is art a matter of taste or principles? • In what ways does light act wave-like? • What is healthy eating? • How well can fiction reveal truth? • How does how we measure influence what we measure? * From Grant Wiggins www.authenticeducation.org

  32. Considerations for Developing an Essential Question: • What is the targeted understanding? • Given the content knowledge to be learned, what is an important question for which the course/unit resources provide the answer?

  33. Examples Unit on nutrition • What is wellness? • Could a healthy diet for one individual be unhealthy for another? Unit on insects • In nature, do only the strong survive? • How do insects use natural resources to help them survive?

  34. Content What students will KNOW • Tells what the students will know when proficient • Focuses on specific knowledge • Is written as a noun or noun phrase • Clarifies the ‘what’ students should know.

  35. Content Examples

  36. CounterContent Examples Note: The name of a novel, story, or poem is NOT content. It is the vehicle through which you teach the content.

  37. Skills What students will be able TO DO • tell what the students will be able to do when proficient • are precise • can be observed and assessed • written as an action verb or verb phrase • derived from standards

  38. Skills Examples

  39. CounterSkills Examples

  40. Skills What students will be able TO DO • Alphabetize to the second letter • Identify main idea and supporting details • Estimate sums and differences • Interpret data in a bar graph • Define the hypothesis and conclusion • Compare and contrast the risks and benefits of nuclear power • Analyze the experiment

  41. Bloom’s Taxonomy Wheel

  42. Standards Guide to larger outcomes • are used as the basis for developing content and skills • dictate what students will demonstrate • represent our minimum expectations

  43. Unwrapping a Standard To Find Content Direction: Circle nouns or noun phrases Differentiate fact from opinion in non-fictional text. • Content: • facts in non-fictional text • opinions in non-fictional text

  44. Unwrapping a Standard To Find Skills Direction: Underline the verb Differentiate fact from opinion in non-fictional text. • identify statements of fact • interpret statements of fact • identify statements of opinion • interpret statements of opinion

  45. Unwrapping a Standard To Find Content and Skills

  46. Assessments Students show what they KNOW and can DO • Aligned to standards • Demonstrate current student understanding • Encourage student thinking • Match the Depth of Knowledge

  47. Assessments* Students show what they KNOW and can DO • Assessments can be designated for different purposes: • Assessment of learning (Summative):This assessment is designed as a summary event, generally at the end of a unit or as a benchmark. • Assessment for learning(Formative): This assessment is designed to provide on-going feedback to students during the learning process and is scored, not graded. • Student self-assessment(Formative):This assessment is designed for students to become more capable of monitoring and adjusting their own work. * Based on the work of Dr. Richard Stiggins

  48. Methods of Assessment • Selected Response • Extended Written Response • Performance Assessments • Personal/Oral Communications

  49. Assessments Students show what they KNOW and can DO • Anecdotal records • Book reviews • Checklists • Diagrams • Exhibits • Journals • Lab reports • Research papers • Speeches • Worksheets • Story maps • Graphic organizer • Tests: essay, objective, short answer • Letters: personal, business

  50. Why Identify Purpose?

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