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Mapping the Big Picture

Mapping the Big Picture. Escambia High School Escambia County School District August 10, 2007. Major Concerns for Teachers. FCAT preparation FCIM Documentation Learning Gains. Bridge to Success. Curriculum Mapping. What is possible with the information on the maps?.

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Mapping the Big Picture

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  1. Mapping the Big Picture Escambia High School Escambia County School District August 10, 2007

  2. Major Concerns for Teachers • FCAT preparation • FCIM • Documentation • Learning Gains

  3. Bridge to Success

  4. Curriculum Mapping

  5. What is possible with the information on the maps?

  6. What would you be able to do if you had this information?

  7. What would you be able to do if you had this information? • Identify benchmarks that were taught • Adjust teaching of benchmarks • Identify weak areas • Identify missing/overlooked benchmarks • Adjust master schedule for next year • Adjust FCIM focus

  8. Lesson Plans vs. Curriculum Maps

  9. You can’t build a reputation on what you're going to do. Henry Ford

  10. Lesson Plans vs. Curriculum Maps

  11. How would your school be different if you had this information available now?

  12. What Is A Curriculum Map? • A curriculum map is a calendar-based record of what really happens in a classroom; it is not a curriculum guideor educational philosophy • Maps are used for communication, short and long-term planning, and as a teacher training tool

  13. TIME If you don’t have time To do it right – When do you have time To do it over? Roger Taylor, 1996

  14. Life is ten percent what happens to you and ninety percent how you respond to it. Lou Holtz

  15. Beginning Steps

  16. Beginning Steps Diary Mapping

  17. Second Step – Consensus Maps Review! Review! Review!

  18. Review and Revise!

  19. How Do You Map Curriculum?

  20. What Information Do We Collect On The Map? • CONTENT • ASSESSMENT • SKILLS • Essential Questions

  21. Escambia County School District Website www.escambia.k12.fl.us • Log on to the district website • Select the icon for Departments and Resources, which is located on the left side of the home page • Select Staff Development • Select Download Forms • Scroll through the forms listed, and select Curriculum Mapping Templates.

  22. Performance Pathways

  23. Mapping The Content • What are you teaching each month? • List the content, using nouns: a topic, a theme, a problem, an issue or works.

  24. Important Points • Enter only what you have taught. • Honesty is important. • Enter your data alone.

  25. Mapping Skills • List after content. • Use action verbs. • Focus on student skills not teacher activities.

  26. Calculate the area, volume and mass of an object. Determine the cause of the Protestant Reformation. Answer the questions at the end of the chapter. Do the even problems in the addition of fractions. Skills vs. Activities

  27. Use Bloom’s Taxonomy • Use the verbs of Bloom’s to describe student skills. • Match level of skills to FCAT items. • Work from lower level skills to higher order thinking skills.

  28. Skills Are Displayed On The Map: Precise skills can be: • Assessed • Observed • Described in specific terms

  29. Mapping Assessments • What will the student perform or produce? Project – Chapter test – Performance Test • Connect assessments with skills • Use nouns or noun phrases

  30. Assessment • Assessment demonstrates learning. • Assessment gives evidence of skill and process development. • Do you assess at the consumer level or the producer level?

  31. Consumer Level Interview for info Read for info Make note cards Label a map. Producer Level Analyze validity Determine causes Critique a work Write a position Discuss an issue. Consumer vs Producer Levels

  32. Journal Entry: “A Day in the Life of a Homeless Person” Quiz on the various forms of art Quizzes Revisions Lab assignments Journals Worksheets Oral presentations Chapter tests Literature discussions Demonstrations Assessment Examples

  33. Assessments Are The Major Products And Performances Assessment is observable evidence of: 1)Tangible Products 2)Observable Performances

  34. Critique Your Assessments • Have you assessed at the consumer or producer level? • Have you used age-appropriate assessments? • Where’s the rigor?

  35. Essential Questions

  36. Essential Questions balance

  37. An Essential Question Is The Heart Of The Curriculum • If your class is about to start a study of the U.S. Constitution for four weeks, as the curriculum writer you need to ask. “ What are the concepts that my students should investigate about the constitution in four weeks? What should they remember and reflect on a year from now?

  38. Essential Questions What do you want students to remember a year from now?

  39. Essential Questions What questions will open the door to understanding and facilitate the understanding “to stick”?

  40. My Essential Questions are: • What is an Essential Question? • How do you write Essential Questions? • What is your school’s plan for Curriculum Mapping?

  41. Essential questions are productive for children • When a teacher or group of teachers selects a question to frame and guide a curricula design, it is a declaration of intent. This is our focus for learning. • Essential questions are an exceptional tool for clearly and precisely communicating the pivotal points of the curriculum • They act as “mental velcro”

  42. What you design is what you get! • You are probing with your students • Traditional Question: What are the three branches of government as organized in the constitution? • Essential Question: How is the constitution the backbone structure of America?

  43. When Designing The Curriculum: THINK T H I N K • What is the purpose of the unit? • Given the amount of time we have to work on a topic; What is essential for us to examine, explore, learn? • If you use essential questions the retention rate for kids doubles. Kids read words unless they know the essence of what they are looking for. • What you design is what you get?

  44. What you design is what you get! • EQs spark new questions. • EQs should recur throughout the course. • EQs are interesting and provide an avenue for alternative views.

  45. What you design is what you get! • Behind any EQ a student needs to provide justification. The best EQs are arguable. • EQs transfer an idea from one setting to other settings.

  46. Example In Practice • An assignment could be: • As you read Chapter 2, determine what you think were the major contributions of Egyptians?

  47. Essential Questions as an Organizer

  48. About Essential Questions • A teacher structures a unit around 2-5 essential questions. • The questions are the scope and sequence of the unit. • They go to the heart of the subject’s history, arguments, and insights. • They must engage and interest the learner.

  49. Examples of Essential Questions • How and why do things in nature fly? • How does flight impact humans? • What is snow? • How does snow affect people? • How will I ever learn to multiply? • Where will I ever use multiplication?

  50. Essential Questions • What is the difference between a scientific fact, a scientific theory, and a strong opinion? • What should we eat and why should we eat it? • To what extent is DNA destiny?

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