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Curriculum Mapping. Based on the work of Heidi Hayes Jacobs and Susan Udelhofen. Pam Lange . escWorks: Please Create Account. http://www.sdesa7.org. Curriculum Mapping Goal. Curriculum Goal:

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curriculum mapping

Curriculum Mapping

Based on the work of Heidi Hayes Jacobs and Susan Udelhofen

Pam Lange

escworks please create account
escWorks: Please Create Account

http://www.sdesa7.org

curriculum mapping goal
Curriculum Mapping Goal

Curriculum Goal:

By the end of 2009, K-12 staff will curriculum map three or more content areas using TechPaths software.

Purpose is to get the district organized to begin or continue the curriculum mapping process.

slide4

Considerations for a Quality Map

  • Unit
  • Essential Questions
  • Content
  • Skills
  • Assessments
  • Standards
lesson plans vs mapping
Lesson Plans VS Mapping
  • Ongoing process
  • What we are actually teaching
  • What students are actually learning
  • Daily vs Monthly
slide6
Unit
  • Broad Noun
  • Think of the unit name as being a “title” of a book
  • Examples:
    • Number Sense
    • Thomas Jefferson: His Presidency
    • Core Standard: Example 7.R.1.2
slide7

Content

  • Content is written beginning with a noun.
  • Content is the vehicle by which you teach the skills.
  • Content is key concepts, facts, or events.
  • Content is the essential concepts and topics covered during a month.  
content
Content

topics/concepts/issues/problems/themes

content9
Content

Examples:

  • 3-D Shapes: Sphere, Cone, Cylinder
  • Poetry: Haiku, Diamante
slide10

Skills

  • Skills are written as Action Verbs (See handout)
  • Precise skills can be assessed, observed and described in specific terms.
  • Identifies what you really want students to be able to do.
  • Skills are key abilities and processes students will develop related to specific content.
  • This is often the most challenging aspect of mapping.
  • The skills are what the kids do to learn the content!
action verbs
Action Verbs
  • Research
  • Respond
  • Retrieve
  • Review
  • Revise
  • Role-play
  • Search
  • Seek
  • Select
  • Show
  • Solve
  • Structure
  • Support
  • Synthesize
  • Teach
  • Test
  • Translate
  • Use
  • Utilize
  • Write
  • Conclude
  • Conduct
  • Connect
  • Consider
  • Contrast
  • Construct
  • Correct
  • Create
  • Critique
  • Decide
  • Deduce
  • Defend
  • Define
  • Demonstrate
  • Derive
  • Describe
  • Design
  • Detect
  • Develop
  • Devise
  • Differentiate
  • Discuss
  • Display
  • Distinguish
  • Document
  • Engage
  • Establish
  • Estimate
  • Evaluate
  • Examine
  • Exhibit
  • Experiment
  • Explain
  • Explore
  • Express
  • Find
  • Generalize
  • Help
  • Identify
  • Illustrate
  • Incorporate
  • Induce
  • Inquire
  • Inspect
  • Instruct
  • Integrate
  • Interact
  • Interpret
  • Invent
  • Investigate
  • Judge
  • Justify
  • Label
  • Locate
  • List
  • Model
  • Modify
  • Monitor
  • Organize
  • Participate
  • Perform
  • Plan
  • Predict
  • Present
  • Prioritize
  • Produce
  • Propose
  • Prove
  • Pursue
  • Question
  • Rate Reason Recognize
  • Reflect
  • Represent
  • Adapt
  • Adjust
  • Analyze
  • Apply
  • Appraise
  • Argue
  • Articulate
  • Ask
  • Assess
  • Build
  • Calculate
  • Challenge
  • Check
  • Classify
  • Clarify
  • Collect
  • Combine
  • Compare
  • Complete
  • Compute
slide12

Examples of Precise Skills

  • finding main idea and supporting details
  • alphabetizing to the second letter
  • identify subjects and predicates
  • interpret data represented in a graph
  • identify root words, suffixes and prefixes
  • label the parts of a friendly letter
  • explain the difference between fact and opinion
  • compare and contrast the benefits, costs and limitations of nuclear power
  • define the hypothesis and conclusion of an “if-then” statement
skills vs activity
Skills VS Activity
  • Skill is what we want the students to be able to do
  • Activity provides practice concerning a skill
standards
Standards
  • Aligned to the unit
  • Align the standards that you are “assessing”.
    • Can you show if the student mastered the standard with the skill/s you are teaching?
  • Not what standards you are “touching on”
slide15

AssessmentsInclude all forms of assessments

  • Crucial component of the maps
    • Often the least developed, inclusive or balanced
  • Include all classroom assessments
    • Summative (Of Assessments)
    • Formative (For Assessments)
  • Observable evidence that learning has occurred
  • Written as nouns
summative and formative assessment
Summative and Formative Assessment

Assessment of Learning(Summative Assessment):

How much have students learned as of a

particular point in time?

Assessment for Learning(Formative Assessment):

How can we use assessments to help students learn more?

good luck
Good Luck
  • If you have questions, please contact Pam Lange at plange@tie.net.