Review – Planning for Learning from last time Technology & its function Be prepared to come to board and walk us through the web 2.0 site that you.

June 3Review – Planning for Learning from last

timeTechnology & its function

Be prepared to come to board and walk us through the web 2.0 site that you chose.

Mapping introductionReview of Sample Course Project Written

Proposals

Planning for Learning(stuff we didn’t get to last

week)

A Research Finding – The primary way to engage students…

A guaranteed and viable curriculum is the #1 school level factor impacting student achievement.

-Marzano, What Works in Schools

Colleges also use such maps…

We have to engage all learners… Remember who we have in our classrooms…

The Authentically Engaged Student

Intrinsically Motivated Enjoys the task for its own sake

Eager to learn Exceeds Expectations

Almost always performs perfectly

The Ritualistically Engaged Student

Extrinsically Motivated Parent Expectations High

Pursuit of Other Goals Important Means to an End

Sometimes, we need to push, pull, and nag these kids to perform/succeed

The Passively Compliant Student

Motivation – driven by negative Reinforcement

Neither Good nor Bad in school Does “just enough” to “get by” Not a behavior problem Often, we may have a whole class of them

– hopefully none of us are this bad…

The Retreatist Student

Lack of Motivation Not Connected to School

Doesn’t Participate Does not Bother Other Students

The Rebel

Hostile to Learning Openly Questions Relevance Openly Opposes Authority

Verbal Non-Verbal

Intrudes on the Rights of Others We all have a few of these kids in our schools

Engaging Students…

Relevance Rigor Relationships Practicing equity over

equality, consistency over inconsistency, common sense over precedent

Customer Service Understanding your

community’s culture

Totally Engaged Learner Minimal climate problems Fewer kids

disenfranchised by school

Requires us to include:

So we can have:

Using Technology as Learning Tools

WEB 2.0 RESOURCES DEFINED Web 2.0 defined some more… Wikis – what are they?

You can create your own FREE using Wikispaces

Googledocs – what is it? Social Networking/Bookmarking

Facebook, MySpace, Youtube, etc.

Using Technology as Learning Tools - As you walk us through the site (wiki, blog, or other web site) consider how you could use/have used the site for your own

classroom purposes

Annie Eric

http://www.sumdog.com/ http://www.khanacademy.org/ http://moodle.ltsd.k12.pa.us/course/category.php?id=7 http://www.studyisland.com/

Josh Mike Amanda Cheryl Ashton Terry Larissa Adam

http://www.spellingcity.com/ http://www.storylineonline.net/ http://www.makebeliefscomix.com/

Using Technology as Learning Tools – Examples Teaching & Learning

Writing Blog Science site 1 SCIENCE SITE 2 Marzano’s

Classroom Instruction that Works Wiki

Media Production Blog The Connected Classroom

Might be the best “hub” of resources for classroom teachers

Web 2.0 site ALL MY FAVS

Web Resources of Importance SERI (SPECIAL ED) Graphic Organizers MOODLE Yacapaca

- FREE on-line assessment tool for teachers Can search for,

create, edit, and copy tests/quizzes – can do item analysis automatically

BREAK

Using UBD as the ‘Big Picture’ Framework for Curriculum

UBD is great blueprint at MACRO level Makes it possible for unit designs that are more effective,

efficient, and coherent Recommend that programs/courses be designed around

essential questions, enduring understandings, key performance tasks, and rubrics

Agreement/consensus by all (team/dept/etc) on core ideas, assessment tasks makes it much easier for individual teachers to design individual units

‘Big Picture’ Framework Essential Questions

Do we have a clear and current school mission? How does it translate into teaching and

learning practices?To what extent do staff, students and

parents know our mission?To what extent does our mission directly

influence our actions?

Mission Learning Principles

As a result of our mission…

What do we believe about learning? To what extent are these beliefs shared? To what extent do these beliefs directly

influence our actions? Is it evidenced ACROSS the organization

(school)?

How is a school’s mission like the keel of a sailboat?

It provides stability when sailing. It buffers the effects of strong winds and currents. It helps you stay on course.

How is a school’s learning principles like the rudder and sails?

The guide necessary adjustments. They harness and make use of strong winds. They help you stay on course.

Graphic Organizer of the ‘Big Picture’ Framework

Assessment planning / calendars Assessment plans & calendars link all

assessments together so everyone (i.e. teachers, Title I, data teams, principal, shared staff among buildings, etc.) can coordinate. Assessments may include: 4sight CBAs Title I assessments PSSAs Final exams / midterms End of marking period exams (9 weeks or

trimesters)

The Spiral Curriculum A function of scope and sequence Assures the design of curriculum around big

ideas/concepts horizontally AND vertically Ability to tie in big ideas across grade levels/other

courses As students develop, they see big ideas evolve even

greater among grade levels / courses Some reading and math programs are spiral in

nature; the design has already been built – it’s scripted Guided reading Everyday Math Success for All Story town

Need for Syllabi, aka Sequencing

Wiggins & McTighe suggest a syllabus for all courses, K-12

Designs should be public knowledge…to other teachers, students and parents

Careful sequencing allows for predictability in what kids need to know and be able to do

What kids will learn should not be a secret Built in minimums (i.e. anchors addressed by PSSA) Graphic organizers allow for ways to publish the

sequencing (via websites, curriculum docs, etc.)

So why map at all?

Need for a calendar-based curriculum mapping system is overdue

Mapping IS NOT lesson planning; lesson planning is a PART of mapping

Design outlines can be framed using unit maps based around marking period time periods

Information can be shared using technology that allows teachers to collect, share, edit, and revise information

Can be set up using an application like Googledocs, or with a sophisticated database like SAS or Connector

Then, maps are capable of editing at ANY TIME, not just when traditional curriculum teams choose to meet

Implementing Curriculum Mapping

Ideally, a common template should be used by all in order to sustain cohesiveness and coherence so that…Any two or more teachers, teaching the

same course, have the same maps that are horizontally articulated

A teacher also knows for a fact what is being taught before and after the given grade level / content of a given course (vertical articulation)

Implementing Curriculum Mapping Some software has built in mapping already

(Story town) Because software is web-based, using it can

occur from anywhere (not limited to a school’s network…)

Having carefully planned professional development to implement mapping is obviously key

Again, stipulation is that mapping is NOT just a glorified lesson plan – it is a holistic method for designing content, skills, learning plan, and assessment

Review: Course/Content Area Proposal Written proposal is your ticket to get an audience to make a

change / provide a solution to a curricular problem or need in your school

Identify the problem(s), propose solutions, and providing evidence as to how you and whatever team will report on how the proposed curricular solution will be assessed and recorded

Written proposal is not lengthy; it is clear, succinct, and packed with information – enough to create a compelling reason to be allowed to proceed with it

Begin thinking about your proposal Identify a curricular need, audience, timeline in which to implement, and

other areas that would be good to report on

Review: Course/Content Area Proposal Written proposal. (35 points) Choose an actual course/content area within your current school that

requires attention and propose its implementation(if new), alterations & modifications(if re-designed, re-sequenced, etc.) for the beginning of next school year. Write your proposal in succinct form (can use bullets). You must weave/use/include the following in your proposal: The UBD framework. For example, begin with the big ideas and the end in mind: what do we

want students to know and be able to do after completion of the course/area of study? (10 points)

Provide evidence and data as to why the new/re-designed course/content area is necessary. You must provide actual data (PSSA, 4sight, CBA’s, IEP data, student grades, etc…) as well as perception data (other professionals’ perspectives – not necessarily their opinions) as to why the course is necessary. (Performance data – 5 points; perception data – 5 points)

Provide a brief timeline for implementation – when you anticipate phasing it in, etc. (5 points) Provide evidence as to what other schools/districts are using within your county/region and

what their progress has been with its implementation. (NOTE: If unable to be deduced, designate such with “N/A.”) (5 points)

The proposal should be in written form. Use section headings within the document to highlight each of the areas that must be covered above. If you have cited other sources (primary or secondary), be sure to include those in APA format at the rear of your proposal. (5 points)

Review: Course/Content Area Proposal

Example 1 Example 2

In-class work on Project

For next time (from syllabus)…Get on Connector and search for units of

interest to youTalk with a principal about what he/she

believes is his/her role with curriculum mapping OR in supervising the instructional design of teachers

For next time…

Come with a good idea of what your new course/content/revision of a program might look like.

Get on Connector and browse around looking for units that are similar to those that you may be interested in mapping yourself, or any other topic of interest. Come prepared with questions if you have any…