Introduction to District Curriculum Mapping August 2010 Written By: The Albuquerque Public Schools Department of Curriculum and Assessment Updated from the 2008-09 Introduction to District Essential Curriculum Mapping by the APS Curriculum Mapping Task Force
Introduction to D istrict C urriculum M apping. August 2010 Written By: The Albuquerque Public Schools Department of Curriculum and Assessment. Updated from the 2008-09 Introduction to District Essential Curriculum Mapping by the APS Curriculum Mapping Task Force. Agenda. - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Introduction toDistrict Curriculum Mapping
August 2010
Written By:
The Albuquerque Public Schools Department of Curriculum and Assessment
Updated from the 2008-09 Introduction to District Essential Curriculum Mapping by the APS Curriculum Mapping Task Force
04/21/2304/21/23
Agenda
Welcome/Sign-in/Introductions
Overview of APS’ Curriculum Mapping Initiative: What it is and what it isn’t
Review goals for today’s & future work
Format of District Curriculum Maps and their role as general pacing guides
Connections to Assessment & Backward Design
AgendaReview of Core Content Curriculum Maps
• Big Ideas and Essential Questions • Assessments
• Unwrapping the Standards: Content & Skills
• Pacing of Performance Standards
Guidelines on developing other DCM components
Whole group debriefing, questions, & feedback (as time allows)
04/21/2304/21/23
Group NormsBegin and end on time
Be courteous to colleagues; limit sidebar conversations
Use equity of voice
Stay on task
Turn cell phones to vibrate/step outside to take calls
Take care of your own personal needs
04/21/2304/21/23
What is aDistrict Curriculum Map
or “DCM”?
A district planning tool used to map out the pacing of standards-based education by course or content
An alignment of instruction and assessments to state standards
A teacher resource tool used to communicate standards-based instruction with students, parents
and colleagues
04/21/2304/21/23
What is a Curriculum Map?
A district tool used by all professionals who plan and deliver instruction which includes: Performance Standards,
Essential Questions/ Big Ideas, Assessments, Content and Academic Vocabulary, Skills and Learning Activities, and
Resources
An organizer which supports professional vertical and horizontal articulation
A blueprint to be used as a guide to support schools’ development of differentiated course/content planning
04/21/2304/21/23
DCM Implementation
NM State law requirements:Ø SY 2008-09: MATH & LANGUAGE ARTS
Ø SY 2009-10: SCIENCEØ SY 2010-11: SOCIAL STUDIES
APS’ 2008-10 goal is the development of District Curriculum Maps for every APS core course/ content area (K-12). Other content/course maps are also being developed (CTE, drama, fine arts, health/PE &
others).
As of SY 2009-10, educators will have online access to District Curriculum Maps through the Albuquerque Instructional
Management System (AIMS)
04/21/2304/21/23
What are the key components of a
District Curriculum Map?
Intro to District Curriculum Mapping
10
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
District Curriculum Map ComponentsEssential
Components
Essential Components
04/21/2304/21/23
District Curriculum MapNon-negotiables
Consistency across content areas is the key:
DCM template format is finalStandards are written in entirety
(may not be reworded or modified)
Intro to District Curriculum Mapping
12
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
District Curriculum Map ComponentsEssential
Components
Essential Components
04/21/2304/21/23
Linking Performance Standards to Assessments
Performance Standards are aligned to district benchmark (short-cycle) assessments
Performance Standards are aligned to classroom formative and summative
assessments
04/21/2304/21/23
Curriculum Map Template
Content
ContentWhat students need to know
Topic written in Noun form An interdisciplinary focus
words students need to know to understand concepts
Content includes:
04/21/2304/21/23
ContentEXAMPLES
•Linear equations•Polynomials
•Surface area and volume of basic figures •Historically and culturally significant issues and events
portrayed in literature•Writing strategies and conventions
Tools and ResourcesFrayer Model
Teaching and Learning with TextWord Walls
Marzano’s Building Academic Vocabulary
Intro to District Curriculum Mapping
17
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
Skills
Skills
04/21/2304/21/23
Skills
What students need to be able to do
Written in Verb formSpecific, not broad-based
MeasurableUsed to develop guided learning
activitiesBased on standards
04/21/2304/21/23
Skills
EXAMPLES•Creating and analyzing graphs•Applying order of operations
•Interpreting and drawing three-dimensional objects
•Responding to, examining, and critiquing literature
•Writing effectively for different audiences and purposes
Intro to District Curriculum Mapping
20
AUGUST Content Skills (know/noun) (do/verb) Example use
MA 4.1.2 identify * = academic language
exhibit (an understanding place-value structure) base-ten number system read whole numbers up to 100,000 model application write
* equivalent representations recognize numbers less than 0 generate number line order
negative numbers *decompose combine interpret
compare
Course: Grade 4 MATHUnwrapping Content and Skills
Let’s try unwrapping some of your performance standards!
Move into your smaller leveled subgroups and take 15-20 minutes to
unwrap 2 performance standardsIllustrate your discussion & work on
chart paperSelect a reporter to share out your
work and thoughts on the process with the entire group
Intro to District Curriculum Mapping
22
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
Big Ideas
Big Ideas
Big Ideas
“It is not enough simply to say to students, “Here’s the big idea you need to know” and then proceed to tell
them what the big idea is.”
Students need to make discoveries on their own! -Larry Ainsworth, 2003, Unwrapping the Power Standards
Defining a Big Idea
Statement derived from a deep understanding of the concepts or content
Open-ended, enduring idea that can apply to more than one area of study
Students develop an understanding of skills and concepts expressed in the standard
Student responses to the Essential Questions are the Big Ideas
More reflections on a Big IdeaDerived from Standards
Light Bulb MomentsAha’s…“Oh, I get it.”
Big PictureEnduring Understandings/central themes
Personally worded statementsStudents reach them on their own
Realizations, discoveries & conclusions
Examples of Big Ideas
1. Graphs and quadratic equations can be used to solve real-life problems. 2. Data can be organized and interpreted with graphs, equations, and
charts.3. In real life we need to know how to find area, perimeter, and volume
(architecture, cooking, purchasing supplies).4. Recognition of societal issues can impact changes in political systems.5. People’s perceptions are influenced by media and opinion.6. Many recurring themes found in literature are timeless.
Intro to District Curriculum Mapping
27
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
Essential Questions
Essential Questions
Big Ideas Buildthe Essential Questions
Essential Questions are posed to students at the inception of a unit
The learning goals students are expected to meet are advertised up front
As students move through the lessons and activities, they develop their own
understanding of concepts and skills expressed in the standard and formulate their response to the Essential Question
= Big Idea
Essential QuestionsEssential Questions are powerful,
directive, and commit students to the process of critical thinking through inquiry
Answers to Essential Questions are a direct measure of student understanding
Answers to Essential Questions provide insight into the “bigger picture” and are
the Big Ideas
What should Essential Questions do?
Essential questions require at least one of the following thought processes:
A question which requires a student to develop a plan or course of action
A question which requires a student to make a decision
A question which directs the course of student research
A question which demands knowledge construction (from lower to higher thinking, based on Bloom’s and Webb’s taxonomies)
from students
04/21/2304/21/23
Essential Questions
EXAMPLES
1. In what ways can the graph of a quadratic equation help us answer questions about the height of an object?
2. How can data be represented, organized, or interpreted?
3. How are the basic skills for geometry and measurement applied in everyday life?
4. How does literature serve as a vehicle for social change?
5. How are we influenced by what others write?
6. Why are the works of Shakespeare still contemporary?
What is a strong EQ?
“okay” . . .What is obesity?
“stronger” . . . What plan could you
develop that would reduce your likelihood of becoming obese?
Encourages plagiarism
(Students copy low-level information directly to paper.)
Encourages deeper thinking
(Students are required to develop a plan.)
What is a Strong EQ?
“okay” . . . How do you define and represent functions?
Asks for a definition and example
Students copy information directly from text
“stronger” . . . What are the relative strengths of the different representations of functions?
Requires making a decision and crafting a response that involves analytical knowledge construction
Students need to apply previous knowledge and make connections
What Makes aGreat Essential Question?
As a table group, review your grade level Essential Question(s) and edit one or more to make them GREAT
(or stronger)!
Does the question ask students to: Develop a plan or course of action Make a decision Direct the course of student research Craft a response that involves knowledge construction
Intro to District Curriculum Mapping
35
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.
Assessments
Assessments
Assessments
Products or performances that demonstrate student learning
Summative assessmentsProvide evidence of mastery of standards at
specific points-in-timeAre graded assessments at the end of the unit
of study
Formative assessmentsGuide instruction
Inform the need for differentiationProvide feedback to students
Intro to District Curriculum Mapping
37
Assessment BrainstormFormative Assessment:
Summative Assessment:
04/21/2304/21/23
Formative Assessmentsare assessments FOR learning
Occur during instructionGuide instruction to improve learning
Help inform decisions for differentiationBuild student motivation to succeed
EXAMPLESStudent demonstrations
Group research project-checks along the wayPretest; KWL; Quiz
Create the summative assessment to drive instruction when planning
Share assessment plan (rubric, checklist, project, essay test, unit test, presentation) with students at beginning of unit
Adding Assessments to our Maps
• With an elbow partner or small group of colleagues, review the assessments listed for the performance standards, content, and skills on any one of your District Curriculum Maps (10-15 min)
• On post-it notes, list any additional quality ideas for formative and summative assessments which will allow students to best demonstrate proficiency
• Mark your best ideas that you want to use and/or refine this year
• Share out with the whole group (10 min)
Intro to District Curriculum Mapping
41
Intro to District Curriculum Mapping
42
ESSENTIAL COMPONENTSMonth: August
1. Big Ideas Student answers to EQs that lead them to the Big Ideas
2. Essential QuestionsQuestions that lead students to Big Ideas.
3. Performance Standards.
4. Assessments To be completed by RDA as available. To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites
5. ContentNouns (What students need to know)
to be completed at the school site.
6. SkillsVerbs (What students need to be able to do)
to be completed at the school site.
7. Vocabulary List (Words students need to know to understand concepts)
to be completed at the school site.
8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)
to be completed at the school site.
9. Resources to be completed at the school site.Resources