Curriculum Mapping and CC Mathematical Standards/Practices (Dr. Nicki Newton)
description
Transcript of Curriculum Mapping and CC Mathematical Standards/Practices (Dr. Nicki Newton)
Summer 2011 Presented by: Dr. Nicki Newton
Mapping is a bridge into the 21st Century. It leads the way !
Mapping is a bridge into the 21st Century.
It leads the way!It assures that our children will have a
successful passage into their future.
All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs…
Mapping the Big Picture 1997, ASCD
Getting Results with Curriculum Mapping 2004, ASCD
Active Literacy Across the Curriculum 2006, Eye On Education
and …
A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process
Janet Hale
December, 2007 Corwin Press
Origin: 1625–35; < L: action of running, course of action, race, chariot,
equiv. to curr(ere) to run + -i- + -culum -2]
The verb map is first attested 1586; to put (something) on the
map "bring it to wide attention" is from 1913.
A verbal agreementisn’t worth the paper it’s written
on.—Samuel Goldwyn
Curriculum Mapping is all about the full written disclosure of both operational and planned learning. A learning organization collectively commits to no longer making decisions based on verbal statements. Instead, all decisions
and discussions are based on map documentation that is inter-related within
a mapping system.
Hale, J. (2007). Curriculum mapping101. Thousand Oaks, CA: Corwin Press.
Four Types of
Curriculum Maps
• Diary Map
• Projected Map • Consensus Map
• Essential Map
Hale, J. (2007). Curriculum mapping101. Thousand Oaks, CA: Corwin Press.
The “Essence” of Curriculum Mapping
Diary Map (Recorded Monthly)
• A personalized* map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction
• Commonly due by the “7th” of the next month
*There is no such thing as “team” diary
mapping.
I am a data-
collection portal…
Hale, J. (2007). Curriculum mapping101. Thousand Oaks, CA: Corwin
The Nuts N’
Bolts of Mapping Language
Projected Map• A map that has been created by an individual
person for a discipline or course before the actual yearly testing out of its “planned itinerary”
These two types of maps are, in actually, the same map. Differentiation is based on the current month of the year. (Hale)
Consensus Map (An Entire School Year Of Months)
• A map designed by two or more educators wherein all designers have come to agreement on the course learning based on standards and serves as the planned-learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course learning and instruction
*Flexibility in additional learning, length of learning, assessments, resources, and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map.
SCHOOL-SITE “LEVEL” MAPS (Hale)
The Nuts N’
Bolts of Mapping
Language
Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods)
• A map created via a team of educators (Task Force) that is representative of District learning expectations.* The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps
*There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps.
DISTRICT “LEVEL” MAPS (Hale)
“When we travel, road maps become more distinctive the closer we get to
the ‘main destination’.”
Quote By: Dr. Heidi Hayes Jacobs
Keynote Presentation, 2005 National Curriculum
Mapping Institute.
Weekly/Daily Lesson Plans
Diary Map Janet
Biggins Grade 1
Math
ConsensusMap
Grade 1 Math
Janet BigginsNicki McGraneSusan McGuire
Lincoln Elementary School
Bergenfield School
District
Grade 1 Essential
Maps
Base DETAIL
Most (Monthly) DETAIL
More DETAIL
Much More Specific Day By Day DETAIL
Hale, J. (2007). Curriculum mapping101
Sustained, systemic change
takes 3 to 5
years to full
implement!Curriculum Mapping is
an ongoing
process, not a
program!
And remember
…
The General Architecture of a Curriculum Map
• A. Essential questions
• B. Content/Alternative Texts
• C. Standards
• D. Precise and Measurable Skills
• E. Targeted Assessments
• F. Resources
Sample Curriculum Map TemplateEssential Question
Conceptual Statements/
Content
Standards Skills Assessment
Hale, J. (2007). Curriculum mapping101
Visual Alignment
D3b
Essential Questions…
•They touch our hearts and souls. •They are central to our lives. •They help to define what it means to be human. •They probe the deep and often confounding issues confronting us •They pass the test of SO WHAT?
Essential Questions • Have no simple right answer; they are meant to be
argued discussed (discovered , uncovered)
• Lead to more questions
• CAN’T GOOGLE THE ANSWER
Essential Questions . . .Essential questions are at the heart of a search for Truth. Many of us believe that schools should devote more time to essential questions and less time to Trivial Pursuit.
Essential Questions . . .From Trivial Pursuit to Essential Questions and Standards-Based Learning
by Jamie McKenzie
Essential Questions . . .There are so many more important and more intriguing questions we could explore about gargoyles. When we limit students to trivial pursuit, we make a mockery of authentic research and deprive them of a chance to explore the tough issues, choices, dilemmas and questions that really matter.
• Why did people place gargoyles on cathedrals? • What good are gargoyles? • How are gargoyles (gargouilles) and chimeras (chimeres) different and
which are better? • Why do some people place gargoyles in their gardens?
(http://www.fno.org/feb01/pl.html)
Heidi Hayes Jacobs says…
Essential Questions are the Velcro of the unit. Everything in the unit should stick to them.
Essential Questions – Doorways to Understanding
Given particular subject matter or a particular concept, it is easy to ask trivial questions…it is also easy to ask impossibly difficult questions. The trick is to find the medium questions that can be answered and that take you somewhere.
Jerome Bruner, The Process of Education, 1960, p. 40
Essential Questions In addition, essential questions should
be few in number — “two to five per unit.”
Traditional School Question Go find out about Robert or Elizabeth Browning (or any other poet, general, prime minister, hero, character, celebrity, scoundrel or seer. What did he or she do?
Upgraded Version What were the five most distinguishing
characteristics of Browning and how did they
contribute to her success or failure? What made
her great or not so great? What are the two or
three most important things you learned about her
that might serve you well?
Examples of Essential Questions• Where can I see geometric shapes?• How are geometric shapes represented in
architecture?• Where do I see flips, slides and turns in real
life? Is this an important mathematical concept for me to learn? Why?
More Examples
• Who am I in 2011?• Where do I stand as a 7th grader?
– Personality– With Family– Community– In Each Subject Area
More Examples...
• Why did the American Revolution occur? • How can we look at the Revolution from
alternate points of view? • Why is Paul Revere more famous than Sybil
Ludington? • Why did you do it George?
More Examples…• Why would people leave their homeland and start
a new life in a foreign country?
• What contributions did immigrants from various lands and creeds make to our nationhood?
• What factors contributed to making life better or easier for some people and why?
NJ Math EQ’s• How can change be best represented mathematically? • How can measurements be used to solve problems? • How can spatial relationships be described by careful use of
geometric language? • How can the collection, organization, interpretation, and display
of data be used to answer questions?
NJ Visual and Performing Arts EQ’s
• Why should I care about the arts?
• How does creating and performing in the arts differ from viewing the arts?
• Does art have boundaries?
(Petner, Skinner et al.)
Mapping Content
•Essential Understandings
•Content Descriptors
(Petner, Skinner et al.)
• “education with inert ideas is not only
useless: it is above all things, harmful… Let the main ideas which are introduced be few and important, and let them be thrown into every combination possible.” Whitehead 1929
Conceptual StatementsWe are obliged to make deliberate choices and set
explicit priorities. As Bruner (1960) put it years ago:
For any subject taught in primary school, we might ask [is it] worth an adult’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum. (p. 52)
The Concepts
• The big ideas may be thought of as the linchpins of the unit.
• The linchpin is the device that keeps the wheel in place on an axle.
.
The Concepts
• Thus, a linchpin is one that is essential for understanding.
• Without grasping the idea and using it to “hold together” related content knowledge, we are left with bits and pieces of inert facts that cannot take us anywhere.
The Concepts
• Thus, a linchpin is one that is essential for understanding.
Big Ideas/Essential Understandings
• Without grasping the idea and using it to “hold together” related content knowledge, we are left with bits and pieces of inert facts that cannot take us anywhere.
Essential Understandings
I want students to understand - – The Constitution – The three branches of government
This is not a learning goal - this just states what the content is.
Essential UnderstandingsI want students to leave my course having understood that: -the Constitution was a solution based oncompromise to real and pressing problems anddisagreements in governance; not an idea out ofthin air
(Petner, Skinner et al.)
Essential UnderstandingsI want students to leave my course having understood that:
-the Constitution was a brilliant balance andlimit of powers but was grounded in a long andsometimes bitter history, with many fights that areand always will be with us.
Examples1. Olsen’s example2. NYC Unit of Study
(Petner, Skinner et al.)
Writing Clear Content Descriptors
• Anyone should be able to read your map!
Descriptive Or Not Descriptive? That is the
Question!Content listings serve as a Table of “Content.” It is important that the map writer or writers include descriptors that clear and precise.
Activity 1
Look at the sample content listings in the first column. Indicate if each one is a quality recording or needs revision in the second column. If it needs revision, write your suggested revision(s) in the last column.
(J. Hale, Curriculum Mapping 101)
• Let’s Practice!
1. Look at your content
2. Think about the 2-4 Big Ideas in your unit.
3. State those as conceptual statements.
4. Bullet supporting ideas, topics, vocabulary under that idea
Check-in …
• Discuss three important ideas about your essential understandings and content descriptors.
• Discuss any questions or concerns you have about your essential understandings and content descriptors.
Evaluating Content Descriptors
• Examine your mapped essential understandings/content against the rubric.
• What did you discover?
Integrating the New Common Core Standards
• Let’s take a look at the NYDOE Focus sections.
1.What do you notice about the math focus?
2.How will you begin to integrate this into your maps?
(NY Dept. of Ed Focus)
Selected Common Core Standards in Literacy
Grade Band Literacy Focus
Pre-K-2 Written response to informational texts through group activities and with prompting and support (Reading Informational Text Standards 1 and 10; Writing Standard 2)
3-8 Written analysis of informational texts (Reading Informational Text Standards 1 and 10) OR Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)
9-12 Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)
Selected Common Core Standards in Mathematics
Grade Band Standards of Practice Domain of Focus
Pre-K-K
Models with Mathematics and/or
Construct Viable Arguments and Critique
the Reasoning of Others
AND
Operations and Algebraic Thinking
1-2 Number and Operations in Base Ten
3 Operations and Algebraic Thinking
4-5 Numbers and Operations - Fractions
6-7 Ratios and Proportional Relationships
8 Expressions and Equations
Algebra Reasoning with Equation and Inequalities
Geometry Congruence
Teach us to
Skills Activity
A skill is what students must be able to do.
An activity provides practice concerning a particular skill or skill set.
Skills versus Activities
T- Chart Activity:
Categorize the statements under skill or activity on the T-Chart.
Skills Activity
Relate visually wooden art works to
religious beliefs in 2 geographic
regions: Africa, Asia
Look at artwork to see if the pieces
incorporate religious icons
Evaluate orally and in writing
technological developments that have
influenced how humans work with
genetically engineered crops
Interview, in person, by phone,
or via e-mail 3 biochemists using
personal pre-generated questions
Analyze in writing similarities and
differences in political contributions of
3 presidents: Washington, Lincoln,
Roosevelt
Research using the Internet the
president’s political arenas: state,
national, international in teams of 3
Self-evaluate in writing personal
physical activities that promote
lifelong involvement, well-being
Keep a daily personal fitness journal
for 1 month
Skill Versus Activity Answer Key
Hale, J. (2007). Curriculum mapping101
Skill Versus Activity Answer Key conDraw transformational figures using
rigid body movement while keeping
point fixed in 2-D plane
Practice rotations
using polygons
Describe visually and in writing
historical examples of recession in
United States history
Make a chart board display of ebb and
flow of USA economic factors for
20th century and onset of 21st century
Hale, J. (2007). Curriculum mapping101
Check-in …
• Discuss three important ideas about your mapped skills.
• Discuss any questions or concerns you have about your mapped skills.
(Petner, Skinner et al.)
Evaluating Our Mapped Skills
• Examine your skills against the rubric.
• What did you discover?
• Are all your skills precise and measurable?
D3b,D3d
AssessmentTalk at your table about the types of assessments that you do in your school?
Do you interviews across the curriculum?
Do you do performance assessments at all grade levels?
How balanced is your overall assessment?
Assessment Quiz
Poll Everywhere
Quick Poll
1.Do you use interactive boards at your school?
2.Do you use the web for informal assessments?
Evidence for and of learning…Assessment is a scrapbook of evidence, not a
snapshot.
Does your map reflect balanced assessment?
McTighe & Wiggins
Why Assess?
• Assessments are not just to provide a ‘grade’
• Purpose of assessment : • Determine students ‘ get it ’ …….. Gather evidence with demonstrations that
learning outcomes were achieved
• Help teachers determine extent of student understanding
• Guide next steps of instruction
• Provide appropriate scaffolding / differentiated instruction for students throughout the learning experience
• Provide feedback to stakeholders (students / parents)
Just because the student
“knows it” … Evidence of understandings is a greater
challenge than evidence that the student knows a correct or valid answer.
2 validity questions for a practical ‘test of the test’
1. Could the test be passed but without deep understanding?
Wiggins Summer Institute, 2008
2 validity questions for a practical ‘test of the test’
2. Could the specific test performance be poor but the student still reveal understanding in various ways before, during, and after?
The goal is to answer NO to both
Wiggins Summer Institute, 2008
We often confuse the drills with the game
‘Drills’ – test items– Short-term objective– Out of context– Discrete, isolated element– Set up and prompted for
initial simplified learning– Doesn’t transfer to new
situations on its own
The ‘game’ – real task– The point of the drills– In context, with all its
messiness and interest value– Requires a repertoire, used
wisely– Not prompted: you judge
what to do, when
(Wiggins, 2008)
Continuum of Assessments• Checks of understanding (such as oral questions, observations,
dialogues)• Traditional quizzes, tests, and open-ended prompts• Performance tasks and projects• Vary in terms of scope (from simple to complex)• Time frame (from short to long term)• Setting (from decontextualized to authentic contexts)• Structure (from highly directive to unstructured)• Snap shots versus pictures • COLLECTION OF EVIDENCE OVERTIME RATHER THAN AN
EVENT
The research could not be clearer, though: Increasing formative
assessment is the key to improvement on tests of all kinds, including traditional
ones.
"Formative assessment is an essential component," …"We know of no other
way of raising standards for which such
a strong prima facie case can be made.”Richard J. Light, Walter H. Gale Professor of Education at Harvard University, buttressed these findings in his book Making the Most out of College: Students Speak
Their Minds:
"The big point -- it comes up over and over again as
crucial… is the importance of quick and detailed feedback. Students overwhelmingly report that the single most important ingredient for making a course effective is getting rapid response on assignments and quizzes. ... An overwhelming majority are convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version. ...
"The big point -- it comes up over and over again as
crucial… Students improve and are engaged when they receive feedback (and opportunities to use it) on realistic tasks requiring transfer at the heart of learning goals and real-world demands."
How was understanding shown? Verbally? Written?
Body language?
Where did they get stuck?
How could you have assisted them?
Why Use Informal Assessments?
According to Marzano’s book: Classroom Assessment and Grading that Work
“…To the surprise of some educators, major reviews of the research on the effects of classroom assessment indicate that it might be one of the most
powerful weapons in a teacher’s arsenal.”
(Chapter 1).
Let’s Listen to a discussion about Formative Assessment:
Dylan Williams (Video)
http://ktschutt.vodspot.tv/video/4154648-formative-assessment-dylan-wiliam-learning-and-teaching
(Petner, Skinner et al.)
Types of Informal Assessments
Whole Group AssessmentsThumbs up/ down
E.P.R.– Every Pupil Response
Think – Pair – Share
Whip Around
Individual Informal Assessments Interview
Warm- up
Exit card
Observe/ listen in
Things to think about! A simple device for ongoing assessment of understanding is the “one-minute essay.” At the end of each class, students are asked to answer two questions:
• What is the big point you learned in class today?• What is the main unanswered question you leave
class with today? - Harvard study showed this to be very effective (Light, 2001) – It gives immediate feedback on understanding and mis/understandings
Some other terms needed to understand other evidence are…
AcademicPrompts
open-ended questions that require critical thinking for response
Assessment measurement of understanding
ConstructedResponse
open-ended, short answer responses, often application specific
FormativeAssessment
feedback on progress towards the development of knowledge, understanding, skills, and attitudes
rather than assessment for marks or grades
Some other terms needed to understand other evidence are…
Informal Checks
uncritical assessment of progress on a given task or understanding
Observations teacher or student visual and/or oral assessment
PerformanceTasks
complex, authentic tasks and issues that differ from academic prompts designed to aid transference
of knowledge and understanding
Rubric visual assessment tool
Self-Assessment
reflection and observation by student of own work and progress
Summative-Assessment
assessment designed to be used to determine grades or marks
3 things to remember…
1. Remember that teachers collect evidence for and of learning.
2. Assessments should show what students know and can do.
There 635 students and only 16 students can fit on each bus.
How many buses will be needed to go to the county fair?
3. Assessment is a scrapbook of evidence, not
a snapshot.
Does your map reflect balanced assessment?
McTighe & Wiggins
Assessment Versus Evaluation Exercise
An assessment is a product or performance.An evaluation is the criteria used and judgment made
for the product or performance.
Match the assessment name with its appropriate evaluation.
Janet A. Hale www.CurriculumMapping101.com [email protected]
Janet A. Hale www.CurriculumMapping101.com [email protected]
20 Item Quiz Thomas JeffersonEssay
African Mask 25 MC Test
Basketball Basic Plays Checklist
Penny Hardness Lab Self Evaluation: Audio Recording/Rubric
ORF Diagnostic Guidelines
Musical Scales Performance Task
No Evaluation Data Needed
Peer Review/ Geometric Checklist
No Evaluation Data Needed
Biography Writing Rubric
Oral Reading Fluency Test
5 Member Teams Performance Task
Teacher Ob/ Procedure Checklist/ Findings Report
Assessment Versus Evaluation Exercise Chart
Janet A. Hale www.CurriculumMapping101.com [email protected]
Assessment Versus Evaluation ExerciseAnswer Key
Assessment Name Evaluation
20 Item Quiz No Evaluation Data Needed
25 MC Test No Evaluation Data Needed
Thomas Jefferson Essay Biography Writing Rubric
Penny Hardness Lab Teacher Ob/ Procedure Checklist/ Findings Report
Oral Reading Fluency Test ORF Diagnostic Guidelines
African Mask Peer Review/ Geometric Checklist
5 Member Team Performance Task Basketball Basics Plays Checklist
Musical Scenes Performance Task Self Evaluation: Audio Recording/Rubric
Janet A. Hale www.CurriculumMapping101.com [email protected]
Assessment Versus Evaluation ExerciseAnswer Key Continued
When including evaluations in a map andnot yet using a mapping system’s attachment or inclusion features
write the assessment name followed by a brief evaluation summary in parenthesis.
Examples:Thomas Jefferson Essay (Evaluation: Biography Writing Rubric)
FOR Solo and Duet Performance (Evaluation: Teacher Ob/Checklist)
5-Member Team Debate (Evaluation: Peer Review/Rubric Matrix)
3 Semi-regular Tessellation Configurations (Evaluation: Teacher Ob/Checklist)
FOR Dead Lift Performance Tasks (Evaluation: Teacher-Student Reflection/PersonalGoal Setting)
Depth of Knowledge LevelsJust glance at your maps…
Are the Depth of Knowledge levels reflected in your map?
How might you begin to think about integrating the various levels into your map?
Check-in …• Discuss three important ideas about mapping
assessments.
• Discuss any questions or concerns you have about mapping assessments.
Evaluating Our Mapped Assessments
• Examine your targeted assessments against the rubric.
• What did you discover?
Upgrading our curriculum maps to represent 21st technologies?
ictlic.eq.edu.au
D3c
Generation Z/Net Gen/ Digital Natives
Generation Z
Category 20th Century 21st Century
Number of Jobs 1-2 10-15
Job Skill Mastery of the Field Flexibility and Adaptability
Teaching Model Subject Matter Mastery Integration of 21st Century Skills into subject matter mastery
Assessment Model Consumption of Knowledge Consumption/Production of Knowledge; Synthesis
Teen’s Today•100% Use the Internet to seek information on colleges, careers and jobs•74% of teens use IM as a major communication vehicle vs. 44% of online adults•54% of students (grades 2-12) know more IM screen names than home phone numbers•The Internet is a primary communication tool• 81% email friends and relatives• 70% use instant messaging to keep in touch•56% prefer the Internet to the telephone
Adapted from http://www.amphi.com/departments/technology/files/76FA6DD3C6084D61B334C93C04A780B4.pdf
21st Century Teachers Mark Prensky: digital natives
and us… We’re all digital immigrants….
Lessons learned from Introducing the book!
Introducing the Book
(Petner, Skinner et al.)
Today’s Youth
I will have 10 to 14 careers
Education for today and tomorrow – tom woodward
“And most of the jobs don’t exist today.”
A Vision of K-12 Students Today –B. Nesbitt
“How will this Help?”
A Vision of K-12 Students Today –B. Nesbitt
“or this?”
A Vision of K-12 Students Today –B. Nesbitt
“How could this help me?”
A Vision of K-12 Students Today –B. Nesbitt
“or this?”
A Vision of K-12 Students Today –B. Nesbitt
“or this?”
A Vision of K-12 Students Today –B. Nesbitt
How are we teaching?Web No Point O
I just don’t do it.
I’m not into technology. They can do that stuff outside of school. It’s not
part of the school world.
How are we teaching?Web 1.0Use it to:Offline
Find Info online
How are we teaching?Write reportsPowerpoint
Single CreatorLicensed or purchased
Isolated
How are we teaching?Web 2.0
Multitasking toolUse it to blog, wiki, email, im, talk,make and show movies,get immediate feedback from a
variety of sources
How are we teaching?Web 2.0
Multitasking toolUse it to post photos, videos, podcasts, and
other items. We meet each other on Facebook.We say,
“See ya on facebook.”
Web 2.0Web based, Collaborative,
Online, Free, Multiple Collaborators, Open source,
shared content
http://www.cabrillo.edu/~nstucker/images/zits.gif
Web 2.0Interconnectedness,
immediacy, interactivity, communications, and
community
http://www.cabrillo.edu/~nstucker/images/zits.gif
How do our maps reflect the 21st century, web 2.0 world?
What do you do differently to engage your students in this interactive, participatory environment in which they live?
21st Century Instructional Resources
Voice Thread Podcasting Glogster Animoto Virtual Tools and Manipulatives
Checking for Coherency
A. Did you assess the knowledge?
B. Did you assess the skills?
C. Did you answer the essential questions?
Checking for CoherencyD. Is internal alignment reflected in your
curriculum map?
E. Is the external alignment clear?
F. Does the map reflect developmentally appropriate activities for the designated grade level?
Wrap-up…Day 2
• Discuss one important ideas about curriculum mapping and 21st learners.
• Discuss 2 major take-aways from the past two days.• Discuss any questions or concerns you have about
curriculum mapping.
You can contact me at…