York Curriculum Development

Module 2: Curriculum Maps

Toby BossLenny VerMaas

Jen MadisonApril Kelley

Essential Questions

• How can we map the curriculum to reflect the learning goals?

Goal

• Participants will be able to generate useful curriculum maps that guide instruction.

• What are the components of a

curriculum?

Components

• Curriculum Maps• Common

Assessments• Anchors• Rubrics

• Learning Activities (learning plans)

• Troubleshooting Guides

• Differentiation

Curriculum Maps Provide• A coherent Pre-K-12 curricular structure• A curriculum that spirals around “big ideas”

and essential questions in the disciplines.• Opportunities for making “natural” (i.e., not

forced) cross-disciplinary connections.• Regular assessment points (i.e., cornerstone

assessments) for gauging progress and guiding improvement actions

Curriculum Maps• Detail the essential content, habits of

mind, and learning goals.

• Maps may include:– Units– Content standards– Objectives (learning goals)– Time allotment– Vocabulary– Materials– Activities

What’s Essential?

• write down 10-15 objectives that would represent what you want the students of your class to be able to do or know when they finish your course.

• take a little time to look over your list• on your own go through the list and

check the objectives that would still be important to know in 5 years.

Worth being familiar with

Important to knowand to do

Big Ideas and EnduringUnderstandings

Objective

• A description of the learner following instruction. It specifies what is to be learned, to what level, and the behavior that will provide evidence

• At times the objective will describe what conditions are needed for the objective to be met and the expected performance level

Objectives

• Teachers should focus on the “mastery” skills and concepts for the grade level.

• Skills introduced, but not taught to mastery are not included - this is articulation

• Two part:• Verb - action word, what the student will do

as a result of instruction• Content - the learning or skill

Examples

• The learner will describe (verb) the differences between mammals and reptiles (the content).

• Pay attention to verbs

• Make sure that the objective is clear about what students know or can do.

Objectives vs Activities

• Objectives describe the student - what they know and can do as a result of instruction.

• Activities are completed by the students as part of the learning or assessment process

Objective or Activity?

• The learner will read To Kill a Mockingbird

• The learner will be able to generate examples of prejudice

• The learner will complete a Venn Diagram about socialism and capitalism

• The learner will be able to compare and contrast socialism and capitalism

STRAND STANDARD

OBJECTIVES (What it looks like in the classroom)

The learner will É

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ASSESSME NT TYPE

(classroom, STAR, objective,

subjective, project, etc.)

RESOURCES (Materials, web sites,

auto-visual, print)

LEARNING ACTIVITIES

Today

• High light the verbs in each objective.

• Tape the pages of your curriculum map to make a long list. This may need to be two list

• Post the list on the wall in order of the classes taken.

Next Step

• Look at the objectives of the class to your right.

• Consider the following:– Do we build skills from one level to another.– Are the essential objectives measurable.

Remember step 2 is to determine how we know if the students have learned it.

• Discuss with the person who created the essential learning and note on the flip chart any suggestions.

Processing

• What have been your experiences with the curriculum maps?

• What other questions need to be answered?

Early Dismissal Schedule

• August 31: Curriculum Maps

• September 28: Common Assessments

• October 12: Anchors

• November 30: Rubrics

• December 14: Learning Activities

• January 25: Trouble Shooting Guides

• February 22: Differentiation