2013 Curriculum Mapping Institute · 2012. 7. 12. · 2013 Curriculum Mapping Institute ! ... prepare a position paper/presentation for a public policy maker (e.g., Congress person)

2013 Curriculum Mapping Institute

page 1 © 2012 Jay McTighe

Mapping Curriculum Backward with the

Proper End in Mind

1.  What are the long-term “ends” toward which curriculum should be directed?

2.  Why should standards be seen as “building code”? 3.  How do we insure that important elements (21st

Century Skills, Habits of Mind) don’t fall through the cracks?

4.  How do we create a more coherent curriculum – from the learner’s point of view?

Essential Questions

Research Finding…

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

-- Marzano, What Works in Schools!

“the course to be run”

Curriculum = not a list of topics and related activities

Curriculum…

Curriculum = a plan to achieve designated goals !

“These Standards do not dictate curriculum or teaching methods.” ! ! ! -- The Common Core Standards

#1 Standards are not curriculum.

Standards are not curriculum.

!

“Consider an analogy with home building and renovation: The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…

!

…The house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner – while also meeting the building code along the way.”

! ! ! ! -- Wiggins and McTighe!

Essential Questions

Have schools lost their Mission?

To what extent do staff, students and parents know our school Mission?

To what extent does our Mission directly influence our actions?

Mission-Related Learning Goals

•  Academic preparation for higher education and the world of work. •  The development of key habits of mind. •  Character development – social, civic, and ethical conduct. • Capacity for life-long learning. •  A healthy lifestyle (wellness).



Thoughts on Mission

“The true Mission of a school is revealed by what people do, not what they say. Therefore, educators committed to bringing their Missions statements to life are relentless in examining every practice, procedure and decision in asking, ‘Is this consistent with our Mission?’ ”

- On Common Ground: The Power of Professional Learning Communities

"

Thoughts on Transfer

“If we really believe that the fundamental proposition here is transfer, it would dramatically affect what we did in curriculum assessment and instruction. In math, for example, we wouldn't necessarily just give kids these problem sets but engage them in identifying, framing and solving real-world problems that would use those problem sets.”

- Dr. Linda Darling-Hammond

"

Curriculum: To what extent are the skills and habits for life-long learning developed throughout our curriculum – by design? Instruction: To what extent does our teaching regulalry emphasize these skills and habits?

Example:

Life-long Learning

21st Century Skills

The Partnership for 21st Century Skills seeks to fuse traditional academic learning (reading, writing,

mathematics, history, and other core subjects) with

the four Cs (critical thinking and problem solving, creativity, communication and collaboration.

Curriculum: To what extent is critical and creative thinking

evident throughout our curriculum? Instruction: To what extent does our teaching emphasize

critical and creative thinking? Assessment: What % of our assessment items require critical

or creative thinking?

Example: Critical & Creative Thinking Three-Minute Pause

Meet in groups of 3 - 5 to... ✔  summarize key points. ✔  add your own thoughts. ✔  pose clarifying questions.

Cornerstone Tasks

Overarching Essential

Question(s)

Overarching

Understanding(s)

Long-Term Transfer Goals

unit 1 unit 2

unit 3 unit 4

unit 5

unit 1 unit 2

unit 3 unit 4

unit 5

unit 1 unit 2

unit 3 unit 4

unit 5

unit 1 unit 2

unit 3 unit 4

unit 5

Course 1 Course 3 Course 4 Course 2

unit 5

21st Century

Skills

+

Mission

of Schooling

Common Core

Standards

+

Long-Term Transfer Goal

Students will be able to independently use their

learning to…

An effective curriculum equips learners for autonomous performance

…by design!

Transfer Goal – E/LA

Demonstrate independence. “Students can, without scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”

Students who are College and Career ready:



Transfer Goal – Writing

• Effectively write in various genres for various audiences and purposes (e.g., to inform, explain, entertain, persuade, guide, or challenge/change things).

Transfer Goals – Mathematics

Mathematically proficient students:

•  Make sense of problems and persevere in solving them. •  Use appropriate tools strategically. •  Construct viable arguments and critique the reasoning of others.

Transfer Goal – History/SS

• Use knowledge of patterns of history to better understand the present and prepare for the future. • Critically appraise historical claims and analyze contemporary issues. • Participate as an active and civil citizen in a democratic society.

Transfer Goal – World Languages

Effectively communicate with varied audiences and for varied purposes while displaying appropriate understanding of culture and context.

Transfer Goal – Life Long Learning

•  Locate needed information from

various sources.

•  Critically appraise the validity and reliability of sources.

•  Use the acquired information in

meaningful ways.

“When conducting training sessions, there needs to be a greater reliance on game oriented training that is player centered and enables players to explore and arrive at solutions while they play. This is in contrast to the “coach centered” training that has been the mainstay of coaching methodology over the years.

United States Soccer Federation!

“Game centered training” implies that the primary training environment is the game as opposed to training players in “drill” type environments. This is not to say that there is not a time for a more “direct” approach to coaching. At times, players need more guidance and direction as they are developing. However, if the goal is to develop creative players who have the abilities to solve problems, and interpret game situations by themselves, a “guided discovery” approach needs to be employed.

United States Soccer Federation!

!"#$%&%'%()*(+*,)(-./01/*2*34%..

5&'67.%&8/0*9(6.&

:/6)%)1***********************

;<6)&+/<************************

!"#$%&"'()*++(,&-)...* ****** * **** ((((((((

3'61/*=*>*?/&%</0*@/&$.'&

AB?5@3;!B?CB93!"#$%&"'()*++(#&$%/'"0&$("10"...

!"#$%&"'()*++(2%(02+%("-(*&$%3%&$%&"+4(#'%("1%*/(+%0/&*&5("-...

5335B;C!D*EA53;CFB3!"#$%&"'()*++(,%%3(6-&'*$%/*&5...

!"#$%&"'()*++(2%(',*++%$(0"...

What speci!cally do you want students to understand?

What inferences should they make?

!

What thought-provoking questions will foster inquiry, meaning making, and transfer?

What kinds of long-term, independent accomplishments are desired?

What Content Standards, Program and/or Mission related goal(s) will this unit address?

What facts and basic concepts should students know and be able to recall?

What discrete skills and processes should students be able to use?

"!#$%%!&'()*!+,--,).!/!0(1!234,-56!

Research Finding…

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

-- Marzano, What Works in Schools!



“Unpack” Content Standards

Consider: What “big ideas” are embedded within the standards?

content ! ! standards

“…the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep.”

Mathematics Standards

Mathematics Standards

“…That is, what and how students are taught

should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be coherent,’ a set of content standards must evolve from particulars … to deeper structures inherent in the discipline.” CC Mathematics Standards, p. 2

Common Core Standards Mathematics

Model with mathematics.

• Mathematicians create models to interpret and predict the behavior of real world phenomena.

Mathematical modeling

• Mathematical models have limits and sometimes they distort or misrepresent.

‘Big Idea’ Understandings:

• How can we best model this (real world phenomena)?

Mathematical modeling

• How reliable are its predictions?

Essential Questions:

• What are the limits of this model?

Common Core Standards English/Language Arts

Determine central ideas of a text.

• Writers don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony).

Determine Central Ideas

‘Big Idea’ Understanding:

  What is this text really about? (e.g. theme, main idea, moral)

  How do you “read between the

lines?”

Determine Central Ideas

Essential Questions:



draft Science Standards

  Focus on seven Crosscutting Concepts (“big ideas”)

6. Structure and Function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

draft Science Standards

Include eight Practices for K-12 Classrooms. Examples:

1.  Asking questions (for science) and defining problems (for engineering)

3. Planning & carrying out investigations 7. Engaging in argument from evidence

The AP World History Curriculum… is organized around key concepts and core themes, along with four Historical Thinking Skills:.

1. Crafting Historical Arguments from Historical Evidence

2. Chronological Reasoning 3. Comparison and Contextualization 4. Historical Interpretation and Synthesis

Revision of Advanced Placement World History

cor·ner·stone (n):

1.  the first stone laid at a

corner where two walls

begin and form the first

part of a new building

2.  something that is

fundamentally

important to something

Cornerstone Tasks

  Anchor the curriculum around important, recurring tasks.   Require understanding and transfer of learning.   Integrate 21st Century outcomes.   Provide evidence of authentic accomplishments. (“doing the subject” and “playing the game”)

Interpret the data on ______ for the past ______ (time period). Prepare a report (oral, written) for ______ (audience) to help them understand:

•what the data shows •what patterns or trends are evident •what might happen in the future

example: What’s the Trend?

Interpret the data on our changing heights in 2nd grade for the past school year. Prepare a chart for the 1st graders to help them understand:

•how our class grew this year

•how they are likely to grow next year


Interpret the data on H1N1 infection spread on each continent for the past 12 months. Prepare a website, Podcast, or newspaper article to help them understand:

•spread rates and seasonal variation •spread rates and intl. travel patterns

•spread rates and govt. policies


Identify a situation (e.g., issue or problem) that needs a solution.

  Analyze the issue. – OR - Define the problem.   Consider and evaluate options/possible solutions.   Present your position/solution.   Address (rebut) alternative positions/solutions.   Attempt to convince a target audience to adopt your position or solution though a _____________ .

Task Frame: Involved Citizen



After investigating a current political issue, prepare a position paper/presentation for a public policy maker (e.g., Congress person) or group (e.g., school board, legislative committee). Assume that the policy maker or group is opposed to your position. Your position statement should provide an analysis of the issue, consider options, present your position, rebut opposing positions, and attempt to persuade the public policy maker or group to vote accordingly. Your position can be communicated in a written report, via a web blog, or delivered as a presentation.

example: Involved Citizen

You have an idea that you believe will make your school better, and you want to convince school leaders that they should act on your idea. Identify your audience (e.g., principal, PTSA Board, students) and:

1.  Describe your idea. 2.  Explain why & how it will improve the school. 3.  Develop a plan for acting on your idea.

Your idea and plan can be communicated to your target audience in a letter, e-mail, or presentation.

example: Involved Citizen something to think about...

“We cannot have rigor without relevance.”

!! ! ! ! !!! !! ! ! !!! ! ! Dr. Willard Daggett

Cornerstone Tasks

  Anchor the curriculum around important, recurring tasks.   Require understanding and transfer of learning.   Integrate 21st Century outcomes.   Provide evidence of authentic accomplishments. (“doing the subject” and “playing the game”)

Three-Minute Pause

Meet in groups of 3 - 5 to... ✔  summarize key points. ✔  add your own thoughts. ✔  pose clarifying questions.

Anticipating Concerns

“Yes, but…”

We hav

e too

muc

h !

cont

ent t

o cov

er !

for t

he te

sts.

But w

e hav

e to i

mprov

e

our t

est s

cores

.!

“Practicing for a standardized test to raise the score is like practicing for your physical exam to improve your health!”

! ! ! ! ! ! ! !! ! !!

Beware: Confusing the Measures w/ the Goals

Types of Curriculum Maps

Consensus – an agreed-upon map of designated curriculum elements and time frames; developed by a vertical or horizontal team; once established, teachers are expected to follow the map

Diary – individual teachers record (map) what they teach, when and for how long

Perspective

Macro – provide a big-picture (12-k) view to allow vertical alignment

Micro – a view of a single subject or grade for a single year



Applying Backward Design

Assessment Evidence

Action Plan

Understandings Essential Questions

s t a g e 2

s t a g e 3

Goal(s):

s t a g e 1

Performance T ask(s): Other Evidence:

to curriculum planning

Ideas for Action !

  Think big, but start small.

!  Go for an “early win” in Iowa.

!  Work smarter, not harder.

Documents

2013 Curriculum Mapping Institute · 2012. 7. 12. · 2013 Curriculum Mapping Institute ! ... prepare a position paper/presentation for a public policy maker (e.g., Congress person)