Curriculum Mapping to Advance Teaching & Learning Curriculum...Written – PA Core, LEA Goals ... Lesson Plans . Learning Plan . Tests . Assessments: Summative, Formative, ... approach

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Introduction to the Big Ideas, Essential Questions & Student Learning Outcomes in the Pre-K to 12 Content Areas

Curriculum Mapping to Advance Teaching & Learning

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EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basis from the district student information system such as: ProSoft, CSIU, EdLine or PowerSchool

EdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS.

EdInsight Curriculum Management System – is a curriculum mapper & online lesson planner. Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally. Various analysis reports may be used to measure the effectiveness of the curriculum.

EdInsight Assessment Builder – users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended. They can write their own test questions or select questions from an item bank.

http://onhandschools.com/products/data-window/

http://onhandschools.com/products/data-analyzer/

http://onhandschools.com/products/curriculum/

http://onhandschools.com/products/lesson-planner/


http://onhandschools.com/products/assessment/

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EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basis from the district student information system such as: ProSoft, CSIU, EdLine or PowerSchool

EdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS.

EdInsight Curriculum Management System – is a curriculum mapper & online lesson planner. Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally. Various analysis reports may be used to measure the effectiveness of the curriculum.

EdInsight Assessment Builder – users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended. They can write their own test questions or select questions from an item bank.

http://onhandschools.com/products/data-window/

http://onhandschools.com/products/data-analyzer/

http://onhandschools.com/products/curriculum/



http://onhandschools.com/products/assessment/

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EdInsight RtII Software – with the Response to Instruction & Intervention Software module educators can tier students based on the data in the EdInsight Instructional Management System. They can assign academic or behavioral interventions based on the student data. Users can execute RtII Progress Monitoring plans based on district benchmarks. The RtII software has a complete set of reports from RtII intervention log to a complete flow chart to document the RtII Response to Intervention & Instruction process.

EdInsight Mobile APPS – teacher observation software

tools enabling users to create custom forms that collect data with any mobile device. For example a principal could use her iPad or Tablet to do a classroom walkthrough or teacher observation. The results are collected & analyzed via a series of reports. Using these results an administrator can make objective data-informed instructional decisions.

http://onhandschools.com/RTI-Software-RTII/

http://onhandschools.com/teacher-evaluation-software-APP/

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TIME TOPIC

8:30 am Welcome & Introductions

8:45 am

Introduction to Understanding by Design, Backwards Design, Context for Curriculum Mapping, Big Ideas, Essential Questions, Examples of Curriculum Maps

10:00 am

Overview of Curriculum Manager; Demo of Tool; Hands on curriculum mapping posting experience

11:30 am Lunch

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” ~ Stephen R. Covey The 7 Habits of Highly Effective People https://www.stephencovey.com/ 6

https://www.stephencovey.com/

https://www.stephencovey.com/

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If you don’t know where

you’re going, any road

will get you there.

If you don’t know where

you’re going, you’ll probably

end up somewhere

else.

Course (The Science of Teaching) WHAT?

Unit/Module (The Science of Teaching) WHAT?

Core Lesson/Topic (The Science of Teaching) WHAT?

Teacher Lesson Plan(The Art of Teaching) HOW?

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Course Title & Number Course Description Course Long Term Transfer Goals Course Interdisciplinary Connections Course Pacing Calendar (Elementary only)

Course Textbooks, Workbooks & Materials Citations Course Assignments Course Notes Curriculum Math Author(s) Date of Last Revision to this Curriculum Map

Multiple Units of Study

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Unit/Module Description Unit/Module Big Ideas Unit/Module Essential Questions Unit/Module Key Terminology & Definitions Unit/Module Student Learning Outcomes Unit/Module Instructional Procedures, Activities & Labs Unit/Module Student Performance Tasks Unit/Module PA or US Common Core Standards Unit/Module Differentiated Instruction Unit/Module Differentiated Assessment Unit/Module Data-Based Instructional Practices Unit/Module Materials Unit/Module Assignments Unit/Module Notes

▪ Multiple Topics/Core Lessons

So what’s included in a Unit/Module? (The Science of Teaching)

Core Lesson/Topic Description Core Lesson/Topic Big Ideas Core Lesson/Topic Essential Questions Core Lesson/Topic Key Terminology & Definitions Core Lesson/Topic Student Learning Outcomes Core Lesson/Topic Instructional Procedures, Activities & Labs Core Lesson/Topic Student Performance Tasks Core Lesson/Topic PA Core or US Common Core Standards Core Lesson/Topic Differentiated Instruction Core Lesson/Topic Differentiated Assessment Core Lesson/Topic Data-Based Instructional Practices Core Lesson/Topic Materials Core Lesson/Topic Assignments Core Lesson/Topic Notes

So what’s included in a Teacher’s Lesson Plan? (The Art of Teaching)

The Teacher Lesson Plan fields are determined by the school or district. It may include any & all fields that are desired by the school or district. The Teacher Lesson Plan fields are completely customizable.

The Core Lesson/Topic may also serve as the Teacher’s Lesson Plan

Example of an Almost Completed In Process, In Progress Curriculum Map

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Mapping the curriculum to ensure congruence among the written, taught & tested subject matter

Articulating the content & courses horizontally across grade levels

Aligning curriculum content & courses vertically with PA Core Standards, National Common Core Standards & NCEA Standards

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Systematic process for collecting & maintaining a database of the operational curriculum in a school district

Hub for connecting all aspects of the teaching & learning program

Procedure for creating a culture of continuous learning & improvement of student achievement

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Discussion & Reflection

Documentation, Alignment, Articulation of Recommended – Common Core Written – PA Core, LEA Goals Supported – Materials & Resources Taught – Content actually delivered by teachers Tested – PSSA, Keystones Learned – Content actually learned by students

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Process to develop a product that is a:

Pathway to student achievement

Guideline for consistency Plan for accountability Document for school community

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3 basic reasons to map the curriculum: Issue motivated Low test scores Address specific teaching & learning problems

Grassroots motivated Belief that it will help students improve & succeed Recognize gaps, redundancies & inconsistencies

Continuous improvement motivated Desire to remain competitive Plan to increase professional dialogue

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To plan programs, resources & materials To communicate internally & externally To focus on learning outcomes To align with PA Core Standards To mesh written, taught, tested content To articulate within & across grade levels To expand instructional time To promote student achievement

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Promote increased student achievement Gather system-wide data Analyze instructional gaps & mend them Keep current with evidence-based teaching &

learning practices Increase professional conversations &

reflective practice Define the science of teaching Integrate the natural connections between

disciplines & classrooms

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Eliminate duplication of effort, waste of time & resources

Replace duplication with spiraling Reduce overlaps of topics and materials Ensure consistency/horizontal articulation

& continuity/vertical alignment Create a legacy from experienced teachers Establish a roadmap for new hires

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TEACHERS because you are the subject matter, content, course experts

TEACHERS because you know instruction & what works in your classrooms & schools

TEACHERS because you understand your students & their needs

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Consider Johnny’s K-12 experience: Flotilla of teachers; 40 - 65 Experiences vary by teacher Content varies by teacher Instruction varies by teacher Communication among teachers is limited Need a common pathway =

curriculum Jacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye On

Education. pp. 114-116

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Picture a struggling student in that empty chair Consider what that student needs to become successful in school Make every teaching & learning decision based on that student’s needs Forecast how your decisions will affect

that student positively or negatively Modify instruction for that student’s

needs Become student-centered Level the playing field; make a difference

in a student’s life

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A Standards Aligned System integrates Standards, Assessment, Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment.

PA Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities.

Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement.

Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary.

Mapping the English Language Arts & Mathematics content will focus

teaching strategies, target learning goals & enhance student achievement.

Curriculum mapping creates a legacy for those who follow.

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PA Core Standards http://www.pdesas.org/default.aspx Create an account Locate the PA Core Standards Check out the crosswalks & resources

http://www.pdesas.org/default.aspx

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Common Core Standards http://www.youtube.com/watch?v=9IGD9oLofks

The Hunt Institute ▪ http://www.hunt-institute.org/

Locate the PA Core Standards Common Core Standards: A New

Foundation for Student Success

http://www.youtube.com/watch?v=9IGD9oLofks

http://www.hunt-institute.org/

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OLD TERMS NEW TERMS Scope & Sequence Chart Curriculum Map: Course, Units, Core Lessons,

Learning Plans

Goals Big Ideas Enduring Understandings

Essential Questions Objectives Behavioral Objectives

Student Learning Objectives: Skills/Concepts & Knowledge/Competencies

Lesson Plans Learning Plan Tests Assessments: Summative, Formative,

Benchmark, Diagnostic Evidence of Learning

Materials Resources

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21st Century Students

Important knowledge today

Making C.I.A. connections Written, taught, tested Intended, implemented, attained/achieved

Curriculum mapping: Alignment – vertically with PA Core Articulation – horizontally within & between grade levels

Textbook is curriculum NOT!

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What material must be “covered” in each course during each period & quarter & semester?

What activities should be incorporated into the daily lessons?

What homework should be assigned to students?

What questions should be on the test?

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Learning is a function of time. Not enough time, not enough achievement.

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45 minutes per day per course 180 day per year =

135 hours per year per course = 135/ 6.5 hours per day

21 school days per course

- 20% estimated time lost based on -10% time lost for school events;

assemblies, testing -10% time lost for class interruptions

18 actual school days per year per course

Make the most of the time available for teaching & learning…FOCUS on

the PA Common Core Standards!

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What Big Ideas in this content area/course must students master? What Essential Questions will provoke students’ thinking & learning? What instructional strategies & learning experiences must engage students so they demonstrate what they know & are able to do?

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Builds curriculum through a groundbreaking, but commonsense approach

Establishes a framework for designing curriculum units, performance assessments & instruction that lead students to deep understanding of the content taught

Expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, & have self-knowledge about a given topic

Identifies what students must know & be able to do to be college & career ready

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Understanding by Design: Professional Development Workbook. Jay McTighe & Grant Wiggins. ASCD: Alexandria VA. 2004

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Think about your first day of teaching… Did you receive a copy of the curriculum you

were expected to teach? Did you know the learning objectives that your

students needed to attain? Did you know what kinds of assessments your

students would be taking?

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1. Desired Results (Course & Units) PA Core Standards Big Ideas/Enduring Understandings Essential Questions Student Learning Objectives

▪ Bloom’s Revised Taxonomy ▪ Webb’s Depth of Knowledge

2. Evidence/Assessments

Performance Assessment Design G.R.A.S.P.

3. Lesson/Learning Plan Lesson Plans

▪ Lesson Name ▪ Differentiated Instruction ▪ Differentiated Assessment ▪ Student Learning Objectives ▪ Instructional Procedures & Activities ▪ Lesson Materials, Supplies, Equipment ▪ Homework Assignment

W.H.E.R.E.T.O.

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1. Desired results What content is worthy ?

2. Evidence What is the evidence needed to determine the

extent to which students have achieved the desired results in Stage 1?

3. Learning Plan What are the instructional strategies & learning

experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?

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#1

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What are the relevant Standards?

What Big Ideas do we want students to come to understand?

What Essential Questions will stimulate inquiry among students?

What Knowledge & Skills must students demonstrate?

Stage 1: Desired Results What content is worthy?

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Worth being familiar with

Important to know & do

“Big Ideas” Enduring

Understandings

•Really interesting & adds value •Can be a hook to a Big Idea •Thematic to what is being studied •Helps to make links to other ideas & disciplines

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Understandings

•Is a key to understanding the subject •Links to Big Ideas •Is something an adult might need to know & be able to do •Is part of an adult work role •Needs to be assessed

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Understandings

•Goes beyond facts & skills •Moves to the heart of the subject •Has value beyond classroom learning •Is that nugget of learning that remains forever •Learning that lasts the rest of students’ lives

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Facts & Skills

Key Concepts & Core Processes

Generalizations & Principles

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Big Ideas Enduring Understandings

Big Ideas have ENDURING VALUE beyond a single lesson, unit of study or a grade in school.

They identify WHY concepts & skills are

important learning. They provide the REASON, the importance

of learning the concepts & skills.

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Big Ideas Enduring Understandings

Concepts & Themes Issues or Debates Problems or Challenges Processes & Theories Paradoxes Assumptions & Perspectives Declarative Statements Specify what students must understand

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Big Ideas Enduring Understandings (ELA)

Novelists often provide insights about human experience & inner life through fictional means.

Writers use a variety of stylistic techniques to engage & persuade their readers.

Reading involves making sense of the text, not just decoding the words.

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Words are power.

Effective use of vocabulary builds social & academic knowledge.

Authors do not always say exactly what they mean & mean what they say.

Authors use ‘voice’ to conveys their own ideas.

Writers use a variety of stylistic techniques to engage their readers.

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Big Ideas Enduring Understandings (ELA) Comprehension requires & enhances critical

thinking & is constructed through the intentional interaction between reader & text.

Information to gain or expand knowledge can

be acquired through a variety of sources.

Language is used to communicate & to deepen understanding.

Spoken language can be represented in print.

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Fairy tales & other folk literature capture universal patterns & recurrent aspects of the human condition.

Reading is an active process between the reader & the text.

Reading can provide us with news, information, enjoyment & comfort.

Literature provides a window for us to understand humanity past & present.

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Big Ideas Enduring Understandings (ELA) Reading is a process in which readers make

meaning from predictable patterned text.

Reading is an active process; it is the key to knowledge & to understanding our world & ourselves.

Reading is a lifetime skill that enhances learning & enjoyment.

Effective readers use appropriate strategies as needed to construct meaning.

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Big Ideas Enduring Understandings (Math)

Statistics can represent or model complex phenomena.

Any number, measure, numerical expression, algebraic expression, or equation can be

represented in an infinite number of ways that have the same value.

Relationships between quantities can be

represented by graphs, tables & equations.

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Numbers, measures, expressions, equations, & inequalities can represent mathematical situations & structures in many equivalent forms.

Patterns exhibit relationships that can be extended, described & generalized.

Relations & functions are mathematical relationships that can be represented & analyzed using words, tables, graphs & equations.

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There are some mathematical relationships that are always true & these relationships are used as the rules of arithmetic & algebra & are useful for writing equivalent forms of expressions & solving equations & inequalities.

Mathematical functions are relationships that assign each

member of one set (domain) to a unique member of another set (range) & the relationship is recognizable across representations.

Families of functions exhibit properties & behaviors that can be

recognized across representations. Functions can be transformed, combined & composed to create new functions in mathematical & real world situations.

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Some questions can be answered by collecting, representing & analyzing data & the question to be answered determines the data to be collected, how best to collect it & how best to represent it.

Numerical measures describe the center & spread of numerical data.

The likelihood of an event occurring can be described numerically & used to make predictions.

Numerical quantities & calculations can be estimated by using numbers that are close to the actual values, but easier to compute.

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Patterns exhibit relationships that can be extended, described & generalized.

Two variable quantities are proportional if their values are in a constant ratio.

The relationship between proportional quantities can be represented as a linear function.

Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs & equations.

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Big Ideas Enduring Understandings The Wisdom of Practice

Your turn: Think about the Course, Grade Level, Subject

Area that you teach. What are some of the Big Ideas that you want

to endure over time? That you want students to remember forever? Write 1 or 2 Big Ideas for the Course, Grade

Level, Subject Area that you teach.

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Essential Questions

Provoke thinking

Recur throughout life

Are perpetually arguable

Cause genuine & relevant inquiry

Stimulate vital, ongoing discussion

Spark meaningful connections to prior learning

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Essential Questions

Are open-ended, provocative questions that have no simple “right” answers

Stimulate, guide & sustain student inquiry while focusing on learning & performance

Focus instruction on uncovering the important ideas of the content

Raise other important questions

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Essential Questions (ELA)

What is the relationship between truth & fiction?

How do authors hook & hold reader’s attention?

How do writers persuade readers?

Does ______ represent adolescence? Who is genuine & who is phony?

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What reading comprehension strategies will be most effective in different text situations?

How is literature like life?

How does print influence you every day?

What motivates authors to write certain

pieces?

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How can we tell if a story is real or make-believe?

How can fiction reveal truth? Why are certain literary works organized in

certain ways?

How does productive oral communication rely on speaking & listening?

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What role does writing play in our lives?

How do we develop into effective writers?

To what extent does the writing process contribute to the quality of writing?

How does a writer create narrative, informational & persuasive pieces that respond to topic, purpose & audience?

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Essential Questions (Math)

What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected?

What is perimeter & what strategies can we use to find the perimeter of a shape?

How can we describe two-dimensional &

three-dimensional shapes? How can putting shapes together & breaking large shapes into smaller shapes help us understand them?

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How can mathematics help us decide grading, voting, ranking?

When is the correct answer not the best solution?

How can pure mathematics model messy,

real-world situations? How do you design the most economical packaging?

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What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected?

What are all the meanings of fractions & why do we use them?

How can using graphs help us to solve problems & describe data we collect?

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Essential Questions (Any Subject)

Why study________? So what?

What makes the study of ______universal?

If the unit on _______ is a story, what is the moral of the story?

What larger concept, issue or problem underlies __________?

What couldn’t we do if we didn’t understand

______?

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Essential Questions The Wisdom of Practice

Your turn: Think about the Big Ideas that you wrote for

the Course, Grade Level, Subject Area that you teach. What are some of the Essential Questions that

you might ask so that your students will grasp the Big Ideas? Write 3 to 5 Essential Questions for the Big

Ideas of the Course, Grade Level, Subject Area that you teach.

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Knowledge (Know) & Skills (D0) Concepts & Competencies

What should students know & be able to do? Discrete cognitive, knowledge-based student

objectives Discrete affective, attitude-based student

objectives Discrete psychomotor, performance-based

student objectives

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Bloom’s Revised Taxonomy Discrete affective, attitude-based student objectives

Discrete psychomotor, performance-based student objectives

Benjamin Bloom 1913-1999

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Edward DeBono’s 6 Thinking Hats: • White – factual • Red – emotional • Black – negative • Yellow – positive • Green – creative • Blue – controlled

Howard Gardner’s 9 Ways of Knowing; Multiple Intelligences: • Bodily Kinesthetic • Existential • Interpersonal • Intrapersonal • Linguistic • Logical

Mathematical • Musical Rhythmic • Naturalist • Visual Spatial

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Web 2.0 Tools

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Differentiated Instruction: • Content • Process • Product

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Differentiated Instruction: • Content • Process • Product

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Rigor & Relevance Framework of Willard Daggett http://www.leadered.com/index.html

http://www.leadered.com/index.html



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Norman L. Webb Senior research scientist with the Wisconsin Center for Education Research & the National Institute for Science Education. Webb is a mathematics educator & evaluator who leads the Institute's work on strategies for evaluating systemic reform & rethinking how we evaluate mathematics & science education, while focusing on the NSF's Systemic Initiatives reform movement. His own research has focused on assessment of students' knowledge of mathematics. Webb also directs evaluations of curriculum & professional development projects.

Norman Webb developed a process & criteria for systematically analyzing the alignment between standards & assessments.

Webb’s Depth of Knowledge

Model can be used to analyze the cognitive complexity required for the student to master a standard or complete an assessment task.

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http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm



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Bloom & Webb Comparison

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Cognitive complexity refers to the cognitive demand associated with a test item.

The Depth of Knowledge level of the item is determined by the complexity of the mental processing that the student must use to answer the item.

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Level 1 - Recall - Recall of a fact, information, or procedure Level 2 - Basic Application - of Skill/Concept - Use of

information, conceptual knowledge, procedures, two or more steps

Level 3 - Strategic Thinking - Requires reasoning, developing

a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do.

Level 4 - Extended Thinking - Requires an investigation;

time to think & process multiple conditions of the problem or task; & more than 10 minutes to do non-routine manipulations.

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Low Cognitive Complexity—Level 1

• Remember • Recall • Memorize

• Recognize • Translate • Rephrase

• Describe • Explain • Repeat

Moderate Cognitive Complexity—Level 2

• Apply • Execute • Solve

• Connect • Classify • Break Down

• Distinguish • Compare • Contrast

High Cognitive Complexity—Levels 3 & 4

• Integrate • Extend • Combine

• Design • Create • Judge

• Perform • Value • Assess

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Three Different DOK Levels Using 1 Verb: Describe DOK 1- Describe three characteristics of metamorphic

rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic &

igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent

the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle & a determination of how best to represent it)

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Difficulty is a reference to how many students answer an item correctly •How many of you know the definition of exaggerate? DOK Low = Recall If all or most of you know the definition , this item is an easy one. •How many of you know the definition of illeist? DOK Low = Recall If most of you do not know the definition, this item is a difficult one.

DoK is not about difficulty

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Complexity vs Difficulty

The Depth of Knowledge levels are based on the complexity of the mental processes the student must use to find the correct answer, not the difficulty of the item.

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Bloom’s Revised Taxonomy Webb’s DOK 1. Remembering define, identify, name, select, state, order (involves a one-step process)

1.0 Recall & Reproduction Recall a fact, information or a procedure: define, identify, name, select, state, order; involves a one-step process 2. Understanding

convert, estimate, explain, express, factor, generalize, give example, identify, indicate, locate, picture graphically (involves a 2-step process)

3. Applying apply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use, (involves a three-or-more step process)

2.0 Apply Skill Concept Engages mental process beyond habitual response using information or conceptual knowledge. Requires two or more steps: apply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use involves a two-step process

4. Analyzing compare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test

3.0 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than previous 2 levels: compare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test

5. Evaluating arrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data

4.0 Extended Thinking Requires investigation, complex reasoning, planning, developing & thinking-probably over an extended period of time. 1. Longer time period is not an applicable factor if work is simply repetitive & does not require higher-order thinking: arrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data

6. Creating appraise, assess, defend, estimate, evaluate, judge, predict, rate, validate, verify

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Knowledge (Know) & Skills (D0) Concepts & Competencies The Wisdom of Practice

Your turn: Think about the Big Ideas & Essential Questions

that you wrote for the Unit in your Course, Grade Level, Subject Area that you teach. What are some of the Student Learning

Objectives that you can relate to the Unit’s Big Ideas & Essential Questions? What must students know & be able to do? Write 3 to 5 Student Learning Objectives for the

Big Ideas of the Unit in your Course, Grade Level, Subject Area that you teach.

Welcome & Thanks

• Webinar will be posted

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http://drpaulasprescriptions4pd.wikispaces.com

http://engageny.org/resource/common-core-toolkit/

http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=2&feature=plcp

http://www.youtube.com/user/TheHuntInstitute

http://commoncore.americaachieves.org/

http://commoncore.org/

http://www.corestandards.org/

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http://engageny.org/resource/common-core-toolkit/



http://www.youtube.com/user/TheHuntInstitute

http://commoncore.americaachieves.org/

http://commoncore.org/

http://www.corestandards.org/

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http://www.grantwiggins.org/ubd/ubd.lasso

http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

http://www.ubdexchange.org/

http://www.uintahbasintah.org/papers/ububydpresentation.pdf

http://cft.vanderbilt.edu/teaching-guides/pedagogical/understanding-by-design/

http://www.pearsonubd.com/

http://www.grantwiggins.org/ubd/ubd.lasso



http://www.ubdexchange.org/

http://www.uintahbasintah.org/papers/ububydpresentation.pdf



http://www.pearsonubd.com/

www.onhandschools.com

Dr. Paula A. Calabrese [email protected]

Consultant

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Contact Information

http://www.onhandschools.com/

mailto:[email protected]

mailto:[email protected]

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Think about instructional time… Do you have enough time to teach everything

you’re expected to teach? Do interruptions, activities & events your

instructional time? Is more expected of students & teachers now

than in the past? Jamie Vollmer, The Ever Increasing Burden on America’s

Public Schools http://www.jamievollmer.com/

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http://www.jamievollmer.com/

Consider these topics or a combination thereof for Math Unit titles: The Number System Numbers & Operations in Base Ten Numbers & Operations - Fractions Operations & Algebraic Thinking Ratios & Proportional Relationships Expressions & Equations Geometry Statistics & Probability Measurement & Data

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Consider these topics or a combination thereof for English Language Arts Unit titles: Literature Text Informational Text Key Ideas & Details Craft & Structure/Integrations of Knowledge &

Ideas Vocabulary Acquisition & Use Writing Language Text-Dependent Analysis

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A Standards Aligned System integrates Standards, Assessment, Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment.

PA Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities.

Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement.

Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary.

Mapping the English Language Arts & Mathematics content will focus

teaching strategies, target learning goals & enhance student achievement.

Curriculum mapping creates a legacy for those who follow.

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Paula’s Wiki: https://drpaulasprescriptions4pd.wikispaces.com

▪ Download resources ▪ Check out these pages: ▪Common Core ▪Student Learning Objectives ▪UbD

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https://drpaulasprescriptions4pd.wikispaces.com/

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Harden, R.M. (2001). AMEE Guide No. 21. Curriculum mapping: a tool for transparent and authentic teaching & learning. Medical Teacher, 23 (2), 123-137. Hobson, E.H. (2005). Changing pedagogy. Presentation at SACS-COC Institute on Quality Enhancement & Accreditation, Orlando, FL, July 24-27, 2005.

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So what’s the solution? FOCUS

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▪ Bloom’s Taxonomy ▪ Webb’s Depth of Knowledge

2. Evidence/Assessments Performance Assessment Design G.R.A.S.P.



W.H.E.R.E.T.O. 110

What are the various types of assessments? Summative Formative Benchmark Diagnostic

When are each of the types of assessments

used?

Why are each of the types of assessments used?

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Students should be presumed innocent of understanding until proven guilty by a preponderance of evidence.

Obtain valid, reliable, credible & useful evidence of student

learning through: Performance Tasks

▪ A performance task is a goal-directed assessment exercise. It consists of an activity or assignment that is completed by the student & then judged by the teacher or other evaluator on the basis of specific performance criteria

Rubrics ▪ A rubric is a scoring tool that teachers use to assess student learning after a

lesson. Using a set of criteria & standards (directly tied to the stated learning objectives), educators can assess each student's performance on a wide variety of work, ranging from written essays to class projects.

Self-Assessments ▪ The ability of students to observe, analyze & judge their own performance

on the basis of criteria & determine how they can improve it

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Album vs. Snapshot of Student Learning requires collecting diverse evidence from a variety of summative, formative, benchmark & diagnostic assessments Informal checking for understanding Observations & Conversations Tests & quizzes Questions & Discussions Performance Tasks

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GOAL: Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task.

ROLE: Define the role of the students in the task. State the job of the students for the task.

AUDIENCE: Identify the target audience within the context of the scenario. Example audiences might include a client or committee.

SITUATION: Set the context of the scenario. Explain the situation.

PRODUCT: Clarify what the students will create & why they will create it.

STANDARDS , CRITERIA, INDICATORS: Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

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“Big Ideas” Enduring Understandings

Traditional paper & pencil quizzes, tests: selected response, multiple choice, true/false, matching, short answer.

Performance tasks & projects that are open-ended, complex, authentic & representative of real life situation.

Establishes Big Ideas & Essential Questions

States performance requirements

Identifies evaluative criteria

Creates hooks & holds to engage students

Implements variety of strategies & resources

Facilitates student learning

Incorporates 6 Facets of Understanding

Uses questioning, probing & feedback

Teaches basic knowledge & skills in context of Big Ideas & Essential

Questions

Uses data derived from formative assessments

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Describe Standards & performance requirements

Explain what they are doing & why they are doing it

Are hooked & consistently engaged in learning

Describe the criteria, rubric, by which their work will be evaluated

Demonstrate learning through performance

Generate relevant, thought-provoking questions

Able to explain & justify their own work

Engage in self & peer assessment practices

Use the criteria, rubric, to self-assess their work

Set relevant goals & track own achievement

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Big Ideas & Essential Questions are posted & remain the central focus to the work of learners

Norms & culture of the classroom support engaged learning

High expectations for all permeate the classroom climate

All students & their ideas are treated with dignity & respect

Clear, consistent rubrics are available to students before they initiate their work

Samples or models of student work are visible

Learning experiences are differentiated as needed: accommodations & adaptations as well as enrichment & extensions are provided

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#3


▪ Bloom’s Taxonomy ▪ Webb’s Depth of Knowledge

2. Evidence/Assessments

Performance Assessment Design G.R.A.S.P.



W.H.E.R.E.T.O.

120

What instructional strategies will produce the desired results expected from students?

What enabling Knowledge & Skills will students need to achieve the desired results?

What activities will equip students with the Knowledge & Skills they need to achieve the desired results?

What needs to be taught & coached based on the performance goals?

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W = Where are we headed & why? H = Hook & hold students’ attention. E = Equip students with necessary experiences, tools & knowledge to explore key ideas & meet goals. R = Allow student to rethink ideas, reflect on their progress & revise their work. E = Allow students to evaluate their own progress. T = Tailor instruction to students’ needs. O = Organize instruction to optimize learning.

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WHERE TO

W Where are we going? Why?

What is expected?

H How will we hook

& hold student interest?

E How will we equip

students to explore & experience?

O How will we organize &

sequence the learning?

T How will we tailor learning to varied needs, interests,

styles?

E How will students

self-evaluate & reflect on their

learning?

R How will we help students rethink,

rehearse, revise, & refine?

Your turn: Think about the Course, Grade Level, Subject

Area that you teach; choose 1 to focus on. What are the Units of Study that you teach? What would you entitle or name each of them? Write a brief description of what you teach

within each of those Units of Study.

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PA Core Standards http://www.pdesas.org/default.aspx Curriculum Framework Tab Select Math or ELA & your grade or

course Check out Big Ideas & Essential

Questions; Concepts & Competencies

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http://www.pdesas.org/default.aspx

Documents

Curriculum Mapping to Advance Teaching & Learning Curriculum...Written – PA Core, LEA Goals ... Lesson Plans . Learning Plan . Tests . Assessments: Summative, Formative, ... approach