NEW YORK CENTER FOR EDUCATIONAL INNOVATION NOVEMBER 1, 2010 Jennie Johnson, consultant [email protected]

NEW YORK CENTER FOR EDUCATIONAL INNOVATIONNOVEMBER 1, 2010Jennie Johnson, [email protected]

Welcome

Introduction

Background

Have you ever been in this situation before in education?

http://www.youtube.com/watch?v=oRBchZLkQR0-



Challenges and changes in society

Change is hard because people overestimate the value of what they have—and underestimate the value of what they may gain by giving that up."

— James Belasco and Ralph Stayer , Flight of the Buffalo (1994)

21st Century Thinking:

Success in today’s society requires information literacy, a spirit of self-reliance, and a strong ability to collaborate, communicate effectively, and solve problems. Combining strengths in traditional learning with robust investment in modern communication infrastructures, libraries and museums are well-equipped to build the skills Americans need in the 21st century” (IMLS 2008).

Over the past seven years, the national dialogue around 21st century skills has reached critical mass in national competitiveness, workforce development, and K-12 education circles. This discussion has developed as the needs and nature of the workforce have undergone dramatic shifts, as shown in the next table.

20th Century Number of jobs/Lifetime: 1-2 jobs

Job Requirement: Mastery of one field

Job Competition: Local

Work Model: Routine; hands-on; fact based

Education Model: Institution centered;

formal degree attainment is primary goal

Organizational Culture: Top down

21st Century Number of jobs/Lifetime : 10-15

jobs

Job Requirement: Simultaneous mastery of many rapidly changing fields

Job Competition: Global

Work Model: Non-routine; technical; creative interactive

Education Model: Learner centered; self-directed lifelong-learning is primary goal

Organizational Culture: Multi-directional (bottom-up, top down side to side, etc)

What does a 21st Century curriculum look like and how do we "rework" our curriculum to meet those standards?

CMI 2010 Saratoga Springs

Why Change?

The core problem is that our education and training systems were built for another era. We can get where we must go only by changing the system itself.

Shift Happens

25% of the population of China with the highest IQ is greater than the total population of North America. In India, it’s the top 28%Translation for educators: They have more honors kids than we have kids

If you took every single job in the United States today and shipped it to China, they would still have a labor surplus.


Dr. Debbie Sullivan

Dr. Ann Johnson

http://www.youtube.com/watch?v=6ILQrUrEWe8



Did you know?????

The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.

The top 10 in-demand jobs in 2010 didn’t exist in 2004.

One out of every eight couples married last yearin the United States met online.


Dr. Debbie Sullivan

Dr. Ann Johnson

Did you know?????

The number of text messages sent and received every day exceeds the planet’s population.

A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.


Dr. Debbie Sullivan

Dr. Ann Johnson

Shift Happens!

What does this all mean? Shift happens!We are currently preparing students for jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponential times. With changes whirling all around us, the American school has remained remarkably stagnant.

Industrial Age vs. Information Age

Industrial Age Information Age

Bureaucratic organization Team organizationAutocratic leadership Shared leadershipCentralized control Autonomy, accountabilityAdversarial relationships Cooperative relationshipsMass production, etc. Customized productionCompliance InitiativeConformity DiversityOne-way communications NetworkingCompartmentalization Holism

How can this classroom meet the needs of the 21st century global economy?

We still have many classrooms that still look the same as they did in the 1950’s and 1960’s.

Students sit at desks in traditional classrooms Teachers lecture Students take notes Students reads a chapter in the book Students complete a worksheet(s) Students complete questions at the end of the

chapter Students memorize for the test Students take test Students repeat cycle

Expectations for the

21st Century Work Force include

Expectations for the 21st Century Work Force (In order of importance)

Problem Solving Interpersonal Skills Communications Listening Personal/Career Development Creative Thinking Teamwork

Essential Questions

How can curriculum mapping transform our daily work that we do with students?

How does mapping support a curriculum for the 21st century? How should we design our curriculum to prepare learners for their future?

How can mapping serve as a tool to integrate and align the Common Core State Standards?

Integrate not isolate Find and plan for connecting ideas Collaborate on planning and teaching Create meaningful, relevant and

purposeful assessment Balance academic rigor Connect extended curriculum to

essential learning

Curriculum Mapping…

Is a calendar-based procedure for collecting and maintaining a database of the operational curriculum in a school and/or district.

We Map to Determine…

The journey that a student makes through our school/system.

What our real, taught curriculum is.

How what I do relates to what my colleagues do.

How our curriculum aligns with state and other standards.

What needs to be added to or deleted from the curriculum.

We Map to Determine (cont.) How student performance influences our

curriculum.

To guide instructional decisions.

Types of Maps

Diary or Projection Maps A personalized map that is created by an individual

teacher as he/she actually teaches the course/subject. The map communicates what the teacher does to

support core learning and how students are/were assessed.

Core/Consensus/Unit Maps A collaborative map that reflects the agreed-upon

content & skills in a department and course within the building or district

This map determines what the curriculum is in a specific grade level, course, school, department, and District?

Analysis of Data Should Guide Decision-making What data is currently collected in your

schools? How is this data used? Does data influence the decision-making

in your classroom? How?

Data informed culture to improve student achievement

Data drives your decisions

Curriculum data aligned to standards

Assessment dataaligned to standards

Curriculum mapping Analysis of results

Writtencurriculum

Taughtcurriculum

State andNational

Local

Basic Mapping Vocabulary

Essential Questions Over-arching Essential questions Driving/Unit/Lesson Essential Questions

Content Skills

Prerequisite Skills Skills to be developed Bloom’s Higher Order Thinking Skills

Assessments Standards

Over-arching Essential questions…

Support students building a knowledge base as opposed to chronological facts.

Link several subjects in a larger context. Encourage learning for all students in new

and various ways. Broaden students’ perspectives to the

world outside the classroom.

Driving/Unit/Lesson Essential Questions…

Support students building a knowledge base of chronological facts and information related directly to the lesson or unit.

Link facts and supporting details. Encourage students to build a knowledge

base upon which to draw conclusions and form opinions.

Broaden students’ perspectives by connecting facts and opinions to broader ideas.

Over-arching Essential Questions Guidelines

Can’t be answered in a sentence – arguable Written in student-friendly language Connect and integrate a range of disciplines Focus on DEEPER meaning Analyze, synthesize, evaluate information Reflect the standards Connect to real life – relevant to students’ lives Connect to lessons, readings, activities, discussions Posted for all to see – highly visible

Sample Essential Questions

How have the goals of equal rights and the abolition of slavery affected America today?

How did the exploration and colonization of North America form the basis of American society today? (7th grade)

Why is it important to write complete sentences when communicating with written language? (4th grade)

Why money? (3rd grade)

8th Grade Civics Essential Questions Overarching Essential Question

Why have a Congress? Is there a better way?

Driving/Unit/Lesson Questions How does a bill become a law? What are the three branches of the Federal

Government? What are the duties of each branch?

Content…

What students are expected to know by the end of a given unit of instruction.

The vehicle that teachers use to teach skills.

Content should be aligned to Essential Questions, Skills, and Assessments.

Content (cont.)…

General content is contained in the standards.

Content should be written as nouns. Content should be grade level/course

specific.

8th Grade Civics Content

Legislative Branch Powers of the Legislative Branch Qualifications, duties, and powers of the

members of the Legislative Branch Organization of the Legislative Branch

Bill into Law Steps Process Effects on Citizens

Skills…

What students should be able to do or demonstrate by the end of a given period of time.

Are directly connected to a specific piece of content.

May be associated with many content areas since skills are always being learned and reinforced.

Skills (cont.)…

Can be assessed. Can be observed. Are described in specific terms. Are written as action verbs.

Types of Skills

Prerequisite Skills Skills that were taught and mastered at

previous grade levels Skills to be Developed

Skills that build on the prerequisite skills Bloom’s Higher Order Thinking Skills

Skills that use Bloom’s Hierarchy and encourage thinking beyond the classroom

Action Verbs from Standards

AnalyzeApplyClassifyCompareConnectContrastDescribeDiscussElaborate

ExploreDiagramIdentifyInterpretJudgeObserveOrganizeParaphrasePredict

Reason RespondRepresentSimplifySolve SummarizeSupportVerifyVisualize

8th Grade Civics Skills

What type of skill are these skills that were listed on an 8th Grade Civics Map? Describe the qualifications, duties, and powers

of the members of the legislative branch. Demonstrate the organization of the Legislative

Branch Identify the steps used in passing a bill into law Demonstrate how a bill becomes a law Analyze the effects of the Legislative Branch on

citizens Develop opinions using supportive details

Assessments…

Provide varied opportunities for students to demonstrate what they know and are able to do as described by the standards.

Are demonstrations of learning. Provide observable evidence of

performance. Should encourage student thinking,

revision of thoughts, and the application of those thoughts.

Uses for Assessments

Assessments are used to obtain information about students and their ongoing progress, and this information is used to make instructional decisions.

Assessments are used to communicate student status and progress to students, their parents, and appropriate others.

Assessments reflect on teaching practice by evaluating continually the effects of instruction.

Assessments evaluate student performance and determine the amount of progress.

Assessment Purpose

Assessments can be designated for three different purposes:

1. Assessment of learning: This assessment is designed as a summary event, generally at the end of a unit or as a benchmark. (Summative)

2. Assessment for learning: This assessment is designed to provide on-going feedback to students in the process of learning. (Formative)

3. Student self-assessment: This assessment is designed for students to become more capable of monitoring and adjusting their own work. (Formative)

Adapted from Richard J.Stiggins, Student- Involved Classroom Assessment, 2001

8th Grade Civics Assessments•Graphic Organizer on steps used to pass a bill into law• Bill into Law Performance Task includes: - Roles determined by qualifications, duties, and powers of the members - Organization includes House and Senate, committees, process for bill into law• Persuasive Paper: "How is this law" going to affect the students (the people)?• Debate (Interdisciplinary project-Social Studies/Language Arts) - Why have a Congress? - Is there a better way?

Keep in Mind…

Content – is the subject matter; key concepts; facts; topics; important information from standards.

Skills – are the targeted proficiencies; technical actions and strategies that are measurable.

Assessment – is the demonstration of learning; the products and performances used as evidence of skill development and content understanding.

Adapted from Heidi Hayes Jacobs, The Center for Curriculum Mapping, 2005.

What do mapping elements represent?

Essential Questions, Content, and Skills are your curriculum

Assessments and Lessons are your plans for implementing that curriculum.

Alignment of mapping elements with Standards demonstrates how your curriculum and practice align with Standards.

Data from your maps and student test scores allow for discussion and dialogue to improve your district curriculum, instructional strategies, and student achievement.

Issues that often need resolution Gaps Repetitions Pacing Levels of complexity Cross-curricular elements

Benefits of Curriculum Mapping Provides common language for communication. Provides a consistent core curriculum. Provides a vehicle to revise and refine

grade/subject level expectations. Provides a vehicle to address gaps/repetitions. Serves as a tool to examine the scaffolding of

skills. Serves as a tool to examine the use of multiple

forms of assessment. Serves as a tool to integrate cross-curricular skills

(i.e. reading, writing, technology, research, 21st century thinking, etc.)

Benefits of Curriculum Mapping (cont.) Allows for adjustment of curriculum to integrate

“teachable moments”. Serves as a communication tool for ongoing dialogue

about teaching and learning. Serves as a tool to assist in the alignment of curriculum,

assessment, and instruction. Provides a common focus to aid in the adoption of

textbooks/resources. Connects all initiatives - curriculum, assessment,

instruction, professional development, resource selection and creation, data analysis, and restructuring..

Provides process data about the curriculum to compare with student achievement data and to inform professional development efforts.

Hub Effect of Mapping

Mapping is the vehicle that can be used systemically to link initiatives: Standards Alignment Instructional Improvement Assessment Analysis and Creation Integration of Literacy and Technology Professional Development Data Analysis

Journey’s End

Aligned Curriculums Availability of process data Systemic Approach to teaching and

learning Student and Community Involvement Improved Student Achievement

Standards-based Education

Standards-based education is the movement across the country:

Standards –based work compares students against standards rather that students against students.

This movement makes possible the belief that all students can receive an equal opportunity to learn.

Improving Student AchievementWhen students are involved in the

assessment process they are required to think about their

own learning, articulate what they understand and

what they still need to learn — and achievement improves.

(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)

Standards

In order to fully utilize the standards, teachers must be able to answer and understand the following questions:

What does the standard look like in daily student work?

What are the imbedded learning targets you are trying to achieve with the student?

How are standards and targets understood by teachers and when and how are they shared with students?

Are the targets found in the curriculum maps?

What Are the Learning Targets?A learning target is any achievement

expectation we have for students on the path toward mastery of a standard.

It clearly states what we want the students to learn and should be understood by teachers and students.

Learning targets should be formatively assessed to monitor progress toward a standard.

Karen Bailey, Utah 2008

Unpacking Standards into Student-Friendly Language

1. As a team, identify the nouns and verb(s) in the Common Core Standard for The Number System.

(Tip: The nouns are the content that the student needs to know and the verbs are the skills that the students will demonstrate) Karen

Bailey, Utah 2008

1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number

Unpacking (Continued)

2. First define the verbs. Remember to ask yourselves “What does this look like in student work?”


Verb to be Defined

Definition Student-Friendly Language

Know

1. Have knowledge of

2. Be able to Identify and use

I can explain what rational and irrational numbers are

This means that I understand that any number that is not rational is an irrational number, and I can compare the two.



3. Define the verb for students by rewriting it in student-friendly language.


Verb to be Defined

Definition Student-Friendly Language

Convert



4. Rewrite the standards as an “I can” (or “I am learning to”) statement. Be sure it is in terms that students will understand.

(Tip: Post the “I can” statements around the classroom as reminders for focused lessons and student goal setting.)



5. Duplicate this process for content and skills in the standard. Define both the content and skills first and then, when needed, rewrite the definition in student-friendly specifics. Karen Bailey, Utah 2008


Now, let’s look at an ELA standard from Reading Informational Text in the Integration of Knowledge and Ideas sub-category

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Unpacking (cont.)

Identify the nouns (content) in this standard.

What are the verbs (skills) in this standard?


Now, ask yourself where this content (nouns) from the standard is taught in your current curriculum.

Look at the unit which contains the content from the standard. At which level of complexity are you teaching this content. Check to see that the level of complexity in the current curriculum matches the level of complexity in the skills (verbs) listed in the standard.


If the current curriculum has you teaching the skill in this standard at a lower level, you need to make changes on your consensus unit map to match the complexity of the skill in the standard.

Next, ask yourselves where in the current curriculum is this content and skill being reinforced. Review that unit to make sure that the content and complexity level of the skill match the standard.


Remember that all content and skills that are introduced or being developed need to be reinforced in multiple units.

Identify all of the units in which the content and skills from the standard are being reinforced after the initial introduction.

No One Way to “Unwrap”

There is no right way to “unwrap” a standard. The important criterion is to remember when “unwrapping” the same standard(s) and indicators to make sure that the same key concept and skills appear on the final product.

Characteristics of a Quality Map

All components of the map are aligned

Essential Questions require that students use critical thinking skills to answer.

Content is specific enough for each grade level to add to and build upon the content taught previously.

Skills build upon skills from previous years and are measurable.

Assessments measure the application of the content and skills taught at the appropriate level of difficulty and provide varied opportunities for students to demonstrate their learning.

Internal Alignment of the Map Essential Questions

Why have a Congress? Is there a better way? How does a bill become a law? What are the three branches of the Federal Government?

What are the duties of each branch? Legislative Branch

Powers of the Legislative Branch Qualifications, duties, and powers of the members of the

Legislative Branch Organization of the Legislative Branch

Bill into Law Steps Process Effects on Citizens

Internal Alignment cont.

Skills Describe the qualifications, duties, and powers

of the members of the legislative branch. Demonstrate the organization of the Legislative

Branch Identify the steps used in passing a bill into law Demonstrate how a bill becomes a law Analyze the effects of the Legislative Branch on

citizens Develop opinions using supportive details

Internal Alignment cont.

Assessments

Documents

NEW YORK CENTER FOR EDUCATIONAL INNOVATION NOVEMBER 1, 2010 Jennie Johnson, consultant [email protected]