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Parkland School District. An Introduction to CurriculumCONNECTOR A Curriculum Mapping Management System February 27,28, 2013. Performance PLUS Contact Information. Marty HornerOffice Educational Consultant 5010 Ritter Road – Suite 119 Performance PLUS Mechanicsburg, PA 17055 - PowerPoint PPT Presentation
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Parkland School District
• An Introduction to
• CurriculumCONNECTOR
• A Curriculum Mapping Management System
• February 27,28, 2013
PerformancePLUSContact Information
Marty Horner OfficeEducational Consultant 5010 Ritter Road – Suite 119Performance PLUS Mechanicsburg, PA 17055
Office: 866-905-8989 x27593Cell: [email protected] www.sungardps.com
Leading with Data
Data AnalysisTechnologies
Data AnalysisTechnologies
Standards-Based Alignment
Standards-Based Alignment
Assessment Curriculum
Essential Question
How do we create adata-informed culture
that supports the improvement of student learning?
Guiding Questions• What is curriculum
mapping?• Why are we mapping?• What are the components
of a quality curriculum map?
• How do we effectively use CurriculumCONNECTOR to map our curriculum?
Learning TargetsBy the end of today’s session, learners will be
able to:
• define Curriculum Mapping• explore reasons for mapping• identify components of quality maps • access and build maps in
CurriculumCONNECTOR, and• reporting on curriculum data
Today’s Agenda*
• The What and Why of Curriculum Mapping *• Making Curriculum Mapping Decisions • Introduction to CurriculumCONNECTOR• Guided & Independent Practice • Closure • Feedback Survey
Guiding Question 1:
What is Curriculum Mapping?
Curriculum MappingGives us:• A standards-based curriculum• A dynamic look at how a student progresses
through our school/district• Data on student learning
Simply put, curriculum mapping offers
“a guaranteed and viable curriculum.”
–Dr. Robert Marzano
Guiding Question 2:
Why are we Mapping?
Why Curriculum Mapping?
“To make sense of our students' experiences over time, we need two lenses: a zoom lens into this year's curriculum for a particular grade and a wide-angle lens to see the K-12 perspective”
-Heidi Hayes Jacobs Curriculum Mapping Institute 2008
Why?Curriculum Mapping shows us:
• the journey that a student makes through our school system.
• the difference between our written and taught curriculum.
• a comparative look between classrooms.• how our curriculum aligns with standards.• where there are gaps and unnecessary repetitions.
Why Mapping?
To Support Data-Informed Decision-Making
thatEnhances Student Learning
AnOverview
of Core vs. Diary Mapping
A Core Map…
Reflects the agreed-upon content and skills within each discipline that are addressed
with consistency and flexibility within a school or district.
We Core Map to…
• define learning targets (what students must know, understand, and be able to do).
• communicate the agreed upon curriculum.
• provide a resource for instructional decision-making & teacher planning.
An Overview of Core vs. Diary Mapping
Diary - the taught curriculum
• Individually allows teachers to flexibly use the Core Map for individual classes
• Showcases differentiated approaches
We Diary Map To …• illustrate how the Core Map is implemented in
the classroom.
• assist in our response to various children and their needs.
• showcase how teachers are flexible in their approach and delivery.
• identify the gaps and repetitions.
Mr. Smith’s 7th
Grade Science
Diary Map
7th Grade
Science Core Map
Ms. Benitez’s 7th
Grade Science
Diary Map
Core and Diary Maps: The Relationship
End Result: Mapping
• Core Map: A collaborative data collection on the fundamental curriculum every student receives
• Diary Map: A calendar-based data collection on the taught curriculum in our school/district
The Shift
Successful mapping initiatives encourageteachers to collaborate by opening the doors
to their classrooms and their expertise.
“One Room Schoolhouse”
Professional Learning
Community
Turning Maps into Data
Collect curriculum data using maps.
Information is gathered from reports.
Integrate curriculum data with other data.
Make data informed decisions.
Guiding Question 3:
What are the components of a quality curriculum map?
Mapping Vocabulary
• Units and Sub-Units• Content• Skills• Assessments• Lessons• Standards• Essential Questions
Unit• Broad Noun – Informs the reader of the
content or topic of the unit.• Think of a label on a hanging file folder• Usually a general term • Ex:
• Poetry• Life Science• Fractions• Economics
20th Century Lit
Number Sense
Impressionism
Curriculum Area Unit Name
Social Studies Rise of Organized Labor
Phys. Ed. Physical Fitness
Art Impressionism
Language Arts Narratives
Math Fractions
Science The Solar System
Unit Examples
Units and Sub Units
* Can break a larger unit into smaller sub units
* Based on standards alignment
* Example: reading portion of the unit, writing portion of the unit
Aligned to Standards
Sub-Unit
Sub-Unit
Essential Questions Focus on BIG ideas
• Show overarching unit themes
• Direct student thinking• Represent big ideas• Are in the form of a
question• Should be limited in
number per unit• Can be optional to start
Essential Questions*
• What is justice?• Is art a matter of taste or principles?• In what ways does light act wave-like?• What is healthy eating?• How well can fiction reveal truth?• How does how we measure influence what we
measure?
Focus on BIG ideas
* From Grant Wiggins www.authenticeducation.org
Considerations for Developing an Essential Question:
1. What is the targeted understanding?2. Given the content knowledge to be learned,
what is an important question for which the course/unit resources provide the answer?
Examples
Unit on nutrition • What is wellness? • Could a healthy diet for one individual be
unhealthy for another?
Unit on insects• In nature, do only the strong survive? • How do insects use natural resources to help
them survive?
Content• Tells what the students
will know when proficient
• Focuses on specific knowledge
• Is written as a noun or noun phrase
• Clarifies the ‘what’ students should know.
What students will KNOW
Area Unit Name Content
Soc. Studies Rise of
Organized Labor Upper Class & Working
Class Families
Phys. Ed. Physical Fitness Components of Physical
Fitness
Art Impressionism Characteristics of
Impressionism
English Narratives Reading Strategies
Math Fraction Proper & Improper Fractions
Science The Solar System
Characteristics of Solar System
Content Examples
Counter Content Examples Area Unit Name Content
Soc. Studies Rise of Organized
Labor Chapter 1
Phys. Ed. Physical Fitness Module 5
Art Impressionism Unit 2
Language Arts Narratives Reading Anthology
Math Fraction Sections 1 and 2
Science The Solar System Pages 55 - 70
Note: The name of a novel, story, or poem is NOT content. It is the vehicle through which you teach the content.
Skills• tell what the students
will be able to do when proficient
• are precise• can be observed and
assessed• written as an action
verb or verb phrase• derived from standards
What students will be able TO DO
Skills Examples Area Unit Name Skills
Soc. Studies Rise of Organized
Labor
Identify characteristics of upper and working class
families
Phys. Ed. Physical Fitness Define components of physical
fitness
Art Impressionism Analyze an impressionistic
Language Arts Narratives Apply reading strategies to
narrative text
Math Fraction Add proper & improper
fractions
Science The Solar System Illustrate the characteristics of
the Solar System
Area Unit Name Skills
Soc. Studies Rise of
Organized Labor
Show the characteristics of upper & working class
families
Phys. Ed. Physical Fitness Know the components of
physical fitness
Art Impressionism Understand the
characteristics of an impressionistic print
Language Arts Narratives Know reading strategies to understand narrative text
Math Fraction Demonstrate proper
fractions
Science The Solar System
Learn the characteristics of the Solar System
Counter Skills Examples
Skills
• Alphabetize to the second letter
• Identify main idea and supporting details
• Estimate sums and differences
• Interpret data in a bar graph
• Define the hypothesis and conclusion
• Compare and contrast the risks and benefits of nuclear power
• Analyze the experiment
What students will be able TO DO
Bloom’s Taxonomy
Wheel
Standards
• are used as the basis for developing content and skills
• dictate what students will demonstrate
• represent our minimum expectations
Guide to larger outcomes
Differentiate fact from opinion in non-fictional text.
Unwrapping a Standard To Find Content
Direction: Circle nouns or noun phrases
Content:
• facts in non-fictional text
• opinions in non-fictional text
Differentiate fact from opinion in non-fictional text.
Unwrapping a Standard To Find Skills
Direction: Underline the verb
• identify statements of fact
• interpret statements of fact
• identify statements of opinion
• interpret statements of opinion
Standard Content Skills
Identify, plot, or match points given an ordered pair.
Unwrapping a Standard To Find Content and Skills
Assessments
* Aligned to standards
* Demonstrate current student understanding
* Encourage student thinking
* Match the Depth of Knowledge
Students show what they KNOW and can DO
Assessments* Students show what they KNOW and can DO
Assessments can be designated for different purposes:
1. Assessment of learning (Summative): This assessment is designed as a summary event, generally at the end of a unit or as a benchmark.
2. Assessment for learning (Formative): This assessment is designed to provide on-going feedback to students during the learning process and is scored, not graded.
3. Student self-assessment (Formative): This assessment is designed for students to become more capable of monitoring and adjusting their own work.
* Based on the work of Dr. Richard Stiggins
Methods of Assessment
1. Selected Response
2. Extended Written Response
3. Performance Assessments
4. Personal/Oral Communications
Assessments
• Anecdotal records• Book reviews• Checklists• Diagrams• Exhibits• Journals• Lab reports• Research papers
• Speeches• Worksheets• Story maps• Graphic organizer• Tests: essay, objective,
short answer• Letters: personal,
business
Students show what they KNOW and can DO
Why Identify Purpose?
Why Identify Method & Type?
Where Do I Begin?
Preparing to Map in CCIdentify:• Name of the unit, and any necessary notes
• Begin to create the Unit Elements • Standards• Essential Questions / Learnings• Content• Skills• Assessments• Other Components as Selected by District
– Resources, Differentiated Instruction, Vocabulary
Guiding Question 4:
How do we use CurriculumCONNECTORto effectively map our
curriculum?
We begin…
Required Browser Versions for CurrciulumCONNECTOR
• Firefox: Version 3 or higher• Internet Explorer: Version 7 or higher
• Safari: Version 3 or higher
Reviewing Learning TargetsBy the end of today’s session, learners will
be able to:• define Curriculum Mapping,• explore reasons for mapping,• identify components of quality maps, • access and build maps in
CurriculumCONNECTOR, and• report on curriculum data.
CRSD’s CurriculumCONNECTOR URL:
https://xyz.perfplusk12.com
User Log-In: ?
Password: ?
