1. PLANNING BACKWARD BY COLLEGE DESIGN Presented by: Maxine Nodel Creating Effective Curriculum Maps via the Common Core Standards

2. “The farther backward you can look, the farther forward you can see.” ~Winston Churchill

3. What exactly is Planning Backward by College Design, and why is it needed for grades K-12?

4. College & Career Readiness Assets ELA-based Common Core Standards 12 K Progression & Evolution of Academic Skills By Year

5. Ensure that high school graduates have the intellectual & academic skill-sets to be successful in college Ensure that post-secondary students can compete in the national & global work force Improve our nation’s educational ranking amongst all industrialized nations

6. COLLEGE & CAREER READINESS ASSETS Higher Order Thinking Skills Research Skills Academic Reading Skills Academic Writing Skills (argument/counter-argument) Listening & Speaking Skills Time management skills Physical & mental endurance skills

7. Planning With the End in Mind Ex: Building a House 1. Vision of the complete house 2. Inventory of all needed materials (assets) 3. Creation of construction blueprint 4. Creation of progressive plans 5. Creation of construction benchmarks

8. 1. Vision of college/career-ready student 2. Inventory of College/Career assets 3. Creation of CCS instructional blueprints 4. Creation of progressive instructional plans 5. Creation of learning benchmarks Building a College/Career-Ready Student

9. Implications for Instruction CCS Reading-Writing-Listening-Speaking Disciplinary Literacy Performance-based Tasks

10. ELA Social Studies Science Math Technical Subjects Other Reading (Domain Vocabulary) Writing Listening Speaking CCS Mindset: Every Teacher is an ELA Teacher

11. College & Career Readiness Common Core Standards by Course General Course Outline Curriculum Maps via CCS Progression of Lessons

12. Curriculum Maps via the Common Core Standards & Norman Webb’s DOK [Depth Of Knowledge Framework]

13. Norman Webb’s DOK Framework [Depth Of Knowledge] DOK-1 - Recall & Reproduction DOK-2 - Basic Application of Skills/Concepts DOK-3 - Strategic Thinking DOK-4 - Extended Thinking

14. DOK- 1 Recall & Reproduction Recall elements & details of a story Conduct basic mathematical calculations Label locations on a map Finding a measurement Using punctuation marks correctly Describe the features of a place or people

15. Summarize major events in a narrative Use context clues to identify word meaning Solve routine multiple-step problems Describe the cause/effect of an event Organize, represent & interpret data DOK- 2 Basic Application of Skills/Concepts

16. Ex: DOK- 3 - Strategic Thinking Support ideas with details & examples Use voice appropriate to audience Identify research questions & design a investigations for a scientific problem Determine the author's purpose & describe how it affects the interpretation of a reading selection

17. Ex: DOK- 4 - Extended Thinking Analyze & synthesize information from multiple perspectives and sources Describe & illustrate how common themes are found across texts from different cultures Conduct a project that requires specifying a problem, designing/conducting an experiment, analyzing its data, & reporting results Design a mathematical model to illuminate a problem & solve a practical or abstract situation

18. Sample 10 Element Curriculum Map Unit Title [& Theme if applicable] BIG Ideas (Enduring Understandings) Essential Questions Content/Topics/Ideas Domain Vocabulary Common Core Standards Requisite Skills Texts & Other Resources DOK Assessments [F, S, P] Progression of Lesson AIMS

19. 1. Unit: A curriculum strand taken from a complete course scope and sequence and delved into sequentially for a period of weeks. (Ex: A unit on Genetics from a Living Environment scope and sequence) 1a. Theme: An [extra] underlying motif woven into the fabric of the curriculum map. (Ex: The Implications of Exponential Medical & Technological Advancement)

20. 2. BIG Ideas (Enduring Understandings): A starting point for backward planning and the overarching & enduring understandings students should walk away with at a unit’s end. 3. Essential Questions: Thought-provoking questions designed to facilitate higher-order during Socratic class discussion, as well as guide inquiry-based learning.

21. 4. Content/Topics/Ideas: The specific points of the state-aligned subject-specific content points to be covered throughout the entire unit. 5. Domain Vocabulary: All the requisite terminology pertinent to the given unit that is used during Socratic class discussion, inquiry-based research.

22. 6. Common Core Standards: The national ELA-based learning/performance standards designed to align an rigorously evolved K-12 curriculum with college & career readiness assets Aligned with all performance-based assessments A simultaneous starting point for backward planning

23. 7. Requisite Skills: All the academic tasks needed to be successful in the unit. (Ex: knowing how to calculate probability) 8. Texts & Other Resources: All genres of content information including digital, internet, & primary source documents

24. 9. DOK Assessments [F, S, P]: Formative: DOK 1 & 2 on the spot, ongoing, varied Summative: DOK 2 & 3 standardized assessment at unit’s end Performance-based: DOK 3 & 4 complex CCS-aligned inquiry-based projects

25. 10. Progression of Lesson Objectives & DOK Teaching & Learning Activities: All the sequential lessons needed to bring the unit’s big ideas & performance-based task to fruition Pre-written Socratic essential and guiding questions

26. Creating a Performance-based Project Consider: the BIG unit ideas (& Unit Theme) the essential questions the requisite content all the grade appropriate Common Core Standards

27. Sample Performance-based Project Course/Grade: Living Environment 10 Unit: Genetics Theme: Implications of Exponential Medical & Technological Advancement BIG Idea Focus: Understanding gene regulation may enable us to treat or prevent diseases that were previously unbeatable.

28. Sample Performance-based Project Sample Selection of Primary CCSs W10.1 Write arguments to support claims in an analysis of substantive topics/texts using valid reasoning & relevant/sufficient evidence. R10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

29. W10.4 Produce clear and coherent writing in which the development, organization, & style are appropriate to task, purpose, & audience. W10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting. W10.6 Use technology, including the Internet, to produce and publish writing…to research to build and present knowledge Selection of Secondary CCSs

30. Sample Performance-based Project Write a five-page MLA research paper containing arguments (& counter-arguments) to support a thesis statement on the impact that Mendel and Watson and Crick have on the benefits of the Human Genome Project

31. Implications for Backwards DOK Instruction Write a five-page MLA research paper containing arguments (& counter-arguments) to support a thesis statement on the impact that Mendel and Watson and Crick have on the benefits of the Human Genome Project. Non-Fiction Reading Skills Socratic Dialectic Persuasive Writing Skills MLA Research-Writing Skills Proofreading, Editing, & Revising Skills

32. Ex: Next Steps for Backward Planning School-wide discussion on College & Career Readiness Assets & rigor Examination CCS & DOK alignment Understanding of disciplinary literacy & need for performance-based tasks (R, W, L, S) Begin process of curriculum mapping via BIG ideas, Common Core Standards, DOK PD on literacy, Socratic Seminar, MLA style

33. Ex: School-Wide CCS/DOK-Aligned Focus ELA Social Studies Science Math Technical Subjects Other Students will be required to write MLA style argumentative essays in all content areas. This will require students to: examine multiple perspectives via Socratic Seminar & valid research engage in counterclaim in oral & written form

34. CRITICAL READINGS http://www.corestandards.org/ Common Core Standards Understanding by Design, Expanded 2 nd Edition, Grant P. Wiggens, Jay McTighe Understanding by Design Guide to Creating High Quality Units, Grant P. Wiggens, Jay McTighe A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition, Lorin W. Anderson Depth of Knowledge Flip Book: For purchase, contact: Cindy Higgins - (660) 785-7377 chiggins@truman.edu

35. Mapping the Big Picture: Integrating Curriculum and Assessment, K-12, Heidi H. Jacobs The Curriculum Mapping Planner: Templates, Tools, & Resources for Effective Professional Development, Heidi H. Jacobs Fundamentals of Critical Argumentation (Critical Reasoning and Argumentation), Douglas Walton Mla Style Manual and Guide to Scholarly Publishing (English) Published by the MLA Woe Is I: The Grammarphobe's Guide to Better English in Plain English, Patricia T. O’Conner