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CM Seven-Step Review Process 11. Collecting Ongoing Data (Initial Read-Through) 22. First Read-Through Review 33. Small-Group Review 44. Large-Group.

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Presentation on theme: "CM Seven-Step Review Process 11. Collecting Ongoing Data (Initial Read-Through) 22. First Read-Through Review 33. Small-Group Review 44. Large-Group."— Presentation transcript:

1 CM Seven-Step Review Process 11. Collecting Ongoing Data (Initial Read-Through) 22. First Read-Through Review 33. Small-Group Review 44. Large-Group Comparisons 55. Determine Immediate Revision Points 66. Determine Points Requiring Some Research and Planning 77. Plan for Next Review From Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH. Dr. Heidi Hayes Jacobs states, “Mapping is like a two-sided coin: One side is collecting the data … If you do not ‘flip the coin’ and focus on the other side— using the data — you miss the ‘true value’ of mapping!”

2 Remember Curriculum Mapping is NOT… STATIC … Curriculum maps serve as the living, breathing, ever-changing, archived history of PreK-12+ student learning. Mapping is formal work and takes time. The improvement in student—and teacher—learning makes both the work and time worthwhile! IT’S ONGOING!

3 Writing Quality Curriculum Maps "There are three general stages in the writing process... Some people believe that the only stage that really counts is the second--writing. This isn't so. You need thoughtful prewriting to develop something worth writing about. And you need careful rewriting to develop something worth reading." John B Karls and Ronald Szymansky, The Writer's Handbook, 2nd edition, p. 100.

4 Essential Question How does inquiry effect knowledge? Supporting Questions How may curriculum mapping aid in improving student learning and performance? How may establishing norms for quality written maps enhance our curriculum design and practice? How may teacher-designed curriculum and collegial dialogue improve student and teacher learning?

5 Noah Webster defines quality as: 1. Characteristic elements; 2. Basic nature, kind; 3. The degree of excellence. The Goal of Map Quality Map readers do not need map writer or writers present to correctly interpret the map data.

6 The quality of a learning organization’s curricular dialogues can only be as strong as the quality of its written maps. An Important Realization…

7 CM Seven-Step Review Process  1. Collecting Ongoing Data (Initial Read-Through)  2. First Read-Through Review  3. Small-Group Review  4. Large-Group Comparisons  5. Determine Immediate Revision Points  6. Determine Points Requiring Some Research and Planning  7. Plan for Next Review In today’s session, you will gain a detailed overview regarding the collection of the data map elements.

8  1. Collecting Ongoing Data Teachers in each building begin to, via the selected mapping system, input a first draft of a Projected/Diary Map or Consensus Map, based on a pre- determined discipline or course. First Year Of Recording Projected/Diary or Consensus Map One discipline (Elementary), One period (Middle or High School), One grade level (Specialist), One or two fully-included students or One pull-out group (SpEd) Choose one discipline for initial K-12 focus to maximize learning organization- wide articulation.

9 What are the data elements included in a Consensus Map? UNIT NAMEUNIT NAME CONTENTCONTENT SKILLSSKILLS COMMON OR SAME ASSESSMENTSCOMMON OR SAME ASSESSMENTS RESOURCES (MATERIALS) AVAILABLE TO ALL TEACHERS TEACHING THE COURSE AT A SCHOOL SITERESOURCES (MATERIALS) AVAILABLE TO ALL TEACHERS TEACHING THE COURSE AT A SCHOOL SITE STANDARD STATEMENTSSTANDARD STATEMENTS

10 What are the common data elements included in a Projected/Diary Map? UNIT NAME*UNIT NAME* CONTENTCONTENT SKILLSSKILLS ASSESSMENTSASSESSMENTS RESOURCES (MATERIALS)RESOURCES (MATERIALS) STANDARD STATEMENTSSTANDARD STATEMENTS *TechPaths and Rubicon Atlas require a Unit name to begin to enter map data. If using Curriculum Mapper for this project, Unit names are required. *TechPaths and Rubicon Atlas require a Unit name to begin to enter map data. If using Curriculum Mapper for this project, Unit names are required.

11 Unit Broad Term or Phrase (Think: Title on a Binder) WRITTEN IN ALL CAPTIALS CAUTION: DO NOT DESIGN CURRICULUM MAPS TO BE A “COPY” OF ADOPTION MATERIALS (e. g., Social Studies Textbook, Science Kits) They are RESOURCES. Curriculum must be designed based on state or other standards’ proficiency targets. Unit is general. Content is more specific. September

12 Unit A unit name is similar in concept to the looking at a binder on a shelf. –Discipline-specific standards’ strand or concept names such as: –NUMBER SENSE –LITERARY COMPREHENSION/ANALYSIS –Or a term or phrase befitting the learning contained within the unit: –POLITICAL SPEECH –SYSTEMS: BIOMES October

13 To distinguish between spiraled unit names in which each unit’s content, skills, assessments, standards, and resources may vary, either incorporate a sequential numbering system such as Roman numerals: NUMBER SENSE I NUMBER SENSE II NUMBER SENSE III or include a signifier after the base unit name: LITERARY ELEMENTS LITERARY AUTHOR STUDY LITERARY 19TH CENTURY CLASSICS

14 Content= What Students Must KNOW Noun/Noun Phrase: Descriptor Think Table of “Content” Write each word starting with a capital letter. 3-D Shapes: Sphere, Cone, Cylinder Vs 3-D Shapes Poetry: Haiku, Diamante Vs Poetry Graphs: Double-Bar Vertical/ Horizontal, Up to 6 Variables Whenever possible, use a numeral instead of the number word (0-9).

15 Learning is a continuum. Therefore, there will be times when learning starts as content, moves to be a skill, and becomes an activity. For example, compare and contrast… Content Comparison/Contrast: Term Differentiation Skill Compare and contrast, visually and written,… Activity Working in groups of 3, students compare and contrast…

16 Skills = What Students DO in relationship to the KNOWing There are technically three parts to a quality written skill listing: 1.Measurable Verb 2.Target (only needed if verb has multiple modes) 3.Descriptor (provides clarity regarding the KNOWing) Do not begin with: The student will…

17 Skills 1. Not Allowable Verbs = Demonstrate, Understand, Know, Show, Use (They are not measurable.) If using: Apply ___________ to _____________. If state standard verbs are not measurable, or struggling with selection, Bloom’s Verbs may prove helpful (but should not become a crutch). 2. Target (measured modes or “how” assessed) = in writing, orally, visually, aurally, kinesthetically, manipulatively, manually, electronically Identify orally and visually 5 senses’ body parts… Distinguish in writing 5 differences between… Tell in writing time using analog and digital faces Note: Some verbs do not need a target (i.e., Memorize, Write, Recite). Mathematics: Solve, Find, Calculate… are considered to be in writing unless otherwise noted.

18 Revision Skill Statement Examples Non-allowable verbs as measurable verb = Demonstrate, Understand, Know, Show, Use They are not measurable. Understand making connections to text Distinguish in writing text-to-me, text-to- text, text-to-world Use clipboard to transfer graphics between applications Transfer electronically graphics between applications using clipboard

19 Skills = What Students Must Be Able To DO 3. Descriptors add clarity to the aligned content listing, not duplicate it. Not Yet Quality Content: Addition: 2-Digit With Regrouping Skill: Add addition problems Quality Content: Addition: 2-Digit With Regrouping Skills: Solve horizontal and vertical problems Solve 2-step word problems Note: A skill statement starts with a capital letter, but needs no period at the end of the statement

20 Unit: NONFICTION TEXT: COMPREHENSION Content: Main Idea: Explicit Skill: No: Demonstrate understanding of focal point in inferenced text Yes: Justify in writing passage’s focal point using at least 4 inferred supporting details

21 A skill is what students must be able to do. An activity provides practice concerning a particular skill or skills’ development or reinforcement. A bit of “fine tuning” is oftentimes needed in that some may have difficulty differentiating between a SKILL and an ACTIVITY. No: Review times tables No: Practice editing marks No: Walk around room and interview students…

22 Assessment = Product or Performance Title of Assessment is recorded as a Defined Noun Think: Naming the Assessment There is no way (or would be appropriate map-wise) to record ALL of the students’ assessments. Summative = At a stage … the sum of the learning; verification of the learning up to that point “Formal” Assessment (officially graded and effects report card) Assessment OF Learning Formative = An informal check of learning wherein students’ interaction and motivation are crucial for progress in learning “Informal” Assessment (not officially graded) Assessment FOR Learning Curriculum Maps Most often in Lesson Plans

23 Assessments and Evaluations One must be aware of the difference between an assessment (product or performance) and an evaluation (a judgment and the given value for the product or performance). 50 MC Test Vs Test (Does not need evaluation/process included) PowerPoint Cells Project Vs Project (Does need an descriptive evaluation/process included via attachment or supplemental info.)

24 Each mapping system has a different method for including evaluation documentation and process information.

25 If map readers cannot determine how students will be/were evaluated and a teacher is not yet able or ready to technologically attach information, s/he includes the statement (Evaluation: ___________) directly after the assessment name. Penny Hardness Lab (Evaluation: Teacher Ob/Journal Entry/Checklist) Thomas Jefferson Essay (Evaluation: Peer Discussion/Rubric) FOR 25 MC/FinB/Short-Answer Quiz (Evaluation: Self-Critique/Teacher Feedback) FOR = Indicates Formative rather than Summative (which does not need a symbolic representation) Hmm

26 Resources* for a Projected/Diary Map Adopted Text or Materials are always the first recording(s) in a Resource list. List Chapter(s)/Lesson(s) specifics (textbook title[s] are recorded in a course description area). Only need to include specific page numbers if total chapter is not used. Begin each listing with a double-hyphen Resources --Chapter 5, pp Lessons 18/19 --Periodic Table Chart --It Does Matter! Video *Only include critical-to-learning resources

27 Resources --Chapter 5, pp It Does Matter! Video --Periodic Table Chart --http://periodic.lanl.gov/use.html (How To Use a Periodic Table) Important Note: You want a captured URL to take map readers to the exact point within the Website wherein the information is located. All mapping systems have the ability to create hyperlinks (URL) or attach files, photos, etc., to a map, although the process varies per system.

28 Each mapping system has a unique method for aligning to standards. Each method can be explored when testing each company’s system.

29 Most systems have the capability to select the current level of learning for each standard statement included in a map. Introduce The first time students are exposed to any portion of a standard statement. This does not mean the first time a teacher introduces the knowledge; rather the first time a student or group of students are learning the knowledge. A standard statement can be introduced only one time. Develop Revisiting any introduced portion of a standard statement, as well as any additional portion or portions. This level of learning is selected each time students are focusing on learning until independent mastery has been achieved.

30 Most systems have the capability to select the current level of learning for each standard statement included in a map. Mastery Students display consistent, independent understanding and application of all portions of a standard statement. Reinforce There are two options for selecting reinforced: Once a standard statement has been independently mastered, any continuation or expansion to the standard statement is considered reinforcement, or any time any portion of a standard statement is incorporated into cross-disciplinary or interdisciplinary learning.

31 CREATING INTRA-ALIGNMENT via Content listings for Content-Skills- Assessments-Resources-Standards is recommended using a Letter/Number Coding* The coding process is designed to allow map readers to not need a map writer or writers present to correctly interpret data. *TechPaths uses a specific method, but same concept, for providing map readers with a visual alignment.

32

33 Rubicon Atlas

34 TechPaths Option 1

35 TechPaths Option 2

36 Some prefer to practice using a Microsoft Word Table Template before purchasing a system.

37 Just a reminder … Not what elements, but how the maps elements are housed and viewed varies within each mapping system.

38 Also, please be aware as a map writer or writers, each mapping system uses an Add/Edit window to record a map and a View mode to read a map. The next three slides show an example of each system’s method of documentation. Curriculum Mapper Rubicon Atlas TechPaths

39 Curriculum Mapper

40 Rubicon Atlas

41

42 TechPaths

43 High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.

44 CM Seven-Step Review Process  1. Collecting Ongoing Data (Initial Read-Through)  2. First Read-Through Review  3. Small-Group Review  4. Large-Group Comparisons  5. Determine Immediate Revision Points  6. Determine Points Requiring Some Research and Planning  7. Plan for Next Review Feedback is critical when first learning to write the elements. For some, recording the elements is similar to learning a foreign language. Therefore, there needs to be ample time to practice writing and ample time for feedback opportunities. Conducting the Initial Read-Through is a critical step in this process!

45 “All I did was hit the delete button!” The Initial Read-Through Aids one another as learners through collaborative conversations to make certain maps are moving toward quality by using correct format, wording, and intra-alignment coding.

46 Initial Read-Through 1) Pre-planned teams of mixed grade levels and disciplines are formed. 2) Each team member reads all member’s maps in private and take notes on a provided recording sheet regarding each map’s quality in reference to wording, format, and intra-alignment. 3) The pre-planned team meets and shares findings concerning each member’s map: Positives and confusions concerning readability using specific meeting protocols.

47 CM Seven-Step Review Process  1. Collecting Ongoing Data (Initial Read-Through)  2. First Read-Through Review  3. Small-Group Review  4. Large-Group Comparisons  5. Determine Immediate Revision Points  6. Determine Points Requiring Some Research and Planning  7. Plan for Next Review During our next session we will focus on what takes place during a formal review process, as well as explore some of the most common review focuses/purposes.

48 Curriculum mapping is not something you add to what you already do. It is a replacement model that means learning a new way of conducting the professional business of teachers improving student learning by designing rigorous, vertically aligned curriculum. The beauty of starting off and moving forward slow, steady, and in small steps is that there will never be an epilogue (Jacobs, Getting Results with Curriculum Mapping, 2004).


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