1. Work Session: Mapping Template for Higher Education ICIU facilitated by Dr. Heidi Hayes Jacobs - March 5, 2015

2. OUR ESSENTIAL QUESTIONS How do we prepare our learners for their future? How can we design curriculum and instruction to support the contemporary student?

3. Agenda for our webinar session I.Greetings and Introductions for the Day / on-site and virtual II.Critique and review draft of COURSE MAPPING TEMPLATE III.Create drafts of a course map by transferring an existing course syllabus a.Consider feedback from others b.List possible ways to improve IV.Share proposed new software BETA test with EduTect on College/University course mapping template a.Show existing tool b.Share latest work on Mapping 3.0 c.Brainstorm possible ways college instructors might use d.Brainstorm possible ways college students might use V.Identify groups that can use the maps for formal reviews in schools of education a.Purposes for reviews b.Different groupings VI.Draft possible action steps for review back at school sites

4. COMMUNICATION about STUDENTS/ COURSES: between departments, instructors, adjuncts, COLLABORATIVE REVIEW: course coordination and planning. ALIGNMENT: Possibilities /problems to address/edTPA assessments/ new standards and testing KEEPING CURRENT: Employing new literacies/ updating content STUDENT DOWNLOADING MAPS: Allowing students to coordinate personal pathway COMMUNICATION about STUDENTS/ COURSES: between departments, instructors, adjuncts, COLLABORATIVE REVIEW: course coordination and planning. ALIGNMENT: Possibilities /problems to address/edTPA assessments/ new standards and testing KEEPING CURRENT: Employing new literacies/ updating content STUDENT DOWNLOADING MAPS: Allowing students to coordinate personal pathway Purposes for Mapping Higher Ed Programs /Courses

5. Review elements on our draft of the course mapping template. Do these work for you? COURSE TITLE: OVERVIEW – Purposes/ Pre-requisites Essential Understandings (Big Ideas) Essential Questions: Standards – (ALST / edTPA) Content Standards CONTENT –Focus topics/issues/ SKILLS/ STRATEGIES ASSESSMENT/ EVIDENCE/ Assignments ASSESSMENT/SUMMATIVE with grading scale Vocabulary: Professional TERMS Activities/ Specific Assignments/ RESOURCES: Review elements on our draft of the course mapping template. Do these work for you? COURSE TITLE: OVERVIEW – Purposes/ Pre-requisites Essential Understandings (Big Ideas) Essential Questions: Standards – (ALST / edTPA) Content Standards CONTENT –Focus topics/issues/ SKILLS/ STRATEGIES ASSESSMENT/ EVIDENCE/ Assignments ASSESSMENT/SUMMATIVE with grading scale Vocabulary: Professional TERMS Activities/ Specific Assignments/ RESOURCES:

6. ESSENTIAL QUESTIONS Essential questions provide focus and direction to engage learners in fulfilling the mission. 6

7. HOW CAN WE ORGANIZE AND FRAME ESSENTIAL KNOWLEDGE? Big Ideas Relational statement that is the key concept declaring the purpose of the course. Big Ideas or Key Concept are transferrable and promote inquiry. Big Ideas Relational statement that is the key concept declaring the purpose of the course. Big Ideas or Key Concept are transferrable and promote inquiry. 7

8. ESSENTIAL QUESTIONS ARE ORGANIZERS 8

9. NYSTCE- PROFICIENCIES CAN BE MAPPED NYSTCE- PROFICIENCIES CAN BE MAPPED

10. New college and university proficiency standards edTPA

11. EDTPA - STANDARDS Planning for Instruction and Assessment Planningfor understanding Planning to support varied student learning needs Using knowledge of students to inform teaching and learning Identifying and supporting language demands Planning assessments to monitor and support student learning Instructing and Engaging Students in Learning Learning environment Engaging students in learning Deepening student learning Subject-specific pedagogy Analyzing teaching effectiveness Assessment Student Learning Analysis of student learning Providing feedback to guide learning Student use of feedback Analyzing students’ language use Using assessment to inform instruction

12. CONTENT The subject matter itself: key topics, facts, events 12

13. ASSESSMENT- FORMATIVE ASSIGNMENTS- ONGOING TASKS

14. SKILLS ARE DISPLAYED ON A MAP AS: Precise skills that can be: Assessed/measured Observed Described in specific terms Skills are action verbs… Skills scaffold over time Unlike general processes 14

15. SUMMATIVE ASSESSMENT ARE PRODUCTS AND PERFORMANCES: Assessment that is summative is a significant and cumlative demonstration of learning Assessment should be entered with precision and detail and will be a noun form. Tangible Products or Observable Performances Rubrics or grading scales should be explicit or linked to the map 15

16. Vocabulary Professional Terms To be EMPLOYED by students

17. Specific Assignments, Detailed guides, worksheets ATTACHMENTS or LINKS

18. STRATEGIC GROUPING FOR PROFESSIONAL REVIEWS Departmental: extended departmental meetings Targeted interdepartmental: between departments sharing common students Across a class: all teachers of freshmen; specific teachers of freshmen College wide: overview of program Extended faculty: special courses and offerings with adjunct or guest lecturers Expanded work experience: internships, work placements, service learning projects Global team- Feedback and collaboration with meaningful worldwide educators and students. Individual student: monitoring all courses and programs over time Departmental: extended departmental meetings Targeted interdepartmental: between departments sharing common students Across a class: all teachers of freshmen; specific teachers of freshmen College wide: overview of program Extended faculty: special courses and offerings with adjunct or guest lecturers Expanded work experience: internships, work placements, service learning projects Global team- Feedback and collaboration with meaningful worldwide educators and students. Individual student: monitoring all courses and programs over time

19. COLLABORATIVE INQUIRY WITH MAPS * Source: NYC DOE Informing Maps with Assessment Findings Informing Maps with Assessment Findings Examine relevant course maps Revise course maps Take Action with adjusted curriculum and instruction Take Action with adjusted curriculum and instruction Monitor Student Assessments in Maps Revise and Repeat Inquiry Process Examine Student Work/Data Share gap analysis

20. ✤ Next steps ✤ Develop course maps for exchange and feedback ✤ Consider possible beta test of software solution