Presentation on theme: "Prioritizing and Mapping the Curriculum with the Learning-Focused Toolbox A Process for Developing Guaranteed and Viable Curriculum This presentation."— Presentation transcript:
Prioritizing and Mapping the Curriculum with the Learning-Focused Toolbox A Process for Developing Guaranteed and Viable Curriculum This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation In Slide Show, click on the right mouse button Select Meeting Minder Select the Action Items tab Type in action items as they come up Click OK to dismiss this box This will automatically create an Action Item slide at the end of your presentation with your points entered. LEARNING-FOCUSED SOLUTIONS
Any document or plan that defines: the work of teachers the content to be learned by the students the methods to be used in the process. Curriculum What is it? What is it like? A path or course to run in small steps. What is the Purpose? To focus and connect the work of classroom teachers in school to the standards, assessments and classroom practices in order to raise student achievement. NOT Curriculum is NOT the textbook or program you purchased from a publisher. Curriculum can no longer be what youve been doing for the past 15 years unless it is demonstrated to be in line with the standards and assessments! What isnt it?
Why Prioritize the Curriculum? Every states curriculum has far too many standards to be learned in the time available In the past, teachers have had to independently prioritize their curriculum - which has provided an uneven taught curriculum that results in inconsistent achievement.
Why Prioritize the Curriculum? The prioritizing curriculum process provides the means to deal with this abundance of standards and limited time. Prioritizing the curriculum does not eliminate curriculum, but rather codes the curriculum. All teachers that teach a common grade or course, now will emphasize the same learning & understanding rather than emphasizing coverage!
Guaranteed and Viable Curriculum As referenced by Bob Marzano in his book: What Works In Schools The single most important initiative a school or district can engage in to raise student achievement.
Guaranteed Curriculum EVERY STUDENT is provided the opportunity to learn a core curriculum which provides them with the probability of success in school.
Viable Curriculum Schools make sure that the necessary time is available and protected so students will be able to learn the guaranteed curriculum.
Quality Curriculum: Provides teachers with a guide for what students need to learn in order to be successful. Prevents redundancies in instruction. Guards against gaps in student learning.
Quality Curriculum Provides a sequence of what needs to be learned across individual grade levels or courses as well as a vertical sequence from grade level to grade level or from course to course. Provides teachers with a correlation to the standards and assessments in an attempt to assure students are as well prepared as possible.
Exemplary Practices in High Achievement, High Accountability Districts and Schools Organization -- Multiple Options for Acceleration -- Vertical AND Grade Level Teams -- Large Blocks of Time -- Literacy & Math Blocks Planning -- Priority, Time Allocated -- Data & Results Driven -- Team-Based Planning & Individual -- Linked to Staff Development Curriculum -- Prioritized Curriculum -- K-12 Benchmarks/Maps -- Unit Content Maps With Vocabulary Focus Instruction -- K- 12 Reading Comprehension -- K- 12 Writing in Content -- Advance Organizers, Scaffolding, Preview -- Differentiated Cognitive Strategies -- Schools With Instructional Coaches Assessment -- Focus = Assessment for Learning -- Continuous Formative Assessment -- Benchmark Assessments That Direct Instruction -- Continuous Use of Rubrics
Best Curriculum The highest quality curriculum is developed by utilizing a wide range of resources during the development and subsequent monitoring of the curriculum. Standards Benchmarks Performance objectives / GLEs Assessments Teacher experience
Prioritizing Not all content is equal! Standards contain a range of performance objectives (benchmarks & GLEs). Some performance objectives are more important than others in helping students succeed!
How did we do it? STEP 1 Teachers prioritized the benchmarks & GLEs into Essential, Important and Compact categories Essential vs Important vs. Compact Essential = 50% of the Content & requires 70% of the Instructional Time Important = 30% of the Content & requires 25% of the Instructional Time Compact = 20% of the Content & requires 5% of the Instructional Time
Differences Essential refers to the Big Ideas or concepts that you want your students to understand at a greater depth. Important refers to the key knowledge and skills that lead to student understanding of the essential knowledge. Compact: refers to the less important stuff that students can usually get by without or will be acquired as a result of other instruction.
Prioritizing in Toolbox
Vertical Teaming After grade level teams and course teams prioritized their GLEs or benchmarks, they met in vertical teams Here they reviewed & discussed their rationale for how they prioritized each GLE or benchmark They looked for redundancies and gaps before returning to their teams to make revisions
STEP 2: Teachers clustered those benchmarks & GLEs in the three categories into topics that will be used to guide your instruction. Then they identified the concepts that are contained in each topic For every topic, they created a Content Map including all the necessary elements
Mapping in Toolbox Creating Content Map in Toolbox Printed or published version of the Content Map
Content Map Components KEY LEARNING: A full statement of what is essential for students to know and do, representing significant concepts key to understanding the content. ESSENTIAL QUESTION(S): Written as a thought provoking and engaging question about the content that provides a view of the Big Picture and acts as the Mental Velcro for students to make connections. Concepts: The heart of the units content. Concepts: Big Ideas that connect the skills or knowledge to the overarching topic. Concepts: Nouns in the Performance Objectives of each states standards. Lesson Essential Questions: Concept specific but link to & support unit EQ(s). Lesson Essential Questions: Frame the study of the topic & guide the learning. HOTS Lesson Essential Questions: Used to activate & summarize key ideas. Vocabulary: Words that are critical and essential to understanding the content being taught. Vocabulary: Multiple meaning words & words that are easily misunderstood. Vocabulary: Words related to Big Idea concepts and skills being taught.
English Literature: 11 th Grade Key Learnings: To define and understand the elements and characteristics of Shakespearean tragedy. Explore the tragic heroes in the Shakespearean tragedies and identify the flaws, events, and influences that led to the tragedy of each hero. Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Concept: Character Analysis LEQ(s): 1. Why do we call them tragic heroes? 2. What are the common characteristics of William Shakespeares tragic heroes? LEQ(s): 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? Concept: Drama Characteristics Concept: Literary Analysis LEQ(s): 1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero? Vocabulary: Monologue Soliloquy Aside Foil Catastrophe Staging Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony Instructional Tools: Plays: Hamlet, Julius Caesar, Macbeth Concepts of Shakespearean characterization, drama, & tragedies Compare / Contrast Essay Persuasive Essay
8 th Grade Social Studies: The Lewis and Clark Expedition Instructional Tools: Key Learning(s): Exploration is motivated by political, economic, scientific, & social factors. Individuals and their values impact history. Patterns in one historical event can be found in other historical events. Unit Essential Question(s): The Lewis and Clark Expedition: Whats the big deal? Lesson Essential Questions: Vocabulary: Students will be able to: Primary Sources Time Line Persuasive Writing Graphic Persuasive Writing Rubric Word Splash Lesson Essential Questions: Vocabulary: Lesson Essential Questions: Vocabulary: Motivation The Corps of Discovery Significance Processes Why did you send them, Thomas Jefferson? How can you support Jeffersons decision? Who were they and why were they chosen? What were the contributions of the expedition? How can we find patterns in historical events? How is the Lewis and Clark Expedition like other events in history? Constructing Support Abstracting Expedition Louisiana Purchase Northwest Passage economic political corps adventurous leadership teamwork perseverance accomplishment impact significance
Sample Content Map 3 rd Grade Math: Multiplication Key Learning: Multiplication is a more efficient way of adding. Essential Question: How do we use multiplication? Meaning LEQ(s): 1. How can arrays help you understand multiplication? 2. How is multiplication repeated addition? 3. How can you use skip counting to find a product? LEQ(s): 1. How do you multiply factors to get a product? 2. What patterns can help you remember the multiplication facts? 3. How can we find errors in multiplying? Real-Life Application Process LEQ(s): 1. Where is multiplication used in real-life? Vocabulary: large lots budgeting finding area shopping Industry Vocabulary: arrays repeated product digit value Vocabulary: factors product reversing lattice method patterns errors Instructional Tools: Graph Paper Multiplication Charts Calculator Real Life Problems (finding area) Sequence Chart of Steps
Writing Process (1st. Grade) Key Learning: Good writing enables us to talk to people. Essential Question: How can I become a good writer? Instructional Tools: Story Element Graphic Organizer Daily Journal Entries Word Maps & Categorized Word Walls Writing Samples Writing Process Check List Sequence Maps/Story Boards Writing Process Simple Story Writing Genres LEQ(s): (1) Where do ideas for writing come from? (2) How can a writing map help me plan before I write? (3) How do I make sure what I write says what I mean/? Vocabulary: editing writing process fix-up sloppy copy story map publishing CUPS LEQ(s): (1)What would a good story look like? (2) What would happen if my story didnt have a beginning or was missing an ending? Vocabulary: sentences characters illustration captions ending first beginning middle end finally setting story elements problem LEQ(s): (1) How does the purpose affect the way I write? Vocabulary: poems journal writing lists information rhyming entertain story question/answer
CONTENT MAPS: Why are they so important? Communication device Conceptualize a unit Enable consistent curriculum pacing and planning Highlight important vocabulary Enable students to "see" the knowledge gained over time and their learning
Step 3: Course Map Teachers estimated how much time should be spent on each topic and arranged them sequentially on a course map The goal of the course map is to assure that all the content is taught Revisions are expected to be made to the content maps and to the course maps as teachers experience them.
Pacing and Prioritizing Time Clicking on the Topic in the timeline opens the Content Map for the unit.
Revise the priorities and edit the Content Maps as needed – based on current assessment data and experience. Step 4: A Work In Progress
Benefits for Teachers… The instructional WHAT has been shared, making it quick and easy to develop plans Many instructional factors have been decided and developed for teachers, making their planning time much more efficient Lessons are directly connected to the school/district prioritized curriculum Planning and sharing with peers is easier and more efficient
Benefits for Students… Mobility has much less impact on achievement Instruction is directly connected to what is tested Consistency of strategies and formats raises their performance
How do you use your Content Maps? The Content Maps are not meant to create more work for teachers but to act as guides as they plan instruction! In grade level/course teams, preview the maps and discuss what content you are already addressing in your instructional program At this point, you can assess what needs to be add or delete from your current program to assure student success