1. Mapping Social Studies Professional Learning Community DAY 21

2. Our PLC Norms Listen to understand Set aside preconceived notions
Speak openly and honestly
Pay attention to your “feathers”
*Manage electronic devices
Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively.
If there is anything that you need in order to make the task clearer or to ensure your full participation let your team know.
Share those items (one person at a time) and come to agreement on the TEAM NORMS.
Write the Team Norms down and put them in the binder. Monitor how you are doing with the 2

3. Research shows that a well-articulated curriculum, aligned to standards, is critical for student achievement.
(Marzano 2003, 2006) 3

4. Housekeeping 4

5. Day 2 Phase 2 of Curriculum Mapping
Shoring up the Foundation for Mapping from Day 1
Unwrapping the Standards
Deepen understanding of 21st Century Skills
Lunch 11:30-12:30 on your own
Team Time-5th and 6th in Conf. C
Chart your progress toward expectations on your BLUE sheet
PLUS/DELTA 5

6. From... To… 21st Century Mapping
Assessments Aligned to a Program
Assessments Aligned to Essential Curriculum?
Assessments Aligned to Benchmark and Critical Skills in Curriculum Map
Instruction Focused on a Program
Instruction Focused on Teaching Strategies
Instruction Focused on learning through an enacted Curriculum Map: K-12
Textbook as Curriculum
Essential Curriculum
Curriculum Maps
Benchmark Skills
Critical Skills
Consistent and Standardized Professional Development
Customized and Responsive Professional Development: Training, Coaching, Leadership,
Through data analysis

7. Making Sense of Mapping
TAIP
OLD Curriculum Terms
New Curriculum Terms
1. Goal
2. Lesson Plan
3. Scope & Sequence
Resource Guide
4. “Understands…”
5. Materials
6. Objective
7. Collaboration
8. Test/Quiz
1. Essential Questions
2. Activities
3. Curriculum Map-Living doc
4. Higher Order Thinking Verbs
5. Resources
6. Benchmark and Critical Skills, Learning Targets
8. Formative and Summative Assessments aligned to skills 7

8. Potential Roles of Administrators in the Mapping Process
Include the mapping process in policies and procedures
Communicate with staff, board, parents, community
Make connections and hooks with current initiatives
Work toward clarity in expectations/goals
Support staff with Training
Staff development plan
Time
Accountability
Read-throughs to Address gaps, repetitions, etc
Deal with obstacles
Serve as a coach in the process
Use data to make decisions 8

9. Possible Roles and Responsibilities of Curriculum Teacher Leaders
Communicate Goals and progress towards goals regularly with, Staff, Principals, Building Leadership Team, District Leadership Team, Central Office
Assist with the development of a Professional Development Plan to provide needed skill training the areas of curriculum, instruction and assessment.
Consider Peer Observations to ‘coach’ each other on the use of new instructional strategies
Plan and collaborate with other building teams to help make connections
Help facilitate discussions about data with staff
Keep focused on the “Big Picture” and help staff make the connection
Be aware and sensitive to different adult learning styles
Be a coach and cheerleader: clarify, guide, nudge, and support
Provide support to new staff, teach them the initial processes
Understand the curriculum software and provide support or request formal training if needed 9

10. Benefits of Curriculum Maps
Teacher Benefits
Student Benefits 2 1
Common Benefits 5
District Benefits
Parent Benefits 3 4

11. 11

12. UNWRAPPING the Standards
We will focus on steps 1-5 before lunch and steps 6-8 after lunch. 12

13. Phase 2 Unwrapping Process
Identify nouns and noun phrases to identify the CONTENT
Locate verbs to identify the SKILLS
Use Resources to better understand the Depth of Knowledge, Level of Bloom’s
Construct a list of skills that are essential to become proficient in the identified standard
Review charts to look for K-2 gaps in skills.
Determine that skills:
Are aligned to the Learning Target categories, use Marzano Resource
Have the level of rigor necessary to meet the expectations of the standard
Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills
We will focus on steps 1-5 before lunch and steps 6-8 after lunch. 13

14. Let’s practice …
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 14

15. Identify the nouns…
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 15

16. Identify the nouns and noun phrases…
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 16

17. Locate the verbs…
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 17

18. Locate the verbs…
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 18

19. Determine the level of understanding…
Knowledge
Reasoning
Demonstration
Product
Explain
Predict
Observe
Design
Describe
Infer
Perform
Produce
Identify
Classify
Compose
Make
Define
Compare
Conduct
Write
Recall
Summarize
Speak
Draw
Recognize
Analyze
Operate
Represent
Select
Evaluate
Investigate
Display
List
Generalize
Collect
Model 19

20. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging   Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining   Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding 20

21. 21

22. What is the depth of knowledge?22

23. Iden%fy
the
DOK
level of
Standards
• If
you
have a 3
assessment,
should
also 1
and 2
assessments
that
lead up to
it.
• Check
your
assessment(s)
make
any
needed
adjustments
sharpen
alignment. 23

24. Identify the DOK Level for the Standard
• If you have a DOK Level 3 you should also have a DOK Level 1 and Level 2 that lead up to it.
• Check your assessments and make any needed adjustments to sharpen the alignment
Iden%fy
the
DOK
level of
Standards
• If
you
have a 3
assessment,
should
also 1
and 2
assessments
that
lead up to
it.
• Check
your
assessment(s)
make
any
needed
adjustments
sharpen
alignment. 24

25. Choosing the Best Assessment Method
To determine the best fit for the standard being assessed consider….
The standard
Assessment methods currently in use
Assessment methods that are best for the standards being assessed
Cognitive demand and level of engagement expected 25

26. Aligning Assessments to the Target26

27. Processing Time
Revisit the skills you identified on Day 1 to determine the level of cognitive demand that is required.
Draft- learning targets using Levels of Cognitive Demand tools
Read through to see if they are scaffolded in a way that supports the student in reaching the essential understanding? 27

28. Break- 10 minutes 28

29. Consensus Maps
A collaborative document that identifies the ‘non-negotiables’ THE CORE, for each course or subject to meet the needs of all learners to ensure they are college and career ready. This helps to eliminate repetition and identify gaps.
20 minutes 29

30. Google 21st Century Skills Visit the wikispace to look at resources
What are 21st Century Skills?
With a partner go to You Tube to see what you discover about 21st Century Skills
Google 21st Century Skills
Visit the wikispace to look at resources
Come up with a shared definition a your table of what “it” is
20 minutes 30

31. Lunch 11:30-12:30 31

32. Do not present material in only one modality
Recommendations for delivering instruction for students in the DIGITAL AGE
Eliminate lengthy lessons-change topics frequently and make use of all technology
Do not present material in only one modality
Allow projects to involve creativity of video, electronic tools, digital media, etc…
20 minutes 32

33. Generation thrives on feedback and constant positive reinforcement.
Continued…
Do not limit projects to one format, as today’s learners are ‘content creators’
Generation believes in “product’ over “process”. Give them assignment and set them free to complete.
Generation thrives on feedback and constant positive reinforcement.
More concrete examples before abstract thinking can develop
20 minutes 33

34. Align your Unit/Lessons to the revised standards
P.M. Work
Align your Unit/Lessons to the revised standards
Draft learning targets and assessments based on what you learned this morning
Mastery Connect may be a good resource for assessments 34

35. Make Connections- 10 minutes
What I used to think
What I think now 35

36. Day 3 Software Training with CLI-everyone needs to be on a laptop
Next Steps
Day 3 Software Training with CLI-everyone needs to be on a laptop
Bring your draft unit/lesson plans via WORD doc so you can cut and paste it in the template.
Remember for grad credit you need to post to discussions, Registration 8:30 on 4/20 36

37. Check your individual progress toward the
Learning targets for this course on your
Orange SHEET 37