1. “The great end of education is to discipline rather than furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others.” --Tryon Edwards (1809-1894) “The art of teaching is the art of assisting discovery.” --Mark Van Doren INNOVATE MOTIVATE EDUCATE

2. Curriculum Mapping DAY 1 www.newtechhigh.org

3. Over the next few months… Your Staff will: Attend the 5 day training Design a PBL Unit Learn how to use the Lotus Learning System Tools Develop a suite of school wide evaluation tools Learn to use the GradePortal to report student grades Develop and Run a Student Orientation Set up your classroom START THE SCHOOL YEAR!!!

4. So… What do you NEED TO KNOW?

5. Continue to Build a Foundation- Objectives for the Next Two Days: Prepare for the 5 Day Training Begin thinking about authentic problems or scenarios which relate directly to the content standards. Begin to focus on those standards, concepts, or skills which are required for success at the next grade level and often make up the majority of the state exams. Allow team teachers to discuss how they are going to develop integrated units which provide equal weight and focus to their subject areas.

6. Proposed Agenda Day 1: Develop a PBL Curriculum Map Allows you to prepare for the 5 day training by mapping your standards and begin thinking about real world problems or scenarios for future PBL units Day 2: Continue working on Curriculum Map PBL Curriculum Map Review Present partially completed Curriculum Map to the group

7. PBL vs. DOING PROJECTS Projects: Large activities completed after the students have been pushed through homework assignments, lectures, and readings. Usually a culminating event for a unit or semester. Textbook Activity Lecture Writing Exercise Peer Edit Textbook Activity Culminating Project

8. PBL vs. DOING PROJECTS Projects: PBL: Students are pulled through the curriculum by a driving question or realistic problem that provides a “need to know” the material. Lectures and readings are integrated into the problem as the students need the information. Know/ Need to Know

9. The finished product:

11. The Process Step 1: Cluster the standards Organize the standards in a chronological or thematic approach so the knowledge and skills build upon each other. Team teachers- look for overlaps or connections in your standards to lead to integrated units which have equal focus on your content areas

12. The Process Step 1: Cluster the standards Step 2: Develop a timeline or scope for each your projects Analyze your standards and your state exams to focus on the standards which make up the majority of the state tests Projects usually are shorter in the beginning of the semester (1-3 weeks) and, in general, increase in length throughout the semester as both you and the students adapt to the curriculum structure.

13. The Process Step 1: Cluster the standards Step 2: Develop a timeline or scope for each your projects Step 3: Authentic scenarios and driving questions Begin to brainstorm potential projects What is a scenario or complex problem that would require students to understand and be able to apply the standard? Where is this concept or skill used in real world work? How could you link the standard to popular culture or a scenario that might engage students? How could you link this standard or skill to community, national, or international events? What types of professionals are likely to use this skill or concept? What is a provocative Driving Question for your project that promotes student interest and directs students toward the projects goals and objectives? Use the Project Idea Rubric as a guide for project ideas

14. The Process Step 1: Cluster the standards Step 2: Develop a timeline or scope for each your projects Step 3: Authentic scenarios and driving questions Step 4: Present your Ideas to your team In groups of 3-4 Share out our sequence and project ideas with your group members Use the Project Idea Rubric as a guide to hone project ideas Identify standards or concepts that you are having trouble developing project ideas for. As a group, see if you can develop some scenarios or questions for these standards. Identify one project which you would like to complete during the 5 day training

15. Group Debrief Reflect on the process: Which part of the process did you find most difficult? How do you think this will prepare you for the 5 day training? What concepts are you still having trouble connecting to authentic scenarios or concepts?

16. Next Steps Focus on the First Semester Before the 5 day training in July, please complete the remaining sections of the map for all projects you plan to address in the first semester Questions to Consider: 21 st Century Skills/ School Wide Learning Outcomes What skills, beyond those addressed in the standards, will the students need in each project? Activities/ Experiences within the Project What activities or materials do you plan on using to have students learn the necessary content? What scaffolding strategies do you plan on using to teach basic skills within the context of the project? What materials or technology resources do you need to successfully complete this unit? What outside, adult connections do you need to increase the authenticity of the project? Assessments What measures are you going to use throughout the project to check for understanding? How are do you plan on assessing the students understanding of the content, beyond a formal presentation or exhibition at the end of the project? How are you going to use these different assessment methods to provide feedback on their skills throughout the unit?