building curriculum from scratch: designing assessment maps...building curriculum from scratch:...

Building Curriculum from Scratch: Designing Assessment Maps Goals and Outcomes Overarching Objectives of the December 2014 Network Team Institute

• Teachers will be able to

o Identify and plan to implement effective discussion practices.o Scaffold speaking and listening instruction for students with disabilities.o Identify the primary design considerations when creating curriculum from scratch.

• Leaders will be able to

o Identify effective discussions and provide focused feedback to help teachers improve speaking and listening instruction.o Identify the primary design considerations when creating curriculum from scratch.o Provide focused feedback to help teachers improve their instruction.

High-Level Purpose of this Session The purpose of this session is for participants to learn the key processes and design principles for developing lesson-level assessment maps, and

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©2014 Public Consulting Group. All rights reserved.

New York State Common Core

for participants to begin crafting an assessment map.

Related Learning Experiences

• Session 1: Speaking and Listening Instruction: Identifying and Using Effective Approaches to facilitating Classroom Discussions.• Session 2: Developing Effective Speaking and Listening Scaffolds for Students with Disabilities• Session 3: Building Curriculum From Scratch: Basic Principles

Key Points

• When designing CCSS-curriculum, it is important to provide students with a balance of text types and skills, including integrating reading,writing and research opportunities.

• Assessment mapping is an iterative and essential process of curriculum design.

Session Outcomes

What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?

• Identify key design principles for lesson-level design• Explain how to develop an assessment map

• Measure 1• Measure 2

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Session Overview Section Time Overview Prepared Resources Facilitator Preparation Introduction 5 min Participants are introduced to

the objectives and agenda for the session

Session PowerPoint

Assessment Mapping: Designing the Module’s Skeletal System

45 min In this section, you will examine a sample assessment map and learn key design principles of assessment mapping

• Session PowerPoint• Module 10.4 Assessment

Map

Position mic runners at various spots around the room for report out.

Putting it together: Beginning an assessment map

30 min In this section, you will begin to create an assessment map using a sample text

• Session PowerPoint• Module Assessment Map

Template

Position mic runners at various spots around the room for report out.

Reflection and Closing

10 min In this section, you will reflect on learning and consider implications for practice.

Session PowerPoint Position mic runners at various spots around the room for report out.

90 min Total for this session

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Session Roadmap Section: Introduction

In this section, you will be introduced to the objectives and agenda for the session

Materials used include: Session PowerPoint

Slide Time Picture Script/Activity Directions

1 0 min Welcome participants to the session.

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2 3 min

Participants are introduced to the objectives for the session.

Participants will be able to:

• Identify key design principles for lesson-level design • Explain how to develop an assessment map

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3 Provide a high-level overview of the core principles and processes for designing standards-aligned curriculum:

1. Year-long skills trajectory2. Text Selection3. Performance Assessment Development4. Lesson-Level Assessment Mapping

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4 2 min Participants are introduced to the agenda for the session:

1. Assessment Mapping: Building the Spine of the Curriculum2. Guided Practice: Designing an Assessment Map3. Reflection and Closing

Total time:

5 min

Section: Assessment Mapping: Designing the Module’s Skeletal System

In this section, you will examine a sample assessment map and learn key design principles of assessment mapping

Materials used include: Session PowerPoint, sample assessment map

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Slide Time Picture Script/Activity Directions 5 15

min

Review the guiding principles of lesson-level assessment mapping.

• Texts lend themselves to specific standards • Chunk and excerpt texts for depth, not coverage • Scaffold and backwards map towards the end-goal, making sure

students are supported throughout • Draft standards-aligned lesson assessment prompts that aim to teach

whole standards • Integrate opportunities for Reading, Writing, Speaking and Listening

and Language throughout * You may need to reconsider text chunking as necessary, and in some cases, text selection and juxtaposition.

Key Points

• Start with the text and let standards emerge from the text, while keeping an eye to the yearlong skills & standards trajectory.

• Determine what key skills need to be addressed in the unit as per the performance assessment and yearlong skills & standards trajectory. e.g. In an argument writing unit, some instructional time will need to be devoted to the process of building evidence-based arguments.

o Designers make choices about which standards to focus on; it’s better to go deeper into fewer standards, than to apply the “kitchen sink” model

o Standards should build and spiral throughout units and modules (per

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Slide Time Picture Script/Activity Directions yearlong skills & standards trajectory)

• When determining how to chunk a text lesson by lesson, please keepin mind the following principles:

o Students should closely read small chunks of text each day.o The goal is depth over coverage. Think about exploring the richest

passages in detail, as opposed to trying to “cover” every line of a text.o Essential text passages should be closely read in class, while less

essential sections can be relegated to homework or omitted entirely(depending on the apprpoach).

• Lesson assessment prompts provide a clear goal and learning targetfor each lesson and should be closely aligned to the language of thestandards. It’s important to try to teach whole standards wherepossible, and certainly over the course of the module—since doing soin every lesson is not always possible. (e.g. RI.9-10.3—early on in atext, students will not be able to determine how a central idea developsover the course of the text. They will, however, be able to determinehow it emerges and it shaped and refined by specific details.)

• In some cases, it may be necessary to reconsider central text text selection oradd additional texts to supplement and round out instruction.

o Red flags to watch out for: if a text doesn’t have enough “meat” tolend itself to specific standards, reconsider text selection.

o If skills trajectory calls for specific skills that a text doesn’t lend itselfwell to, consider supplementing with additional texts.

Participants ask questions about key processes and design principles for assessment mapping.

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min

Provide a sample assessment map from the 9-12 ELA curriculum. Facilitator models how the key principles for assessment mapping design apply to the first two lessons of the sample assessment map. Be sure to discuss

• How much text is treated in each lesson • How lesson-level assessment prompts scaffold to an end goal • How the assesment prompts align to the language of the standards • How and why the text lends itself to specific standards

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min Participants read through the sample assessment map and answer guiding questions:

● What do you notice about the alignment of the assessment prompts tothe wording of the standards? ● How do the assessment prompts scaffold and build throughout themodule? ● How do the lessons scaffold students to the expectations of theperformance assessment?

Total time:

45 min

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Section: Putting it together: Beginning an assessment map

In this section, you will begin to create an assessment map using a sample text.

Materials used include: Session PowerPoint, Module Assessment Map Template


min

Participants practice creating their own assessment maps using the Module Assessment Map Template and the sample text, Of Mice and Men.

1. Start by identifying which standards you want to assess students on in the End-of-Unit Assessment.

Try and limit EOU assessment to two standards

Make sure these standards are overly-represented in unit

Don’t worry about crafting the EOU assessment prompt

2. Integrate opportunities for Reading, Writing, Speaking and Listening and Language into the map

3. Work on chunking and assessments for lessons 1-3

Remind participants to have the standards, and text out at all times. The principles of the instructional shifts should also be front and center when designing curriculum.

Total time:

30 min

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Section: Reflection and Closing

In this section, you will reflect on learning and consider implications for practice.

Materials used include: Session PowerPoint


9 10 mins

Ask the following reflection questions:

• What are some key considerations in developing assessment maps?

• What structures, resources and support will you need to do thiseffectively?

• How would you describe the process of designing an assessment mapto a colleague?

Participants reflect on key takeaways and consider next steps in module design and/or adoption.

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10 Provide participants an opportunity to ask questions about the modules.

Total time:

10 mins

Turnkey Materials Provided • Session PowerPoint• Module 10.4 assessment map• Module Assessment map template

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building curriculum from scratch: designing assessment maps...building curriculum from scratch:...

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