introduction to d istrict c urriculum m apping

Introduction toDistrict Curriculum Mapping

August 2010

Written By:

The Albuquerque Public Schools Department of Curriculum and Assessment

Updated from the 2008-09 Introduction to District Essential Curriculum Mapping by the APS Curriculum Mapping Task Force

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Agenda

Welcome/Sign-in/Introductions

Overview of APS’ Curriculum Mapping Initiative: What it is and what it isn’t

Review goals for today’s & future work

Format of District Curriculum Maps and their role as general pacing guides

Connections to Assessment & Backward Design

AgendaReview of Core Content Curriculum Maps

• Big Ideas and Essential Questions • Assessments

• Unwrapping the Standards: Content & Skills

• Pacing of Performance Standards

Guidelines on developing other DCM components

Whole group debriefing, questions, & feedback (as time allows)

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Group NormsBegin and end on time

Be courteous to colleagues; limit sidebar conversations

Use equity of voice

Stay on task

Turn cell phones to vibrate/step outside to take calls

Take care of your own personal needs

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What is aDistrict Curriculum Map

or “DCM”?

A district planning tool used to map out the pacing of standards-based education by course or content

An alignment of instruction and assessments to state standards

A teacher resource tool used to communicate standards-based instruction with students, parents

and colleagues

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What is a Curriculum Map?

A district tool used by all professionals who plan and deliver instruction which includes: Performance Standards,

Essential Questions/ Big Ideas, Assessments, Content and Academic Vocabulary, Skills and Learning Activities, and

Resources

An organizer which supports professional vertical and horizontal articulation

A blueprint to be used as a guide to support schools’ development of differentiated course/content planning

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DCM Implementation

NM State law requirements:Ø SY 2008-09: MATH & LANGUAGE ARTS

Ø SY 2009-10: SCIENCEØ SY 2010-11: SOCIAL STUDIES

APS’ 2008-10 goal is the development of District Curriculum Maps for every APS core course/ content area (K-12). Other content/course maps are also being developed (CTE, drama, fine arts, health/PE &

others).

As of SY 2009-10, educators will have online access to District Curriculum Maps through the Albuquerque Instructional

Management System (AIMS)

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What are the key components of a

District Curriculum Map?

Intro to District Curriculum Mapping

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ESSENTIAL COMPONENTSMonth: August

1. Big Ideas Student answers to EQs that lead them to the Big Ideas

2. Essential QuestionsQuestions that lead students to Big Ideas.

3. Performance Standards.

4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources

ARE THE WORK OF THE SCHOOL SITE. Refer to C&I and RDA Websites

5. ContentNouns (What students need to know)

to be completed at the school site.

6. SkillsVerbs (What students need to be able to do)


7. Vocabulary List (Words students need to know to understand concepts)


8. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)


9. Resources to be completed at the school site.

District Curriculum Map ComponentsEssential

Components

Essential Components

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District Curriculum MapNon-negotiables

Consistency across content areas is the key:

DCM template format is finalStandards are written in entirety

(may not be reworded or modified)


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District Curriculum Map ComponentsEssential

Components

Essential Components

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Linking Performance Standards to Assessments

Performance Standards are aligned to district benchmark (short-cycle) assessments

Performance Standards are aligned to classroom formative and summative

assessments

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Curriculum Map Template

Content

ContentWhat students need to know

Topic written in Noun form An interdisciplinary focus

Student-friendly wording/strategiesVocabulary (academic language);

words students need to know to understand concepts

Content includes:

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ContentEXAMPLES

•Linear equations•Polynomials

•Surface area and volume of basic figures •Historically and culturally significant issues and events

portrayed in literature•Writing strategies and conventions

Tools and ResourcesFrayer Model

Teaching and Learning with TextWord Walls

Marzano’s Building Academic Vocabulary


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ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites










Skills

Skills

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Skills

What students need to be able to do

Written in Verb formSpecific, not broad-based

MeasurableUsed to develop guided learning

activitiesBased on standards

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Skills

EXAMPLES•Creating and analyzing graphs•Applying order of operations

•Interpreting and drawing three-dimensional objects

•Responding to, examining, and critiquing literature

•Writing effectively for different audiences and purposes


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AUGUST Content Skills (know/noun) (do/verb) Example use

MA 4.1.2 identify * = academic language

exhibit (an understanding place-value structure) base-ten number system read whole numbers up to 100,000 model application write

* equivalent representations recognize numbers less than 0 generate number line order

negative numbers *decompose combine interpret

compare

Course: Grade 4 MATHUnwrapping Content and Skills

Let’s try unwrapping some of your performance standards!

Move into your smaller leveled subgroups and take 15-20 minutes to

unwrap 2 performance standardsIllustrate your discussion & work on

chart paperSelect a reporter to share out your

work and thoughts on the process with the entire group


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Big Ideas

Big Ideas

Big Ideas

“It is not enough simply to say to students, “Here’s the big idea you need to know” and then proceed to tell

them what the big idea is.”

Students need to make discoveries on their own! -Larry Ainsworth, 2003, Unwrapping the Power Standards

Defining a Big Idea

Statement derived from a deep understanding of the concepts or content

Open-ended, enduring idea that can apply to more than one area of study

Students develop an understanding of skills and concepts expressed in the standard

Student responses to the Essential Questions are the Big Ideas

More reflections on a Big IdeaDerived from Standards

Light Bulb MomentsAha’s…“Oh, I get it.”

Big PictureEnduring Understandings/central themes

Personally worded statementsStudents reach them on their own

Realizations, discoveries & conclusions

Examples of Big Ideas

1. Graphs and quadratic equations can be used to solve real-life problems. 2. Data can be organized and interpreted with graphs, equations, and

charts.3. In real life we need to know how to find area, perimeter, and volume

(architecture, cooking, purchasing supplies).4. Recognition of societal issues can impact changes in political systems.5. People’s perceptions are influenced by media and opinion.6. Many recurring themes found in literature are timeless.


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ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites










Essential Questions

Essential Questions

Big Ideas Buildthe Essential Questions

Essential Questions are posed to students at the inception of a unit

The learning goals students are expected to meet are advertised up front

As students move through the lessons and activities, they develop their own

understanding of concepts and skills expressed in the standard and formulate their response to the Essential Question

= Big Idea

Essential QuestionsEssential Questions are powerful,

directive, and commit students to the process of critical thinking through inquiry

Answers to Essential Questions are a direct measure of student understanding

Answers to Essential Questions provide insight into the “bigger picture” and are

the Big Ideas

What should Essential Questions do?

Essential questions require at least one of the following thought processes:

A question which requires a student to develop a plan or course of action

A question which requires a student to make a decision

A question which directs the course of student research

A question which demands knowledge construction (from lower to higher thinking, based on Bloom’s and Webb’s taxonomies)

from students

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Essential Questions

EXAMPLES

1. In what ways can the graph of a quadratic equation help us answer questions about the height of an object?

2. How can data be represented, organized, or interpreted?

3. How are the basic skills for geometry and measurement applied in everyday life?

4. How does literature serve as a vehicle for social change?

5. How are we influenced by what others write?

6. Why are the works of Shakespeare still contemporary?

What is a strong EQ?

“okay” . . .What is obesity?

“stronger” . . . What plan could you

develop that would reduce your likelihood of becoming obese?

Encourages plagiarism

(Students copy low-level information directly to paper.)

Encourages deeper thinking

(Students are required to develop a plan.)

What is a Strong EQ?

“okay” . . . How do you define and represent functions?

Asks for a definition and example

Students copy information directly from text

“stronger” . . . What are the relative strengths of the different representations of functions?

Requires making a decision and crafting a response that involves analytical knowledge construction

Students need to apply previous knowledge and make connections

What Makes aGreat Essential Question?

As a table group, review your grade level Essential Question(s) and edit one or more to make them GREAT

(or stronger)!

Does the question ask students to: Develop a plan or course of action Make a decision Direct the course of student research Craft a response that involves knowledge construction


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Assessments

Assessments

Assessments

Products or performances that demonstrate student learning

Summative assessmentsProvide evidence of mastery of standards at

specific points-in-timeAre graded assessments at the end of the unit

of study

Formative assessmentsGuide instruction

Inform the need for differentiationProvide feedback to students


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Assessment BrainstormFormative Assessment:

Summative Assessment:

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Formative Assessmentsare assessments FOR learning

Occur during instructionGuide instruction to improve learning

Help inform decisions for differentiationBuild student motivation to succeed

EXAMPLESStudent demonstrations

Group research project-checks along the wayPretest; KWL; Quiz

A2LChecking for Understanding

Exit SlipsMultiple Intelligence/Interest Inventory

Peer or Self-review (on rubrics)

Summative Assessmentsare assessments OF learning

What students have learned at the end of instruction (mid-point checks are ok, too!)

- Evaluative- Reported as a score or grade- Provide current evidence of

understanding/mastery

ExamplesTests/QuizPerformance TasksFinal ExamsCulminating ProjectsWork Portfolios


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Summative Assessment:Plan with the END in Mind

Create the summative assessment to drive instruction when planning

Share assessment plan (rubric, checklist, project, essay test, unit test, presentation) with students at beginning of unit

Adding Assessments to our Maps

• With an elbow partner or small group of colleagues, review the assessments listed for the performance standards, content, and skills on any one of your District Curriculum Maps (10-15 min)

• On post-it notes, list any additional quality ideas for formative and summative assessments which will allow students to best demonstrate proficiency

• Mark your best ideas that you want to use and/or refine this year

• Share out with the whole group (10 min)


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9. Resources to be completed at the school site.Resources

Resources

Curriculum Map Template

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Resources to include on a map

- Adopted instructional materials (math, reading, writing programs...)

- Technology

- Supplemental materials

- Links to curricular frameworks and other websites

Essential Question

Formative Assessments

Lessons & Activities

Big Idea/Essential Questions

Summative Assessment

Standard: Content & Skills


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STUDENTS

TEACHER

Lesson Cycle for Teachers & Students


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Rollout of a Standards-Based LessonTeacher:

Step 1: Identify & unwrap standards

Step 2: Plan summative assessment

Step 3: Create Big Idea from key concepts

& contentStep 4: Develop Essential

Questions to guide instruction &

formative assessmentsStep 5: Plan lessons and

activities to guide students to Big Idea

Step 6: Introduce Essential Question and lessons & activities to students

Students:Step 1: Engage with Essential

QuestionStep 2: Take pre-test

(formative assessment) & inform of assessment plan

Step 3: Complete lessons, activities, and other formative assessments

Step 4: Discuss the Essential Question throughout the unit of study

Step 5: Complete summative assessment (i.e., answering the Essential Question = the Big Idea)

Making the District Curriculum Map meaningful for YOU

• Meet with colleagues for 20 minutes of discussion and planning time

• Choose 1 or more sections of the map you’d like to refine for meaningful use this school year

• Fill out & turn in your Feedback Form when you finish with your planning group session!


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Individual Reflection/Feedback Form

Think about the DCM process and next steps in this work:

What squares with me about this process and work?

What’s still rolling around in my head?

What changes are needed to use the District Curriculum Map as a pacing

guide in order to build student skills, content proficiency, & deeper thinking?


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Next Steps

Access supporting documents related to Curriculum Mapping:

► AIMS► BLACKBOARD

If you have any further questions or concerns, email the Curriculum Map Hotline: [email protected]

Intro to District Curriculum

Mapping48

introduction to d istrict c urriculum m apping

Documents

district tool

adistrict curriculum

district planning tool

essential questions

pacing of standards

content skills

standardsbased instruction

contentcourse maps