Transcript Module 2 Curriculum Maps

York
Curriculum Development
Module 2: Curriculum Maps
Toby Boss
Lenny VerMaas
Jen Madison
April Kelley
Essential Questions
• How can we map the curriculum to
reflect the learning goals?
Goal
• Participants will be able to generate
useful curriculum maps that guide
instruction.
• What are the
components of a
curriculum?
Components
• Curriculum Maps
• Common
Assessments
• Anchors
• Rubrics
• Learning Activities
(learning plans)
• Troubleshooting
Guides
• Differentiation
Curriculum Maps Provide
• A coherent Pre-K-12 curricular structure
• A curriculum that spirals around “big ideas”
and essential questions in the disciplines.
• Opportunities for making “natural” (i.e., not
forced) cross-disciplinary connections.
• Regular assessment points (i.e., cornerstone
assessments) for gauging progress and
guiding improvement actions
Curriculum Maps
• Detail the essential content, habits of
mind, and learning goals.
• Maps may include:
– Units
– Content standards
– Objectives (learning goals)
– Time allotment
– Vocabulary
– Materials
– Activities
What’s Essential?
• write down 10-15 objectives that would
represent what you want the students of
your class to be able to do or know
when they finish your course.
• take a little time to look over your list
• on your own go through the list and
check the objectives that would still be
important to know in 5 years.
Worth being familiar
with
Important to know
and to do
Big Ideas
and Enduring
Understandings
Objective
• A description of the learner following
instruction. It specifies what is to be
learned, to what level, and the behavior
that will provide evidence
• At times the objective will describe what
conditions are needed for the objective
to be met and the expected
performance level
Objectives
• Teachers should focus on the “mastery” skills
and concepts for the grade level.
• Skills introduced, but not taught to mastery
are not included - this is articulation
• Two part:
• Verb - action word, what the student will do
as a result of instruction
• Content - the learning or skill
Examples
• The learner will describe (verb) the
differences between mammals and
reptiles (the content).
• Pay attention to verbs
• Make sure that the objective is clear
about what students know or can do.
Objectives vs Activities
• Objectives describe the student - what
they know and can do as a result of
instruction.
• Activities are completed by the students
as part of the learning or assessment
process
Objective or Activity?
• The learner will read To Kill a
Mockingbird
• The learner will be able to generate
examples of prejudice
• The learner will complete a Venn
Diagram about socialism and capitalism
• The learner will be able to compare and
contrast socialism and capitalism
DATE
ASSESSED
DATES
TAUGHT
# OF DAYS
NEEDED FOR
MASTERY
STRAND STANDARD
OBJECTIVES
(What it looks like
in the classroom)
The learner will É
ASSESSMENT
TYPE
(classroom,
STAR, objective,
subjective, project,
etc.)
RESOURCES
(Materials, web sites,
auto-visual, print)
LEARNING
ACTIVIT IES
Today
• High light the verbs in each objective.
• Tape the pages of your curriculum map
to make a long list. This may need to
be two list
• Post the list on the wall in order of the
classes taken.
Next Step
• Look at the objectives of the class to your
right.
• Consider the following:
– Do we build skills from one level to another.
– Are the essential objectives measurable.
Remember step 2 is to determine how we know if
the students have learned it.
• Discuss with the person who created the
essential learning and note on the flip chart
any suggestions.
Processing
• What have been your experiences with
the curriculum maps?
• What other questions need to be
answered?
Early Dismissal Schedule
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August 31: Curriculum Maps
September 28: Common Assessments
October 12: Anchors
November 30: Rubrics
December 14: Learning Activities
January 25: Trouble Shooting Guides
February 22: Differentiation