Transcript Curriculum Map Overview - Franklin County Community School

Franklin County Community
School Corporation
Curriculum Mapping Overview
Presented by Dr. Brewer and Dr. Howell
What is Curriculum?
A course of study which systematically
develops a body of knowledge and skills
that students are expected to learn.
Paradigm Shift
Curriculum is no longer textbook driven.
Instead, curriculum should be:
•Shared with students, parents, and
colleagues.
•Changed to add new information or
delete out-dated or erroneous
information
•Modified in response to student needs
is never
“finished” – rather it is
the beginning of a
dynamic process.
Curriculum
What is Curriculum Mapping?
• A written document that helps teachers
translate the standards into actual
classroom practice in terms of what and
how they teach, and how they assess
student mastery.
• A process for recording what content
and skills are actually taught in a course,
classroom, school, or school corporation
over a specified amount of time.
What is Curriculum Mapping?
(continued)
• Curriculum mapping is a description of
the content taught and the amount of
time spent teaching it.
• Uses the school calendar as an
organizer, teachers describe or “map”
a year’s curriculum in grading period
“chunks” as it is actually taught.
What is Curriculum Mapping?
(continued)
• Curriculum maps also help identify
where gaps exist in the standards
addressed, deal with repetitions in
instruction, and determine the
appropriate sequencing and spiraling
of concept and skills.
What information is included on
the FCCS curriculum map?
 Course, Unit, and Time Frame
 Essential Questions
(overarching question)
 Units (Common Thread)
 Standards (State and Common
Core)
 Content (What is taught)
 Skills (What students will do)
 Assessments (This is how you
find out if they really know)
 Resources(What you will use to
teach with)
Course Title: _______ Quarter: __
Academic Year: 2011-2012
Essential Questions for Unit I:
1.
2.
3.
Unit/Time
Frame
Standards
Content
Skills
Assessment
Resources
Unit/ Time Frame
• A subset of the curriculum.
• A way to organize content and skills
in a manner that is both logical and
meaningful.
Example – Unit/Time Frame
Unit I – Early Civilization
Prehistory – A.D. 1570
Weeks 1-5
* Prehistory -300B.C
* Ancient Middle East and Egypt
* Ancient India and China
* Ancient Greece
* Ancient Rome and the Rise of Christianity
* Civilizations of the Americas
Course Title: World History
Quarter: 1
Academic Year: 2011-2012
Essential Questions for Unit I:
Unit/Time
Frame
Unit I:
Early
Civilization
Weeks 1-5
*PrehistoryA.D. 1570
*Ancient
Middle East
and China
*Ancient India
and China
*Ancient Rome
*Civilizations
of the
Americas
Standards
Content
Skills
Assessment
Resources
What are Essential Questions ?
1. Essential questions identify the key knowledge or skill that a
student should know or demonstrate as a result of the unit of
study, as opposed to details or minor issues.
As a result of the unit of study about the civil war, students should
be able to have a conversation about the civil war which
demonstrates more than superficial knowledge or facts. For
example, what would the U.S. be like if there had been no Civil
War? If the war had a different outcome what would be the
effects felt today? Discuss the cause(s) and affect(s) of the Civil
War. How did the economy of the Southern states differ from
that of the Northern states, and how did that affect perceptions,
and attitudes. (In addition,students should be able to write about
the civil war, in a cohesive, organized, informative manner) ?
Essential Questions
• A question(s) that generates a
conversation that students should be
able to contribute to in a meaningful
way at the conclusion of the unit of
study or quarter.
• Students should be able to respond
both verbally and in writing.
Examples- Essential Questions for the
Unit of Study about Early Civilization
1. What was life like in early times and how
did it change as civilizations began to
develop?
2. What did early civilizations have in
common?
3. What brought about the demise of many
early civilizations?
Sample Curriculum Map
Course: World History Quarter: 1
Academic Year 2011-2012
Essential Questions for Unit I:
1. What was life like in early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have
in common?
Unit/Time
Frame
Unit I:
Early
Civilization
Weeks 1-5
Standards
Content
Skills
Assessment
Resources
What are the Standards ?
Standards are a body of knowledge and skills that have been
identified as essential to learning.
Currently, we have both Indiana State Standards and Common
Core State Standards. We are in a transition period.
There are content standards and literacy standards.
Content is a body of knowledge that students learn/retain.
Literacy standards require that students be able to
demonstrate and use their knowledge through reading and
writing.
Standards
Standards define the minimum level of what
content, skills, and knowledge we want
students to be able to demonstrate.
• Indiana Academic Standards
• Common Core Standards (CC)
(fully implemented in by 2014-15)
Two types of standards:
 Content standards
 Process (old) or Literacy (new) standards
Where Do I Find the Standards?
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLib
rary/index.shtml
http://www.doe.in.gov/commoncore/
https://learningconnection.doe.in.gov/
http://dc.doe.in.gov/Standards/AcademicStandards/index.s
html
Sample Curriculum Map
Course Title: World History
Quarter: I
Academic Year: 2011-2012
Essential Questions Unit I:
1. What was life like in the early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have in common?
Unit/Time
Frame
Standards
Unit I:
Early
Civilization
Content
Standards
W.H. 1.1
W.H. 1.2
W.H. 2.2
Weeks 1-5
*Prehistory
*Ancient
Middle East
History
*Ancient India
and China
*Ancient
Greece
*Ancient Rome
Civilizations of
America
Literacy
Standards
9-10R.H. 2
9-10 W.H.1
Content
Skills
Assessment
Resources
Content
• Content should answer the question(s)
Who, What, When, or Where.
• Content should always be a noun.
• Content may be interdisciplinary.
Example: Content
• Where were the earliest civilizations
located?
• What evidence enables archeologists
to make conclusions about early
civilizations?
• What is required to establish a
civilization?
Sample Curriculum Map
Course Title: World History
Quarter: I
Academic Year: 2011-2012
Essential Questions Unit I:
1. What was life like in the early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have in common?
Unit/Time
Frame
Standards
Content
Unit I:
Early
Civilization
Content
Standards
W.H. 1.1
W.H. 1.2
W.H. 2.2
1. Where were
the earliest
civilizations
located?
Weeks 1-5
*Prehistory
*Ancient
Middle East
History
*Ancient India
and China
*Ancient
Greece
*Ancient Rome
Civilizations of
America
Literacy
Standards
9-10R.H. 2
9-10 W.H.1
2. What
evidence
enables
Archaeologists
to make
conclusions
about early civ
ilizations?
3. What is
required to
establish a
civilization?
Skills
Assessment
Resources
Skills
• Skills should answer the question
How.
• Skills should always be an action or
performance verb.
• Skills should be specific and
measurable.
• Skills are what the kids DO to learn
the content.
Examples - Skills
Read Text
Understand Cause/Effect
Interpret Charts and Graphs
Summarize
Synthesize
Compare
Outline (identify main idea and
supporting details)
Identify Bias
Analyze/Interpret Cartoons
Engage Critical Thinking
Sample Curriculum Map
Course Title: World History
Quarter: I
Academic Year: 2011-2012
Essential Questions Unit I:
1. What was life like in the early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have in common?
Unit/Time
Frame
Standards
Content
Skills
Unit I:
Early
Civilization
Content
Standards
W.H. 1.1
W.H. 1.2
W.H. 2.2
1. Where were
the earliest
civilizations
located?
1. Read Text
2. Understand
Cause/Effect
3. Summarize
4. Synthesize
5. Compare
6. Outline
7. Identify
Bias
8. Interpret
Cartoons
9. Engage in
Critical
Thinking
Weeks 1-5
*Prehistory
*Ancient
Middle East
History
*Ancient India
and China
*Ancient
Greece
*Ancient Rome
Civilizations of
America
Literacy
Standards
9-10R.H. 2
9-10 W.H.1
2. What
evidence
enables
Archaeologists
to make
conclusions
about early civ
ilizations?
3. What is
required to
establish a
civilization?
Assessment
Resources
Assessments/Products
• Crucial and often overlooked component
of the curriculum map
• Formative Assessment
• (daily/on-going)
• Summative Assessments that are on-going
throughout the year
Example – Assessments/Products
1. Quizzes
2. Tests
3. Projects
4. Text – Skills Practice & Chapter
Review
5. Online Progress Review
6. Power Point Presentation
Sample Curriculum Map
Course Title: World History
Quarter: I
Academic Year: 2011-2012
Essential Questions Unit I:
1. What was life like in the early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have in common?
Unit/Time
Frame
Standards
Content
Skills
Assessment
Unit I:
Early
Civilization
Content
Standards
W.H. 1.1
W.H. 1.2
W.H. 2.2
1. Where were
the earliest
civilizations
located?
1. Read Text
2. Understand
Cause/Effect
3. Summarize
4. Synthesize
5. Compare
6. Outline
7. Identify
Bias
8. Interpret
Cartoons
9. Engage in
Critical
Thinking
1. Quizzes
2. Tests
3. Projects
(name a
specific
project)
4.Chapter
Review
5. Power Point
Presentation
6. Group
Project
Weeks 1-5
*Prehistory
*Ancient
Middle East
History
*Ancient India
and China
*Ancient
Greece
*Ancient Rome
Civilizations of
America
Literacy
Standards
9-10R.H. 2
9-10 W.H.1
2. What
evidence
enables
Archaeologists
to make
conclusions
about early civ
ilizations?
3. What is
required to
establish a
civilization
Resources
Resources
• An endless pool of teaching/learning
tools.
• Variety of formats: text, video,
digital, Internet links, audio, apps,
etc.
• Continues to grow.
• Available to share with colleagues.
Example: Resources
1.World History Book, by Ellis and Esler
2.Audio Clips, PHSchool.com.
3. Video Clips, Witness History Discovery
School, by National Geographic.
4. Alexander the Great by Paul Cartledge.
5. History of Egypt, Part I, YouTube,
7 minutes.
Sample Curriculum Map
Course Title: World History
Quarter: I
Academic Year: 2011-2012
Essential Questions Unit I:
1. What was life like in the early times and how did it change as civilization began to develop?
2. What brought about the demise of early civilizations? 3.What did early civilizations have in common?
Unit/Time
Frame
Standards
Content
Skills
Assessment
Resources
Unit I:
Early
Civilization
Content
Standards
W.H. 1.1
W.H. 1.2
W.H. 2.2
1. Where were
the earliest
civilizations
located?
1. Read Text
2. Understand
Cause/Effect
3. Summarize
4. Synthesize
5. Compare
6. Outline
7. Identify
Bias
8. Interpret
Cartoons
9. Engage in
Critical
Thinking
1. Quizzes
2. Tests
3. Projects
(name a
specific
project)
4.Text-World
History
Skills,Practice
& Chpt. Review
5. Online
Progress
Review web
code naa-0141
5. Power Point
Presentation
1. World
History by
Ellis& Elser
2. Videos“Witness
History
Discovery
School”
AudioPHSchool.com
4.Alexander
the Great by
Paul Cartledge
5. Video:
History of
Egypt, Part I
YouTube 7 min.
Weeks 1-5
*Prehistory
*Ancient
Middle East
History
*Ancient India
and China
*Ancient
Greece
*Ancient Rome
Civilizations of
America
Literacy
Standards
9-10R.H. 2
9-10 W.H.1
2. What
evidence
enables
Archaeologists
to make
conclusions
about early civ
ilizations?
3. What is
required to
establish a
civilization?
Sample Curriculum Map
Course Title: 6th Grade E/LA: Writing
Quarter I
Academic Year: 2011-2012
Essential Questions: 1. Students will write essays, and reports that are clearly wirtten, well
organized, with vocabulary the makes the writing precise and interesting.
NOTE: The Reading and Writing framework, unlike history and science (content subjects), do not
have a content column, because reading and writing do not have content to learn, only skills.
Unit/Time
Frame
Standards
Unit I:
Writing for
organization
clarity, and
style, both
narrative
and
informative.
Support
claims using
information
from
multiple
sources, and
short
research
projects.
•
6.4.8a
•
6.4.8b
•
6.5.6
•
•
•
6.5.8
CC.6.W.1
(6.4.4)
CC.6.W.2
(6.4.3,6.4
.4,6.5.2)
Skills
•
Critique writing for
meaning and clarity
•
Revise writing for
meaning and clarity
•
•
Use varied word
choices to make
writing interesting
Compose increasingly
complex summaries
that include the
main idea and
relevant details.
Assessment
•
Curriculum
Aligned
Acuity
•
Writing
assignments
/reports
•
Teacher
made tests
•
Student
accountabili
ty test
•
School or
Corp. made
tests
Resource
•
•
•
•
•
Birkenst
eins’
“They
Say, I
Say”.
Google
docs.
Text
http://is
.gd/gXm
dI0
Livebind
ers.com
Sample Curriculum Map
Course Title: 6th grade E/LA Reading: Nonfiction
Quarter 1
Academic Year: 2011-2012
Essential Questions: 1. Students will connect M.I. and themes from multiple sources.
2. Students will support/defend ideas with information from text(s)
Unit/Time
Frame
Standards
Unit I:
Reading
Nonfiction/In
formational
Texts
Weeks 1-9
•6.2.3a
• 6.2.3b
•CC.6RI.1a
(6.2.7)
•CC.6.RI.1b
(6.2.7)
•CC.6RI.2a
•CC.6RI.2a
•CC.6RI.2b
Skills
•I.D. the relationship
between M.I. Of
multiple sources of
information about
related topics
•Clarify M.I. Of a text
by identifying their
relationship to multiple
sources and related
topics
Assessment
Resources
•Curriculum
map aligned
(cma)Acuity
•Core Reading
Text
•Content
Subject Texts
•Newspaper
Magazines
•Written
assignment
s/projects
•Teacher
made unit
tests
•Cite textual evidence to
support analysis of what
text says explicitly
•Chapter
review from
textbook
•Cite textual evidence to
support analysis
inferences drawn from
text
•Student
Accountabil
ity Test
•BrainPop
•Multiple
online sources
about a specific
topic (actual
sources go here)
Essential Vocabulary
Vocabulary that students need in order to
communicate about the subject with the teacher
and each other, and which are also used on ISTEP.
For example, Grade 6 E/LA 1st nine weeks:
Clarity/Clarify: Most clearly and correctly
expresses…
Compare and Contrast: How does one view differ
from the other, or how are they alike?
Sequence…
Summarize…
Essential vocabulary are found with the curriculum
map provided by the IDOE, on the Learning
Connection.
What’s Next?
K-Grade 8
1. Develop a Curriculum Map for E/LA and Math
(including digital links): completed by January 31,
2012. Release time for individual grade levels,
corporatiom wide.
2. Develop a Curriculum Map for all subject areas
K- 8 over the coming 9 months: to be complete
before August 2012.
3. Begin collecting digital resources for all
subjects/grade levels, which are maintained in a
common electronic site. This is ongoing.
What’s Next for FCHS?
• Complete Feshman Core Courses: Biology I; Earth
Space Science; World History; World Geography;
English 9; and Algebra I.
• In mid-October, Freshman teachers and
department chairs were given two consecutive
days of release time to begin work on curriculum
maps for core Freshman Courses.
• Once the Freshman Core Courses have been
addressed, move on to all other core courses:
Science; Social Studies; English; and Math.
What’s next for FCHS ?
• Once all core courses are addressed
we will begin work with other courses:
World Languages; Business
Technology; FACS; Fine Arts; Health;
Ag Ed.; and Technology Ed.
• The maps completion date is August
2012 or sooner.