Mapping Social Studies Professional Learning Community DAY 2 1

Our PLC Norms Listen to understand Set aside preconceived notions Speak openly and honestly Pay attention to your “feathers” *Manage electronic devices Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively. If there is anything that you need in order to make the task clearer or to ensure your full participation let your team know. Share those items (one person at a time) and come to agreement on the TEAM NORMS. Write the Team Norms down and put them in the binder. Monitor how you are doing with the 2

Research shows that a well-articulated curriculum, aligned to standards, is critical for student achievement. (Marzano 2003, 2006) 3

Housekeeping 4

Day 2 Phase 2 of Curriculum Mapping Shoring up the Foundation for Mapping from Day 1 Unwrapping the Standards Deepen understanding of 21st Century Skills Lunch 11:30-12:30 on your own Team Time-5th and 6th in Conf. C Chart your progress toward expectations on your BLUE sheet PLUS/DELTA 5

From... To… 21st Century Mapping Assessments Aligned to a Program Assessments Aligned to Essential Curriculum? Assessments Aligned to Benchmark and Critical Skills in Curriculum Map Instruction Focused on a Program Instruction Focused on Teaching Strategies Instruction Focused on learning through an enacted Curriculum Map: K-12 Textbook as Curriculum Essential Curriculum Curriculum Maps Benchmark Skills Critical Skills Consistent and Standardized Professional Development Customized and Responsive Professional Development: Training, Coaching, Leadership, Through data analysis

Making Sense of Mapping TAIP OLD Curriculum Terms New Curriculum Terms 1. Goal 2. Lesson Plan 3. Scope & Sequence Resource Guide 4. “Understands…” 5. Materials 6. Objective 7. Collaboration 8. Test/Quiz 1. Essential Questions 2. Activities 3. Curriculum Map-Living doc 4. Higher Order Thinking Verbs 5. Resources 6. Benchmark and Critical Skills, Learning Targets 8. Formative and Summative Assessments aligned to skills 7

Potential Roles of Administrators in the Mapping Process Include the mapping process in policies and procedures Communicate with staff, board, parents, community Make connections and hooks with current initiatives Work toward clarity in expectations/goals Support staff with Training Staff development plan Time Accountability Read-throughs to Address gaps, repetitions, etc Deal with obstacles Serve as a coach in the process Use data to make decisions 8

Possible Roles and Responsibilities of Curriculum Teacher Leaders Communicate Goals and progress towards goals regularly with, Staff, Principals, Building Leadership Team, District Leadership Team, Central Office Assist with the development of a Professional Development Plan to provide needed skill training the areas of curriculum, instruction and assessment. Consider Peer Observations to ‘coach’ each other on the use of new instructional strategies Plan and collaborate with other building teams to help make connections Help facilitate discussions about data with staff Keep focused on the “Big Picture” and help staff make the connection Be aware and sensitive to different adult learning styles Be a coach and cheerleader: clarify, guide, nudge, and support Provide support to new staff, teach them the initial processes Understand the curriculum software and provide support or request formal training if needed 9

Benefits of Curriculum Maps Teacher Benefits Student Benefits 2 1 Common Benefits 5 District Benefits Parent Benefits 3 4

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UNWRAPPING the Standards We will focus on steps 1-5 before lunch and steps 6-8 after lunch. 12

Phase 2 Unwrapping Process Identify nouns and noun phrases to identify the CONTENT Locate verbs to identify the SKILLS Use Resources to better understand the Depth of Knowledge, Level of Bloom’s Construct a list of skills that are essential to become proficient in the identified standard Review charts to look for K-2 gaps in skills. Determine that skills: Are aligned to the Learning Target categories, use Marzano Resource Have the level of rigor necessary to meet the expectations of the standard Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills We will focus on steps 1-5 before lunch and steps 6-8 after lunch. 13

Let’s practice … RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 14

Identify the nouns… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 15

Identify the nouns and noun phrases… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 16

Locate the verbs… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 17

Locate the verbs… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 18

Determine the level of understanding… Knowledge Reasoning Demonstration Product Explain Predict Observe Design Describe Infer Perform Produce Identify Classify Compose Make Define Compare Conduct Write Recall Summarize Speak Draw Recognize Analyze Operate Represent Select Evaluate Investigate Display List Generalize Collect Model 19

BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging   Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining   Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding 20

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What is the depth of knowledge? 22

Iden%fy the DOK level of Standards • If you have a 3 assessment, should also 1 and 2 assessments that lead up to it. • Check your assessment(s) make any needed adjustments sharpen alignment. 23

Identify the DOK Level for the Standard • If you have a DOK Level 3 you should also have a DOK Level 1 and Level 2 that lead up to it. • Check your assessments and make any needed adjustments to sharpen the alignment Iden%fy the DOK level of Standards • If you have a 3 assessment, should also 1 and 2 assessments that lead up to it. • Check your assessment(s) make any needed adjustments sharpen alignment. 24

Choosing the Best Assessment Method To determine the best fit for the standard being assessed consider…. The standard Assessment methods currently in use Assessment methods that are best for the standards being assessed Cognitive demand and level of engagement expected 25

Aligning Assessments to the Target 26

Processing Time Revisit the skills you identified on Day 1 to determine the level of cognitive demand that is required. Draft- learning targets using Levels of Cognitive Demand tools Read through to see if they are scaffolded in a way that supports the student in reaching the essential understanding? 27

Break- 10 minutes 28

Consensus Maps A collaborative document that identifies the ‘non-negotiables’ THE CORE, for each course or subject to meet the needs of all learners to ensure they are college and career ready. This helps to eliminate repetition and identify gaps. 20 minutes 29

Google 21st Century Skills Visit the wikispace to look at resources What are 21st Century Skills? With a partner go to You Tube to see what you discover about 21st Century Skills Google 21st Century Skills Visit the wikispace to look at resources Come up with a shared definition a your table of what “it” is 20 minutes 30

Lunch 11:30-12:30 31

Do not present material in only one modality Recommendations for delivering instruction for students in the DIGITAL AGE Eliminate lengthy lessons-change topics frequently and make use of all technology Do not present material in only one modality Allow projects to involve creativity of video, electronic tools, digital media, etc… 20 minutes 32

Generation thrives on feedback and constant positive reinforcement. Continued… Do not limit projects to one format, as today’s learners are ‘content creators’ Generation believes in “product’ over “process”. Give them assignment and set them free to complete. Generation thrives on feedback and constant positive reinforcement. More concrete examples before abstract thinking can develop 20 minutes 33

Align your Unit/Lessons to the revised standards P.M. Work Align your Unit/Lessons to the revised standards Draft learning targets and assessments based on what you learned this morning Mastery Connect may be a good resource for assessments 34

Make Connections- 10 minutes What I used to think What I think now 35

Day 3 Software Training with CLI-everyone needs to be on a laptop Next Steps Day 3 Software Training with CLI-everyone needs to be on a laptop Bring your draft unit/lesson plans via WORD doc so you can cut and paste it in the template. Remember for grad credit you need to post to discussions, Registration 8:30 on 4/20 36

Check your individual progress toward the Learning targets for this course on your Orange SHEET 37