PROJECT OVERVIEW Currituck County’s Curriculum Mapping Project.

PROJECT OVERVIEW Currituck County’s Curriculum Mapping Project

Housekeeping Items Sign-In each day Contracts Restrooms Lunch Introductions  Name, School, Something you’ve done/will do this Summer

Why are we doing this? Focus on Developing Professional Learning Communities  Research by Rick DuFour and Robert Eaker  Practice embedded in School Reform Models  Practice embedded in NC Teacher and Principal Standards and Evaluation Research on Best Practices http://www.allthingsplc.info/articles/articles.php

Professional Learning Communities Essential/Guiding Questions What do students NEED TO LEARN? What evidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT? What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING? What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY? How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?

PLC ESSENTIALS COMMON Curriculum Goals (Aligned with SCOS) COMMON Assessments COMMON Planning and Collaboration Common Goals + Common Assessments = Team Approach to teaching and learning

WHY DISTRICT MAPS and ASSESSMENTS? How can we use our SMART goals and evidence of student learning to inform and improve our practice? This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

DESIRED OUTCOMES Create DRAFT District Curriculum Pacing Guides for Core Subjects K-12 Create DRAFT Unit Plan Frameworks Create DRAFT Common Assessments for Benchmarking Student Attainment of Goals Begin the process for Continuous Improvement of Teaching and Learning

How Will We Get There? Know the Target Plan and Deliver Assess Along the Way Provide Descriptive Feedback and Assistance

What’s the GOAL? With a partner or others at your table, discuss the question: WHAT IS THE GOAL OF TEACHING? and WHAT DOES THE END PRODUCT LOOK LIKE?

Understanding by Design Beginning with the END in mind…

Each element is found behind a menu tab when designing units L T OE R U K Q CS Stage 1Stage 2Stage 3 Understandings Questions Content Standards Knowledge & Skill Task(s) Rubric(s) Other Evidence Learning Plan

Why “backward”? The stages are logical but they go against habits  We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students  By thinking about the essential learning and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

The “big ideas” of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: Unpack the content standards and ‘content’, focus on big ideas Analyze multiple sources of evidence, aligned with Stage 1 Derive the implied learning from Stages 1 & 2 What are the big ideas? What’s the evidence? How will we get there?

Subject: Grade Level: Unit Title: Timeframe Needed for Completion: Grading Period: Big Idea/Theme: Understandings: Curriculum Goals/Objectives:Essential Questions: Essential Skills/Vocabulary:Assessment Tasks: Integration Opportunities:

IDENTIFYING: THE BIG IDEAS/THEMES KEY UNDERSTANDINGS ESSENTIAL QUESTIONS Stage 1

“Big Ideas” are typically revealed via –  Core concepts  Focusing themes  On-going debates/issues  Insightful perspectives  Illuminating paradox/problem  Organizing theory  Overarching principle  Underlying assumption  Key questions  Insightful inferences from facts

Big Ideas in Literacy: Examples  Rational persuasion (vs. manipulation)  audience and purpose in writing  A story, as opposed to merely a list of events linked by “and then…”  reading between the lines  writing as revision  a non-rhyming poem vs. prose  fiction as a window into truth  A critical yet empathetic reader  A writer’s voice

Some questions for identifying truly “big ideas”  Does it have many layers and nuances, not obvious to the naïve or inexperienced person?  Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?  Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?  Is it (therefore) prone to misunderstanding as well as disagreement?  Are you likely to change your mind about its meaning and importance over a lifetime?  Does it reflect the core ideas as judged by experts?

SCOS GOALS What are the BIG IDEAS or THEMES for this content area K-12? Activity--  Come up with 5 (or more) Big Ideas

Creating Evaluating Analyzing Applying Understanding Remembering 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, hypothesising, 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

SCOS GOALS What are the BIG IDEAS or THEMES for this content area K-12?  Come up with 5 (or more) themes  For one theme, create a question that addresses each area of Bloom’s as it relates to the theme

VIEW THE QUESTIONS POSED FOR EACH LEVEL AND COMMENT OR POST QUESTIONS REGARDING THE ALIGNMENT WITH BLOOM’S. Gallery Walk

From Big Ideas to Understandings about them An understanding is a “moral of the story” about the big ideas  What specific insights will students take away about the the meaning of ‘content’ via big ideas?  Understandings summarize the desired insights we want students to realize

Understanding, defined: They are...  specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’  framed as a full sentence “moral of the story” – “Students will understand THAT …”  Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

Essential Questions To Guide Our Work What is ESSENTIAL to Understanding? How can the this be organized to maximize understanding? How can we assess them?

Essential Questions used in teaching Essential – (To Hitting the Target)  Asked to be argued  Designed to “uncover” new ideas, views, lines of argument  Set up inquiry, heading to new understandings

Essential Questions What questions –  are arguable - and important to argue about?  are at the heart of the subject?  recur - and should recur - in professional work, adult life, as well as in classroom inquiry?  raise more questions – provoking and sustaining engaged inquiry?  often raise important conceptual or philosophical issues?  can provide organizing purpose for meaningful & connected learning?

Sample Essential Questions:  Who are my true friends - and how do I know for sure?  How “rational” is the market?  Does a good read differ from a ‘great book’? Why are some books fads, and others classics?  To what extent is geography destiny?  Should an axiom be obvious?  How different is a scientific theory from a plausible belief?  What is the government’s proper role?

Working on the Work…. For each Theme/Big Idea created in the first stage activity:  Determine the Essential Understandings  List the Curriculum Goals associated with the Theme/Big Idea  Create Essential Questions  Identify Essential Skills and Vocabulary

Debrief Day I 3-2-1 Activity  List 3 things that you were expecting when you came in today  List 2 “pleasant” surprises  Write 1 question that you may have

THANKS FOR COMING BACK! Day 2

Positives Things to Reconsider ∆ Partners Time to work uninterrupted Template Lunch Time flew More representatives Clarifying task at beginning Space at computers Day 1 Reflections

Pleasant Surprises Points to Clarify Layout of work Time to work and organize Relaxed environment Questions answered Review of Blooms’ Shared frustrations Common Assessment creation? Do this again when curriculum changes? Finished product placement? Am I doing this right? 3-2-1 Reveals

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

From Big Ideas to Understandings about them An understanding is a “moral of the story” about the big ideas  What specific insights will students take away about the the meaning of ‘content’ via big ideas?  Understandings summarize the desired insights we want students to realize

Understanding, defined: They are...  specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’  framed as a full sentence “moral of the story” – “Students will understand THAT …”  Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

Understandings: Examples...  Great artists often break with conventions to better express what they see and feel.  Price is a function of supply and demand.  Friendships can be deepened or undone by hard times  History is the story told by the “winners”  F = ma (weight is not mass)  Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them  The storyteller rarely tells the meaning of the story U

Essential Questions What questions –  are arguable - and important to argue about?  are at the heart of the subject?  recur - and should recur - in professional work, adult life, as well as in classroom inquiry?  raise more questions – provoking and sustaining engaged inquiry?  often raise important conceptual or philosophical issues?  can provide organizing purpose for meaningful & connected learning?

Samples of Essential Questions for Social Studies History/Historical Analysis and Interpretation § What happened in the past? § How can we know if we weren’t there? § Why study history? § What can we learn from the past? Civics/Government § How are governments created, structured, maintained, and changed? § What are the roles and responsibilities of government? § How do the structures and functions of government interrelate? § What would happen if we had no government

Samples of Essential Questions for Social Studies Economics § Why do we have money? § What is the difference between ‘needs’ and ‘wants’? § How does something acquire value? § What is it worth? § How much should it cost? Who decides? § Who should produce goods and services? Geography § Why is "where" important? § Why is/was ________ located there? (e.g., capitol, factory, battle, etc.) § What makes places unique and different? § How does geography, climate and natural resources affect the way people live and work? § How does where I live influence how I live?

Pass the Paper Feedback Working as partners/teams, examine some of the units designed during yesterday’s session. Provide feedback through questioning— Does this understanding match the goal? Is/Are the essential question(s) broad/deep enough to spark inquiry? Will the timeframe be sufficient? Pass the paper to the next team.

COMPLETE AND/OR REVISE: BIG IDEAS/THEME CURRICULUM GOAL/OBJECTIVE ESSENTIAL QUESTIONS ESSENTIAL SKILLS/VOCABULARY Work on the Work

Stage 2 – Assessment Evidence Template fields ask:  What are key performance tasks indicative of understanding?  What other evidence will be collected to build the case for understanding, knowledge, and skill?  What rubrics will be used to assess complex performance?

The big idea for Stage 2 The evidence should be credible & helpful. The assessments should –  Be grounded in real-world applications, supplemented as needed by more traditional school evidence  Provide useful feedback to the learner, be transparent, and minimize secrecy  Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

Assessment of Understanding via the 6 facets i.e. You really understand when you can:  explain, connect, systematize, predict it  show its meaning, importance  apply or adapt it to novel situations  see it as one plausible perspective among others, question its assumptions  see it as its author/speaker saw it  avoid and point out common misconceptions, biases, or simplistic views

For Reliability & Sufficiency: Use a Variety of Assessments Varied types, over time:  authentic tasks and projects  academic exam questions, prompts, and problems  quizzes and test items  informal checks for understanding  student self-assessments

Scenarios for Authentic Tasks Build assessments anchored in authentic tasks using GRASPS:  What is the G oal in the scenario?  What is the R ole?  Who is the A udience?  What is your S ituation (context)?  What is the P erformance challenge?  By what S tandards will work be judged in the scenario? S P S G R A

COMPLETE AND/OR REVISE: BIG IDEAS/THEME CURRICULUM GOAL/OBJECTIVE ESSENTIAL QUESTIONS ESSENTIAL SKILLS/VOCABULARY Work on the Work

Debrief Day 2 Where are you in the process? What do we need to adjust to tomorrow’s agenda? What worked for you today? What needs to be considered for improvement?

Positives Things would be better if… Explanations on issues that were confusing yesterday Critiques of others were helpful as we started today Helpful hints of others Clarifications on Big Ideas/Essential Questions Uninterrupted work time Finished units totally Time Day 2 Reflections

Units in Sequence In what order should the Units be taught? Note the grading period in the template Order/Arrange the Units (paper copies) List the Unit Titles (file names) in order to be taught List the Theme and objectives covered in each quarter in the Quarterly Pacing guide template

COMPLETE AND/OR REVISE: SEQUENCING AT A GLANCE PACING CHART Work on the Work

The big idea for Stage 2 The evidence should be credible & helpful. The assessments should –  Be grounded in real-world applications, supplemented as needed by more traditional school evidence  Provide useful feedback to the learner, be transparent, and minimize secrecy  Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

Just because the student “knows it” … Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer  Understanding is inferred, not seen  It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

Assessment of Understanding via the 6 facets i.e. You really understand when you can:  explain, connect, systematize, predict it  show its meaning, importance  apply or adapt it to novel situations  see it as one plausible perspective among others, question its assumptions  see it as its author/speaker saw it  avoid and point out common misconceptions, biases, or simplistic views

Scenarios for Authentic Tasks Build assessments anchored in authentic tasks using GRASPS:  What is the G oal in the scenario?  What is the R ole?  Who is the A udience?  What is your S ituation (context)?  What is the P erformance challenge?  By what S tandards will work be judged in the scenario? S P S G R A

Reliability: Snapshot vs. Photo Album We need patterns that overcome inherent measurement error  Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

QUICK WRITE PAIR/SHARE What do you know or think you know about Formative Assessments?

Formative Assessment A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning, which helps student improve their achievement of intended outcomes.  Questioning  Discussing  Learning Activities/Projects  Conferences  Interviews Student Reflections

Formative Assessments Are assessments found at the classroom level and happens in short intervals/cycles. Formative Assessments: Not graded or used in accountability systems Feedback is DESCRIPTIVE in nature so the student knows what exactly is needed for improvement.

Summative Assessments Summative Assessments provide evidence of student competence or program effectiveness. Selected Response Items (T/F, MC, Matching) Short Answers (Fill in/ 1-2 sentence response) Extended written response Performance Assessments

Summative Assessments Summative assessments are found at the classroom, district, and state level and can be graded and used in accountability systems. Summative assessments are: Used to evaluate Used to categorize students in comparison to others

Formative vs. Summative ONE is NOT BETTER THAN THE OTHER Both are essential to student leaning when the information gathered is used to inform students, teachers, and parents of progress. It is ALL about the TIMING and the USE of the assessment. Check-up vs. Autopsy

WHERE DO BENCHMARK ASSESSMENTS FALL? ARE THEY FORMATIVE? ARE THEY SUMMATIVE? So….

OUR DEFINITION: QUARTERLY WRITING OR MULTIPLE CHOICE ASSESSMENTS BASED ON PREVIOUSLY TAUGHT SKILLS OR OBJECTIVES Benchmark Assessments

ARE THEY FORMATIVE OR SUMMATIVE? Benchmark Assessments

When should they be given? Looking at the school calendar for next year, when would you propose that the assessments be given in order to provide feedback to teachers and students? Should there be one designated day? Or should there be a window? What other options should be considered?

OVERVIEW OF THIS ONLINE TOOL NC FALCON

Creating Benchmark Assessments Using BLOOM’s and your pacing guide, begin to create a 25-35 Question Assessment that is based on the content covered in the first quarter, second quarter, etc. Questions will need to be assigned the following:  Goal and objective number  Correct answer  Distracters Spreadsheet will provide this information to begin with the creation of a data base.

Creating Evaluating Analyzing Applying Understanding Remembering 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, hypothesising, 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

COMPLETE QUESTION WRITING FOR BENCHMARK ASSESSMENTS Work on the Work

Each element is found behind a menu tab when designing units L T OE R U K Q CS Stage 1Stage 2Stage 3 Understandings Questions Content Standards Knowledge & Skill Task(s) Rubric(s) Other Evidence Learning Plan

WE’RE IN THE HOME STRETCH!!! PAYDAY IS JUST AROUND THE CORNER! Day 4

AGENDA Review Feedback from Day 3 Work on the Work (Assessment Generation) Evaluation and Next Steps (11:30)

Positives Things would be better if… A lot of time to work and collaborate. Why Haven’t I used Classcape before? I like it! Lots of work finished! A lot accomplished! Time to complete products Great day! Things done to make less work during the year Thanks for the stress free work environment- good comfort zone Questions answered quickly All materials were available Fun! Need to move to 1 st —No Plants or insects in K : ( Creation of unit assessments seems redundant Many assessments Tuna Salad Sandwich—YUCK! Not able to design assessment efficiently Need to have more than one HS teacher working on assessment questions if ClassScape is not available Had a hard time figuring out how it is all going to fit together Not all topics are covered in Classscapes—gaps in assessments Too many assessments—scary! Full assessment calendar! Day 2 Reflections

COMPLETE ALL WORK PRODUCTS UNIT FRAMEWORKS AT A GLANCE 1 ST QUARTER ASSESSMENTS/CLASSSCAPE Work on the Work

Help with item writing: GOOGLE Higher level multiple choice questions 14 Rules for Writing MC Questions http://testing.byu.edu/info/handbooks/14%20Rules%20for %20Writing%20Multiple-Choice%20Questions.pdf Test Development: Multiple Choice Section B http://web.utk.edu/~mccay/apdm/mchoice/mc_b.htm FYC 8 http://cfe.unc.edu/pdfs/FYC8.pdf

Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING

Stage 3 – Plan Learning Experiences & Instruction A focus on engaging and effective learning, “designed in”  What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1?  How will the design ensure that all students are maximally engaged and effective at meeting the goals? L

Think of your obligations via W. H. E. R. E. T. O. “ Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R L T O

Feedback: Process and The Day How can this process be improved? What would you suggest that we do differently for the next group? What worked for you today? What would have made it better?

for further information... Contact us:  Grant Wiggins, co-author: grant@ubdexchange.org  Jay McTighe, co-author: jmctigh@aol.com

PROJECT OVERVIEW Currituck County’s Curriculum Mapping Project.

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