1. CURRICULUM MAPPING MARCH 23,2012 Perquimans County

2. HEIDI HAYES JACOBS What Year Are We Preparing Our Students For

3. Where are you in your knowledge? 4 Corners Activity

4. 4 Corners Elementary Level: I know about curriculum mapping, but have not had direct involvement in its planning or process development. Middle Level: I have some knowledge of curriculum mapping and have had some involvement in its plan and execution. High Level: I have applied knowledge of curriculum mapping and have experience in developing the process. Graduation Level: I have knowledge, application experience, and can teach or share with others a way to plan and execute curriculum mapping.

5. Moving to the Next Level In your group, discuss what is needed to enable you and others to move from your present level of understanding to the next level. Chart a bulleted list Share with the group

6. Why are we doing this? State Influence Initiative—Essential Standards/Common Core Standards Adoption  2010-11: Current SCOS taught and assessed  2011-12: Current SCOS taught and assessed  2012-13: Common Core/Essential Standards taught and assessed

7. A Common Understanding COMMON Curriculum Goals (Aligned with SCOS) COMMON Assessments COMMON Planning and Collaboration Common Goals + Common Assessments = Team Approach to teaching and learning

8. DESIRED OUTCOMES- Long Term Create DRAFT District Curriculum Pacing Guides 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

9. 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:

10. What Process and Research Will Guide our Work? Heidi Hayes Jacobs’ Work “Understanding by Design” by Grant Wiggins and Jay McTighe

11. K-W-L: Understanding by Design KNOWWANT TO KNOWLEARNED

12. IN A NUTSHELL (ON YOUR OWN) HTTP://PREZI.COM/KFOHEANF8QO5/INTRO- UBD-IN-A-NUTSHELL/ Understanding by Design

13. Beginning with the END in mind…

14. Stages of Designing Effective 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

15. 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?

16. 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:

17. IDENTIFYING: THE BIG IDEAS/THEMES Stage 1

18. Big Ideas Broad and abstract Conceptual lens Represented by one or two words Universal in application Timeless—carries through the ages Represented by different examples that share common attributes

19. Finding the Big Ideas in CC/ES Organization of Common Core/Essential Standards lends itself to these “Big Ideas” Strands or Clusters HELP to determine focus Within Strands or Clusters there are “Big Ideas” and “Themes” that can be unified for the unit framework

20. Big Ideas in Science: Examples  Natural Phenomena  Causal Explanations  Systems, Order, Organization  Change, Constancy, Measurement  Form and Function  Equilibrium/Balance  Systems and Interactions  Models

21. 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?

22. Ways to find Big Ideas Review the standards’ text and Circle recurring nouns to identify ideas (underline verbs for tasks) Compare with list of transferable concepts Ask questions about a topic/standard (Why study..? What’s transferrable about…? How would…be applied in the real world?) Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)

23. Affinity Activity Read Essential Standards for your subject area. You can find these online at DPI or use the link for the Curriculum Mapping Wiki. Use sticky notes to record “concepts” or “skills” reflected in the standards. Use one sticky note per concept/idea Work as a team to organize the concepts into similar groupings (sticking on chart paper) Name the groupings with a Title

24. ESSENTIAL QUESTIONS ESSENTIAL UNDERSTANDINGS (LEARNING TARGETS) Stage I

25. Essential Questions In the words of Grant Wiggins… http://www.authenticeducation.org/bigideas/nj_vide os/eq.html

26. ESSENTIAL QUESTIONS GREAT THOUGHT PROVOKING OPENERS GUIDES the UNIT DELIVERY OPEN ENDED ASSESSMENT TOOL

27. Essential Questions used in teaching Role of Essential Questions:  Asked to be argued  Designed to “uncover” new ideas, views, lines of argument  Set up inquiry, heading to new understandings  Deepens understanding  Leads to more questions  Helps to organize material

28. Sample Essential Questions: What makes wounds heal in different ways? Why is asthma so prevalent in poor urban communities? What keeps things from rusting, and why? How do chemicals benefit society? Are animals essential for man’s survival? How do scientists find out about objects, living things, events and phenomena? What does it mean to be living? How do living things adapt to the environment?

29. Sample Essential Questions:  What makes a great story?  Why is communication/reading important?  How do authors use words to create images?  Does a good read differ from a ‘great book’? Why are some books fads, and others classics?  What does an independent reader look like?  What do good readers do?  How can the way a story is structured help me to read with understanding?

30. Sample Essential Questions Science How do chemicals benefit society? Are animals essential for man’s survival? Explain. What must a scientist do in order to research something? How do scientists find out about objects, living things, events and phenomena? What does it mean to be living? How do the parts of living things help them survive? How does studying cycles help us to understand natural processes? How do living things adapt to the environment? How can we safeguard our environment?

31. Central to Teaching and Understanding Our goal in designing district units and pacing guides is to provide a guide and minimum standard for curriculum delivery. ALL students should be taught at the higher level of Bloom’s. Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

32. 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

33. Enduring Understandings In the words of Grant Wiggins… http://www.authenticeducation.org/bigideas/nj_vide os/eq.html

34. Understandings, defined: They are...  specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’  can be 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

35. From Big Ideas to Understandings 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

36. Examples of Enduring/Essential Understandings Systems change over time as they adapt to different inputs. Change is one part of a system that can cause a different outcome. Each part of a system has a defined role and function. The scientific method and technology allow us to gather data, analyze results, draw conclusions to solve problems. The universe is made of matter and energy, which is continually being changed and transferred throughout the Earth and Universe.

37. Activity (part I) Look at the clarifying objectives related to one cluster from your Affinity Diagram  Record the Title for the “cluster”  Develop a question or two that illustrates the “Big Idea” and could get to the heart of what we want students to discover or uncover during their learning.  Record on chart paper

38. Part II Exercise: Understandings From the “Big Idea” and Essential Question in one cluster from your diagram: Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)

39. VIEW THE ESSENTIAL QUESTIONS POSED (ARE THEY BROAD AND THOUGHT PROVOKING?) VIEW THE ENDURING UNDERSTANDINGS (ARE THEY ENDURING AND TRANSFERRABLE?) COMMENT OR POST QUESTIONS Gallery Walk

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

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

42. 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:

43. Feedback: What worked for you today? What would have made it better?