CMI 2012 Designing CCSSM Systemic Curriculum: An Experience from the Field

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CMI 2012 Saratoga Springs, NY Presented By Janet Hale and Valerie Lyle

Transcript of CMI 2012 Designing CCSSM Systemic Curriculum: An Experience from the Field

Designing  CCSSM  Systemic  Curriculum:  An  Experience  from  the  Field  

Presented  By  Janet  Hale  and  Valerie  Lyle        www.CurriculumMapping101.com    

Backchannel: todaysmeet.com/ccssm

EssenGal  QuesGons  /  SupporGng  QuesGons  

EQ:  How  does  thinking  systemically  affect  curriculum  mapping?  SQ:  How  does  thinking  systemically  affect  designing  CCSSM-­‐based  curriculum?  

EQ:  How  does  strategic  planning  affect  short-­‐  and  long-­‐term  goals?  SQ:  How  does  strategic  planning  affect  teachers  charged  with  designing  systemic  CCSSM-­‐based  curriculum?  

Oak Grove Mentality

Independent 1 Grove … Multiple Root Systems

FoundaGonal  Points  

Systemic Design - Interdependent 1 Grove…1 Root System

Aspen Grove Mentality

Architects design. LEARN

Contractors build.

TEACH

Mapping  System(ic)  

Districtwide Map Type Clarification… Essential Maps

2 or more like schools in district

(e.g., 34 ES, 13 MS, 9 HS)

Consensus Maps 1 school per level

in district (e.g., 1 ES, 1 MS, 1 HS)

CollaboraGvely  Designed  With  VerGcal  Emphasis  

If a larger district… Need to figure out how to have balanced representation from each school within/among grade levels for the K-12 Math Task Force.

If one school per level… All teachers responsible for Math would be considered the K-12 Math Task Force (K-5 teachers, Math Departments – MS / HS).

Specialist/Special Ed?

             K                    1                  2…  

K-12 Math Task Force 3 teachers per grade level

(K-5) 6 teachers per grade level

(6-8) 12 HS teachers (9-10)

The Cream of the Crop

K-12 Math Task Force

Leadership Considerations

Magnitude  of  Change  (Second-­‐Order  Versus  First-­‐Order  Change)  

Building  RelaGonships  

Teachers  need  to  see    administrators  present  and  caring.

(District  Level  &  School  Level)  

It will take more time than you think it will take.

Plan Ahead … Be Proactive

EssenGal  QuesGons  /  SupporGng  QuesGons  

EQ:  How  does  thinking  systemically  affect  curriculum  mapping?  SQ:  How  does  thinking  systemically  affect  designing  CCSSM-­‐based  curriculum?  

EQ:  How  does  strategic  planning  affect  short-­‐  and  long-­‐term  goals?  SQ:  How  does  strategic  planning  affect  teachers  charged  with  designing  CCSSM-­‐based  curriculum?  

How much do the K-12 Math Task Force members know about developing EUs/EQs?

How much do the K-12 Math Task Force members know about

the CCSSM?

How much do the K-12 Math Task Force members know about

systemic design?

Implementation

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of

others. 4.  Model with mathematics. 5.  Use appropriate tools strategically. 6.  Attend to precision. 7.  Look for and make use of structure. 8.  Look for and express regularity

in repeated reasoning.

(CCSS, pp. 7-8)

Standards for Mathematical Practice are the same K-12…

Crosswal

k  

Gap  Analysis  

RecommendaGons  for  use  by  task  force…  

Crosswal

k   Best  Use  of  Crosswalk  Documents    for          

Curriculum  Design  

Verifies  what  task-­‐force                                members    “discover”                                                                

AFTER  FIRST                                                          studying  and  analyzing                                        

verGcal/horizontal  CCSSM.  

Gap  Analysis  

Most  Beneficial  Use  of  Gap  Analysis  Documents  for  Curriculum  Design  Indicates  to  Math  Task  Force  members  who  may  be  best  to  call  on                                                              

as  resident  experts  when  fellow  task-­‐force  members  may  need  some  (or  a  lot)                    of  aid  in  designing  unfamiliar  learning  (content  –  skills).  

Part 1 Design / Part 2 Design Vertical Alignment

Design units that represent K-12 learning continuum

(e.g., Geometry, Measurement/Data) by single/mixed domains

across grade levels

Horizontal Alignment Design units of study that

integrate learning within and/or among strands in one grade level (e.g., intradisciplinary,

program-based, interdisciplinary)

Implementation: Beginning to Design Breaking Apart (translating, unpacking) Standards to [first] create Content (what students must KNOW), which is noun-based.

K-2 … 3-5 … 6-8 / HS Content written as Noun Phrase: Descriptor

Analog/Digital (Hour, ½ Hour) Elapsed  

Started with GEOMETRY (Gr. K-2, 6-8)

GEOMETRY/MEASUREMENT (Gr. 3-5)  

Time: Time:

GEOMETRY (Grade 4)

A.  2-­‐Dimensional  Shapes  Vocabulary:  8  Terms  

B.  2-­‐Dimensional  Shapes:  Visual  Figure  Representa=ons  /  Figure  Classifica=on  Based  On  Lines  And  Angles  (Square,  Rectangle,  Rhombus,  Parallelogram,  Trapezoid,  Right  Triangle,  Acute  Triangle,  Obtuse  Triangle)  

C.  2-­‐Dimensional  Shapes  Vocabulary:  1  Term  

D.  2-­‐Dimensional  Shapes:  Line  Of  Symmetry  

E.  3-­‐Dimensional  Shapes  Vocabulary:  6  Terms  

F.  3-­‐Dimensional  Shapes:  Nets  (Cube,  Cylinder)  

G.  Lines/Angles  Vocabulary:  7  Terms  

H.  Lines/Angles:  Point,  Line,  Line  Segment,  Ray  /  Parallel  Lines,  Perpendicular  Lines  

I.  Lines/Angles  Vocabulary:  8  Terms

Vocabulary  

GEOMETRY (Grade 4)

(Cont.)  

J.  Lines/Angles:  Right  Angle,  Acute  Angle,  Obtuse  Angle,  Straight  Angle  /  Addi=on/Subtrac=on  of  Angles  

K.  Angle  Measurement:  Protractor  

L.  Angle  Measurement  Vocabulary:  2  Terms  

M.  Angle  Measurement:  Circle  (2  Rays  Crea=ng  An  Angle)  

N.  Area  Vocabulary:  1  Term  

O.  Area:  Area  Formula  (Rectangles)  

P.  Perimeter:  Perimeter  Formula  (Rectangles)

V  E  R  T  I  C  A  L  

HORIZONTAL  

Scaffolded  Skills  

While  breaking  apart  standards  to  design  content,  and  especially  skills,  task-­‐force  members  are  oeen  quesGoning  and  inquiring  using  Internet-­‐based  resources  as  well  as  one  another’s  experGse.    

An  atmosphere  needs  to  be  created  that  allows  teachers  to  openly  admit  to  one  another/facilitator…  

“I  don’t  know.”    “We  don’t  have  a                  

clue  what  this  should  look  like  as  a          

scaffolded  skill  set!”  

Seven-Step Review Process (HHJ, 1997)

 1. Collecting the Data  2. First Read-Through  3. Small Group Review  4. Large Group

Comparisons  5. Determine Immediate

Revision Points  6. Determine Points

Requiring Research and Planning

 7. Plan for Next Review

 1.  CollecGng  the  Data  

 1.  CollecGng  the  Data  

Seven-Step Review Process  1. Collecting the Data  2. First Read-Through  3. Small Group

Review  4. Large Group

Comparisons  5. Determine

Immediate Revision Points

 6. Determine Points Requiring Research and Planning

 7. Plan for Next Review

 2.  First  Read-­‐Through  

 3.  Small  Group  Review  

 4.  Large  Group  Comparisons  

 5.  Determine  Immediate  Revision  Points  

 6.  Determine  Points  Requiring  Research  and  Development  (?)    

 7.  Plan  For  Next  Review  

Seven-Step Review Process  1. Collecting the Data  2. First Read-Through  3. Small Group Review  4. Large Group

Comparisons  5. Determine Immediate

Revision Points  6. Determine Points

Requiring Research and Planning

 7. Plan for Next Review

Part 1 Design / Part 2 Design Vertical Alignment

Design units that represent K-12 learning continuum

(e.g., Geometry, Measurement/Data) by single/mixed domains

across grade levels

Horizontal Alignment Design units of study that

integrate learning within and/or among strands in one grade level (e.g., intradisciplinary,

program-based, interdisciplinary)

Slow and steady stays the course(s).

Janet  Hale  www.CurriculumMapping101.com  

teachtucson@aol.com      520-­‐241-­‐8797  

Valerie  Lyle  vlyle@msn.com      618-­‐534-­‐4558