Dr. Marie Alcock Aligning to Standards. Summary of work to date Units - Translated into mapping...
-
Upload
jason-palmer -
Category
Documents
-
view
215 -
download
0
Transcript of Dr. Marie Alcock Aligning to Standards. Summary of work to date Units - Translated into mapping...
Dr. Marie Alcock
Aligning to Standards
Summary of work to dateUnits - Translated
into mapping format StandardsConcepts (Big Ideas)Essential QuestionsContentSkillsAssessments
21st Century Upgrades
Focus for TodayCommon Core Standards
Unpacking (Content and Skills)Aligning to AssessmentsSample Unit
FIVE TYPES OF ALIGNMENTFIVE TYPES OF ALIGNMENTInternal: The elements in a teacher or
district curriculum map align to one
another.
Cumulative: The curriculum maps build
year to year; class to class K-12 and
beyond.
External: Curriculum and assessment
maps align to external standards geared
toward future productivity.
To Students: Curriculum and
assessment maps are designed to match the needs of specific learners in specific
locations for their future.
Global: The aims and actions of our school
curriculum and programs will help our
learners connect to global communities.
Standards Definition – Level of quality accepted as norm
Types of StandardsState Standards Common CoreCollege Readiness (ACT)National OrganizationsInternational (AERO)
Integration of Knowledge and IdeasInformational Text - CC
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Integration of Knowledge and IdeasInformational Text - CC
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Reading Standards – Grades 11-12 Cite specific textual evidence to support
analysis ofprimary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide a accurate summary that makes clear the relationships between the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Knowledge – memorizingComprehension –
understandingApplication – using Analysis – taking apartSynthesis – putting togetherEvaluation - judging
Levels of Thinking
Bloom
Naming the Unit… Once you have the determined the
focus of the unit, work with the title to clarify the purpose…
Research: Organizing the Information
Persuasive Essays: Make Me Believe It
Poetry: Creating the MoodHistorical Fiction: How did we get from there to here?
Figurative Language: Writing with Pizzazz
Using Concept(s)…to Sharpen Using Concept(s)…to Sharpen the Focusthe FocusConcept:Concept:
-A -A relational relational statementstatement
-sharpens -sharpens focusfocus and helps to and helps to determine what determine what needs to be needs to be taughttaught
Example(s):Example(s):? Location Location
determines a determines a country’s economic country’s economic possibilities.possibilities.
? Writers use Writers use supporting details to supporting details to justify their opinion justify their opinion and support their and support their point of view.point of view.
? Systems are Systems are comprised of comprised of interdependent interdependent components.components.
Essential Questions
Over-arching interrogatives Over-arching interrogatives that that
provide focus and engage provide focus and engage studentsstudents
? Organizers to Organizers to sharpen focussharpen focus? Higher-level thinkingHigher-level thinking? ““Mental Velcro”Mental Velcro”? ConnectionsConnections beyond content beyond content
being studiedbeing studied? ““So why is this important”…?So why is this important”…?
Which of the following are Essential Questions?• What makes a family a
community?• What are the three main
branches of the government?
• Is the Civil War still going on today?
• Who are everyday heroes?• What do good readers do?• What are the parts of an
insect?
• What makes a family a community?
• What are the three main branches of the government?
• Is the Civil War still going on today?
• Who are everyday heroes?• What do good readers do?• What are the parts of an
insect?
ContentContentTHE “WHAT” THAT IS TO THE “WHAT” THAT IS TO BE TAUGHTBE TAUGHT
Key areas of focus from Key areas of focus from the standardsthe standards
Core content specific to Core content specific to the content topicsthe content topics
Targeted facts and key Targeted facts and key informationinformation
Written in Written in noun formnoun form
Learning Targets/Skills
WHAT STUDENTS NEED TO WHAT STUDENTS NEED TO KNOW OR BE ABLE KNOW OR BE ABLE TO DO TO DO IN ORDER TO DEMONSTRATE MASTERY IN ORDER TO DEMONSTRATE MASTERY
OR UNDERSTANDING OF THE CONTENTOR UNDERSTANDING OF THE CONTENT
?Are Are specific, observable specific, observable and and measurablemeasurable?Include benchmark skills, critical Include benchmark skills, critical skills, and 21skills, and 21stst century skills century skills
?Begin with Begin with action verbsaction verbs….….
Examples of Precise SkillsFind the main idea and
supporting detailsEstimate sums and
differences using rounding techniques to the nearest 1000.
Alphabetize to the second letter
Interpret data represented in a bar graph
Identify root words, suffixes and prefixes
Label the parts of an informative speech
• Explain the difference between fact and opinion
• Locate and Identify parts of a book: title page, table of contents, index and glossary
• Compare and contrast the benefits and limitations of a hybrid car and SUV
• Define the hypothesis and conclusion of an “if-then” statement
• Analyze four primary documents written by John F. Kennedy
• Tell time to the minute
Compare and contrast different types of cells.
Interview a local politician about his or her political contributions
Create a poster that categorizes vertebrates and invertebrates
Categorize insects into groups of vertebrates and invertebrates
Read and take notes from non-fiction chapter
Explain the steps in the problem solving process.
Skills or Activity?List major events on a timeline of US History
Develop a podcast that summarizes the key points in the text.
Keep a fitness log to keep track of aerobic activities
Summarize plot by describing the story problem, main events, and the resolution
Compute the perimeter of simple geometric figures with unknown side lengths.
Assessments: Tangible Products Evidence of Student Learning
Documentaries Surveys Diagrams Web 2.0
applications Persuasive
speech Create models Legal Briefs Broadcasts Web page
Hypothesis testing
Grant proposals Video Conference Podcasts Media Criticism Captions Original plays Graphic
organizers Digital
Storytelling
Steps in the Process… Unpack the standard Identify your unit topic and subtitle Identify your Big Idea/major concept Develop your Essential Questions (reword your
Big Idea/Major Concept, others?) Unpack the content you need to teach (check
standards) so students can demonstrate an understanding of the Big Idea/Major Concept
Include corresponding precise skills for each piece of content (cross check with standards)
Align assessments to the skills and standard
Check level of understanding for alignment with standards
Check Common Core for standards you can integrate in your unit
Determine assessments that would allow students to demonstrate understanding and align with the expected level of understanding
Include activities that allow students to practice the skills
Include resources that support the unit and engage students in the learning process
Contact Information
Dr. Marie [email protected]