Tonawanda Summer Curriculum Institute Monica Burgio – IRT Science Julie Lorusso – IRT ELA Steve...
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Transcript of Tonawanda Summer Curriculum Institute Monica Burgio – IRT Science Julie Lorusso – IRT ELA Steve...
Tonawanda Summer Curriculum Institute
• Monica Burgio – IRT Science
• Julie Lorusso – IRT ELA
• Steve Graser – IRT Social Studies
Marzano’s What Works in Schools
If you wanted to teach all of the standards in the National Documents, you would have to change schooling from K-12 to K-22:
• 255 standards across 14 subject areas• 3,500 benchmarks• 13,000 hours of class time available• 9,000 hours of instruction available• 15,500 hours of instruction needed to
cover the 3,500 benchmarks
What is Curriculum Mapping?
An on-going process for planning, implementing, and reflecting on student learning
A living document?
Why Map?Mapping provides a framework for the carefulexamination of curriculum, including an analysisfor:• Gaps• Repetitions• Coherency• Timeliness• Effectiveness• Relevance• Alignment to standards• Alignment of content & skills to assessment• Horizontal and Vertical Alignment
What are the three non-negotiable in a Curriculum Mapping Data
Base that will aid informed decision-making
and accountability?
•CONTENT
•SKILLS
•ASSESSMENT
Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com
Content Think, “Table of Contents.” Written using descriptive
nouns
Focus on the integrity of knowledge within the discipline
Identify specific problem solving tools (such as equations, perimeter, word identification, etc.)
SkillsPrecise skills can be:
1. Assessed2. Observed3. Described in specific terms
In the maps:
Skills contain action verbs (Bloom’s taxonomy wheel)
Skills are always associated with content
Assessments Measure Performance
Assessments are demonstrations of learning
Assessments provide observable evidence of performance
Assessment types should be varied
Day 1: Pre K- 1Day 1: Pre K- 1
08/04/08
9-1 – PreK-1
1.Review Maps K-1 and MAP Pre-K2.Standards 1, 2, 6 and 7 to maps (Scientific Method)3.Re-align units if necessary after mapped
Look at current maps for K and 1 and scaffold Pre-K Make MAP
Look at inquiry based standards and “verbs”
Use scientific method model (traffic light) as easy implementation tool
Add to mapsRe-align unit sequence if necessaryAdd readings, parallel tasks,
activities, hands-on science to EACH unit
http://monicabd.wikispaces.com/Tonawanda
• K and 1 put content taught on poster board
• Pre-K – Scaffold backward using K and 1 curriculum and Pre-K Reading Standards as guidelines
K and 1
• Re-visit Maps -- Change Re-visit Maps -- Change sequence? Vocabulary?sequence? Vocabulary?
• Go through embedded skills Go through embedded skills example (get skills sheet and example (get skills sheet and overview sheet)overview sheet)
• Fill out document (download off Fill out document (download off wiki)wiki)
• Report back at 12:30 as a groupReport back at 12:30 as a group
Day 2: Grades 2-3Day 2: Grades 2-3
08/05/088-1 (Grades 2-3)
1.Review Maps 2.Add Standards 1, 2, 6 and 7 to maps (Scientific Method)3.Deeply align skills with content and formative assessments (similar to ELA alignment)
Review current maps Look at inquiry based
standards and “verbs”Re-align unit sequence if
necessaryUse scientific method model
(traffic light) as easy implementation tool
Add readings, parallel tasks, activities, hands-on science to EACH unit
Re-visit PreK-1Re-visit PreK-1• Re-visit BD and what does it
look like at each level???
• Place Skills into maps
• Develop or attach resources, lessons with skills and/or content
• Re-visit Maps -- Change Re-visit Maps -- Change sequence? Vocabulary?sequence? Vocabulary?
• Go through embedded skills Go through embedded skills example (get skills sheet and example (get skills sheet and overview sheet)overview sheet)
• Fill out document (download off Fill out document (download off wiki)wiki)
• Report back at 12:30 as a groupReport back at 12:30 as a group
Day 3: Grade 4Day 3: Grade 4
08/06/088-12 (Grade 4)
1. Review Maps 2. Add Standards
1, 2, 6 and 7 to maps (Scientific Method)
3. Deeply align skills with content and formative assessments (similar to ELA alignment)
Review current maps Look at inquiry based standards and “verbs”Re-align unit sequence if necessaryUse scientific method model (traffic light) as easy implementation toolAdd readings, parallel tasks, activities, hands-on science to EACH unit
• Re-visit Maps -- Change Re-visit Maps -- Change sequence? Vocabulary?sequence? Vocabulary?
• Go through embedded skills Go through embedded skills example (get skills sheet and example (get skills sheet and overview sheet)overview sheet)
• Fill out document (download off Fill out document (download off wiki)wiki)
• Report back at 11:30 as a groupReport back at 11:30 as a group