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Curriculum Mapping

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Jessica Mize-Wilson

on 18 March 2013

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Transcript of Curriculum Mapping

Foundation Stage 1 Stage 2 Stage 3 Results 7 Core Understandings The primary goal is to deepen and develop students understanding of the content. What experiences are we providing to students? In effective classrooms, teachers attend to 4 elements:

1. whom they teach (students)

2. where they teach (learning environment)

3. what they teach (content standards)

4. how they teach (best practices/instruction) Desired Results From Roots to Results Learning Plan A curriculum map is a working document and should be added to, revised and strengthened each year.

This is not a pacing guide! However, pacing should be considered in the beginning of each unit.

Most curriculum units are taught in six week time frames.

Assessment is embedded and ongoing. This should ultimately inform your pacing. Curriculum

is a way of thinking not a program, formula or recipe. As teachers your "ingredients" change, therefore, your instructional decisions change each school year. 1 Evidence of student understanding is
revealed when students apply knowledge in authentic context. What big ideas are students uncovering? 2 3 4 5 6 Backwards design develops clear priorities and avoids "covering" the material and activity-oriented teaching. Provide students with experiences from different paths, not a set of rigid lessons. -from Integrating Backward Design and Understanding by Design by Carol Ann Tomlinson and Jay McTigue Assessment in ongoing and embedded into daily practices. Thoughtful assessments are designed before instruction. Assessment are options that the teacher chooses. Evidence clearly states mastery comes through meaningful interactions not after! ALL students are guided in thinking in complex ways. Standards are raw ingredients, NOT the meal (Tomlinson). They require smart teachers to combine and cook into nutritious diets for students.
~Rick Wormeli Tweeted Aug. 8th 7 differentiated instruction curriculum mapping
Backward Design This What understandings will students have at the end? What is the learning goal? What questions are essential? What are the big ideas? THINK: Concepts like relationships, changes, systems, conflict, etc... These questions foster inquiry, understandings and transfer learning! THINK: Blooms taxonomy! Assessment Evidence Performance
Task Selected Response

Multiple Choice Open Ended

Essential Questions

Reflection Questions What real world, authentic "understanding" will be judged? What learning experiences will enable students to achieve the desired results? W H E Help the students know
the unit is going and
is expected.

Help the teacher know the students are coming from
(prior knowledge and interest). where what where Hook hold all students and
their interest! EXPLORE EXPERIENCE EQUIP students,

and the issues. help them the key ideas, R WHERE TO? Provide students the opportunity to

upon their understandings. RETHINK, REVISE and ReFLECT E Allow students to
their own work and
its implications. EVALUATE T Be to the different
needs, interest, and
abilities of learners. TAILORED O Be organized! maximize initial
and sustained engagement Stage 1 is NOT
differentiated! Stage 2 MAY be differentiated! Observation Checklist

Rubric Should be differentiated! What will students be able to do? What will they know? What Standards will be addressed? Common Core Curriculum Map Examples and Resources Teachers College Reading and Writing Project http://readingandwritingproject.com/members/user/materials.html Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: connecting content and kids. Alexandria, Va.: Association for Supervision and Curriculum Development. Let's Take a Look at Stage 1 Standards Understandings What specific generalizations are desired? California CCSS templates and bookmarks http://www.tcoe.org/ers/ccss/ela/resources.shtm Common Core Resources http://jessicamize-wilson.cmswiki.wikispaces.net/Common+Core+Resources Let's look at a
working curriculum map
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