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Curriculum Mapping

The Queen City Academy Charter School 2012
by

Jennie Chip

on 11 May 2013

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Transcript of Curriculum Mapping

Curriculum Mapping
at
The Queen City Academy Charter School
Summer 2012 Presented by
Jennie Chipparullo 1 2 3 4 6 7 5 9 10 8 The Old Curricula ... Spanish Technology Social Studies Will be rewritten by Sra. Garcia
and Mrs. Williamson Comments: website resources are dated and not specific enough (Internet sites need to bring the teacher to the exact page used, not merely the main page for the website) summative assessments are generally strong and creative, and align nicely with the student learning skills sample learning experiences are vague summative assessments give strong 1st and 2nd year options so that the same exact assessment isn't given each year Will be rewritten by Mr. Corcoran, Ms. Avena, Mrs. Meyer, Ms. DelValle, and Mrs. Williamson Comments: Comments: What currently exists at QCA is a technology "plan" and not a curriculum; samples of other technology curricula are being investigated Will be written by Mrs. Phillips and Ms. Woetko Current teaching of technology relies too much on supplemental resources rather than technology programs to teach fundamental skills The majority of supplemental resources being utilized are for math and language arts; not as many resources available for science and social studies of the websites listed as resources, 40% of them are no longer active the skills that students will be able to do (SWBAT) are not adequately reflected in the summative and sample learning experiences supplemental resources are extremely limited some grades have no supplemental resources listed Supplemental Resources lists of supplemental resources in some grades are too vague (esp. upper elementary and middle school grades) summative assessments in the middle school grades are too easy assessments lack variety The Basics of Mapping Chapters 4, 8, & 9 Formatting Dropbox Bloom's Taxonomy &
Differentiation (pg. 70) Benchmark Activities Timelines & Tasks Break, Brainstorm, & Resource Exchange Scope & Sequences What is a curriculum map, and curriculum mapping? A map is a description of the content, processes, and skills emphasized [in a given subject and grade], and the nature of how students are being assessed. Curriculum mapping is a dynamic, collaborative process; maps are "living documents" and therefore can and should reflect changes in student learning objectives, curricular trends, and updated resources and practices. Who? How? When? Where? Who should be involved in the mapping process? When will the mapping process at QCA begin and end? Where will the mapping process take place? How do I get started mapping the curriculum? What? Social Studies: June 15 - August 31st
Spanish: June 15 - October 31st
Technology: June 15th - October 31st Collect all the textbooks, CD's, workbooks, etc., used to teach that subject and grade & the NJCCCS
Refer to the old curriculum as a model, when available
Communicate regularly with the teacher of the subject to talk about shared goals and aspirations for the design of the new curriculum, as well as help devising a scope and sequence that works for the teacher and students. Existing teachers should also help you brainstorm long-range assessments and assignments
Utilize the mapping template to help set up each of your units
Refer to Bloom's Taxonomy to develop cogent, spiraled vocabulary for your objectives
Think about how you can incorporate more project-based, interactive, student-centered methods of assessment that challenge the wide variety of learners in the classroom
Contact Jennie when you run into an obstacle or moment of confusion. Email: jennie.chip@gmail.com, Phone: (908) 304 - 3842 Visit www.Dropbox.com Click on "Sign in" in the top right Enter:
Email: QueenCityAcademy@gmail.com
Password: QCACS 1. 2. 3. Select the proper subject folder 4. Upload your curriculum units and drag them into the proper folder* *follow formatting and saving guidelines previously outlined 5. Using Dropbox means:

*Teachers involved in the mapping process can access their curriculum files from anywhere Internet access is available, and do not need to worry about different versions of the files being saved in different places (minimizes confusion!)

*Teachers working on the same subject area are able to see how the concepts are being incorporated and taught between grade levels; teachers are also able to verify that their formatting/style is uniform between teachers

*You do not need to email each unit as a large attachment

*Much easier to update/edit each unit as you progress

*Jennie is able to check the work being done without pestering teachers, and teachers are able to see comments immediately Each assessment should be project-based and differentiated All assessments/activities should be designed with input from the lead teacher Each assessment/activity should be different and show variety This is the main concept or skill being assessed over the course of the marking period These are the same time frames that should be used when drafting a scope and sequence for the year *Show sample video Formative Assessments
vs.
Summative Assessments
(pg. 67) Formative assessments are not graded, but provide students with formal feedback on the quality of his or her work; these take place periodically over the course of teaching a new skill Summative assessments are graded and take place once a new skill has been taught and practiced (through various formative assessments) Either type of assessment needs to be indicated within your unit plans (FOR - formative, SUM - summative) so that the teacher knows when students are being actively assessed and how Font Times New Roman, size 12 Save each unit document as:
QCACS(grade)SubjectUnit#draft

Example: If I have written the second unit of the 3rd grade Social Studies curriculum, I would save it this way:
QCACS(3)SSUnit2draft Saving Chapter 4:
What Elements Are Commonly Included in Curriculum Maps Chapter 8:
What Data Are Often Incorporated When Refining Curriculum Maps?
(pgs. 188-199) Chapter 9:
How May Interpreting Standards Influence Our Curriculum Design? A "gauntlet" is what I call a test.

Students are challenged to multiple levels of assessment, and cannot pass to the next phase without completing the phase before it. Any subject can be tested gauntlet-style, and the students LOVE the idea of having different "rounds" of challenges. This type of individualized assessment allows students the time and space to complete the gauntlet over the course of several days, without the anxiety of worrying about when other students are finishing compared to themselves. Visual component Writing component Listening component Review Sequencing component START 1-3 class periods A typical gauntlet will include the following components: Other possible components/stages: *Acting/presenting
skit, debate, biography
*Drawing/illustrating
*etc. New curriculum = new ideas New curriculum = new ideas New curriculum = new ideas implement a comprehensive, leveled Spanish program throughout all the grades investigate programs that incorporate natural word associations (Symtalk) shift towards utilizing online resources to supplement instruction, rather than guide it design a curriculum that incorporates more listening comprehension and oral fluency skills construct sample learning experiences that are specific, interesting, and appropriately challenging for students continue constructing strong summative assessment options over the course of several years incorporate more student-centered instructional practices rather than teacher-directed activities brainstorm one (or more) interesting, student-centered benchmark assessment for each grade, each year "As Queen City Academy prepares to rewrite curricula, technology integration will become an integral piece of everyday instruction." define ways that students will be assessed in formative and summative ways on specific technology skills (research, typing, word processing, creating multimedia presentations using a variety of programs) design the curriculum to include greater opportunities to work on interdisciplinary learning activities and objectives with teachers of all subjects research and include stronger technology programs to teach fundamental skills investigate more targeted, useful online resources to supplement the social studies and science curricula, and update language arts and math websites design a way for students to better access and store their work for all classes (including Technology) remotely (Dropbox, etc.) create an easily accessible schedule for teachers to reserve the technology lab as well as sign out the laptop cart design one major student-centered benchmark assessment/activity for each grade, each marking period New curriculum = new ideas identify and include a wide variety of online, multimedia resources to enhance instruction make sure that student objectives are reflected in both the summative assessments and sample learning experiences design summative assessments that are grade-level appropriate and intellectually challenging for all learners supplemental resources should be specific and cover a wide variety of historical subject areas identify useful geography resources for teaching this portion of the curriculum in the middle grades supplemental resources should include but not be limited to:
movies
websites
leveled readers
interviews/listening components
primary source documents assess nonfiction reading comprehension and writing exercises include one major student-centered, benchmark assessment/activity for each grade, each marking period assess reading comprehension and writing exercises assess nonfiction reading comprehension and writing exercises Four Categories of Alignment (p. 40) *Intra-alignment

*Horizontal inter-alignment

*Horizontal intra-alignment

*Vertical inter-alignment refers to the connection between elements within a map's individual month or unit refers to the comparison throughout a map's school year of months or units; this type shows the frequency one element or concept is taught over the course of a year refers to the comparison of elements or concepts between grade levels; shoes the frequency a concept is taught over the course of several years refers to the connection between elements within maps of the same subject area, within the same grade level Numbers When using numbers, write the digit (#) instead of the word (makes it easier to refer to and track frequency over the course of a yearlong map, as well as provides easy reference for other teachers looking to check vertical alignment of concepts) (Ex. 7-sentence paragraph vs. Seven-sentence paragraph)
The number-letter combinations written in bold in Essential Content Standard and Essential Mission Standard sections are taken from the NJCCCS Creating Tiers When writing skill statements, do not use nonmeasurable verbs:
demonstrate
understand
know
show
use *These words do not measure learning objectives specifically Tiers should challenge students of different levels and build upon the main objective - remember: each tier is assessing the same fundamental objective; there are not different objectives/goals for each tier as they increase in difficulty; tiers are merely a way to differentiate instruction of a concept for three levels of learners (More examples of verbs that need very specific target tasks to provide clarity on p. 57) When listing assessments, BE SPECIFIC about what type of assessment is being given (FORmative or SUMmative) as well as the exact number and type of questions that will be given. Examples:
25 Item (MC/FinB/Matching) Test
2 Persuasive Mini-Essays
Eleanor Roosevelt PowerPoint/Prezi Presentation
10 Short-Answer (Chapter 8) Test
2 Act (Shakespeare Script) Play Reasons for being specific with the types of assessments used: Allows teachers to track what types of assessments are given over the course of a unit and year, so that there's a greater likelihood of variety among assessment types
Is specific enough that teachers who are new to teaching the class are able to tell what has been done in the past, so that there is greater consistency over the years Assessments Time Frame Time frames should reflect the specific month and day that the unit began and the specific month and day the unit will conclude Example:
October 12th - November 24th not October - November Resources Titles of books are BOLD and in italics
Chapters are listed below the textbook used, are normal type, and include the exact chapter # (ex. Chapter 17, Chapters 4-5); if texts include specific lessons instead of chapters, list them instead, underneath the title of the text
The concept of each chapter should be listed below the chapter # Examples:
Harcourt School Publishers (and in italics)
Chapter 17
Attack on Pearl Harbor

Everyday Mathematics (and in italics)
Lessons - 2.1, 2.2, 2.6, and 2.8 List all supplemental resources as well, underneath the specific chapter or lesson (Ex. DVD title and chapter, workbook title and section, materials needed for a craft/hands-on activity, worksheets with their title/concept, name of an online presentation + the specific webpage) Also list the title of any specific rubric that will be used to grade the students' work journal writing quotations from the text/novel " a day in the life" short answers essay 2000 2010 2005 2002 March Timeline *Let's take a look at how Heidi Hayes Jacobs describes the mapping process... June July August September October Writing curriculum maps for MP 1,
September 4th - November 7th (45 days) Writing curriculum maps for MP 2,
November 8th - January 25th (45 days) Writing curriculum maps for MP 3,
January 28th - April 12th (45 days) Writing curriculum maps for MP 4,
April 15th - June 21 (49 days) Social Studies Curriculum Writing Spanish Curriculum Writing Technology Curriculum Writing Writing curriculum maps for MP 1,
September 4th - November 7th (45 days) Writing curriculum maps for MP 2,
November 8th - January 25th (45 days) Writing curriculum maps for MP 3,
January 28th - April 12th (45 days) Begin writing curriculum maps for MP 4,
April 15th - June 21 (49 days) Finish curriculum maps for MP 4,
April 15th - June 21 (49 days) *Please submit the copies of your Tables of Contents to me if you haven't already :) 11 Contact info:
email: jennie.chip@gmail.com
phone: (908) 304-3842 I'll be checking in to see how you're making progress, and checking Dropbox regularly, but if you've got any questions or concerns, please contact me whenever you need. View a copy of this Prezi anytime in our Dropbox folder THANK YOU! Take a 10-minute break! (During this break, please gather the main textbooks you'll be using to write your curriculum/curricula and bring them back to this room with you); also, make sure you've brought unwanted curriculum resources with you Find the other teachers (if there are any!) that are writing curricula for the same subject area and gather together in a group; bring your textbooks with you, as well as a pen + paper Take a few minutes to look at the unused resources brought by the other teachers to see if any texts,etc., are items that you need to plan and write your own curriculum/curricula For the next hour or so, discuss with the other teachers in your group what major content areas will be covered each marking period (this will help you to see what units you'll need to write for each specific deadline). Please be sure to: Have each person write down a draft scope & sequence to refer to while workshopping
Those writing the Social Studies curricula: Using your texts, select which major topics/skills are being discussed in sequence (by chapter, if your text progresses that way)
Those writing the Spanish curricula: Using the old curricula as a reference, discuss which topics you'd like to reorder, rework, add, update, or discard
Those writing the Technology curricula: Use this time to discuss major skills that should be taught to each grade level; skills should scaffold - for example, all students should learn word processing and research skills, but there should be a vast difference in how they are taught in each grade. Determine exactly which technology skills should be focused on each unit, in each grade.
Focus on the vertical inter-alignment of concepts What Students Must Be Able to Do (Assessing Their Learning) (p. 56-57) Skills should be assessed in a variety of ways:
orally
visually
aurally
kinesthetically
manipulatively
manually Examples of skill statements using this vocabulary: * Classify visually and in writing various animals with backbones and without backbones
* Identify orally and visually three factors that contributed to the start of The Revolutionary War
* Differentiate aurally and kinesthetically beat divisions for whole, half, and quarter rhythms Summative vs. Formative Assessments (p. 67)* Vague Assessment Names: Quality Assessment Names: Test
Quizzes
Report
Graphic Organizer
Essay
Homework 30 MC Test
5, 10-Item, Short-Answer Quizzes
Self-Selected Research Report (Evaluation: 5 Periodic Teacher-Student Interviews/Draft Checklist/Final Document Rubric)
Main-Idea Comparison Graphic Organizer (Evaluation: Peer Discussion/Summary Sheet)
5-Paragraph Persuasive Essay (Persuasive Essay Writing Rubric)
Moon's Phases Sequential Chart (Evaluation: Small-Group Peer Review/Checklist) Measurable Skill Verbs and Matching Assessment Types (p. 70) Recommended Resource Norms (p. 86-87) Wording
Format
Alignment
Distinctive Features Essential Questions (p. 188) Definition:
A conceptual question which can be generalized, that frames a unit of study and influences learning expectations and assessment products or performances Essential Questions Are Intended to:
Be stimulating + thought-provoking
Drive content + skills learning
Influence assessment products + performances "Essential questions are a conceptual commitment...a declaration of intent. In a sense you are saying, "This is our focus for learning. I will put my teaching skills into helping my students examine the key concept implicit in the essential question." (p.188) Chart (p. 192)
Essential Question and Spiraled Supporting Questions Backwards Design (p. 192) **MP 1 Units Due 7/1** **MP 2 & MP 3 Units Due 7/31** **MP 1 Units Due 7/1** **MP 2 Units Due 7/31** **MP 3 Units Due 8/31** **MP 4 Units Due 10/15** **MP 4 Units Due 8/15** On the QCA Curriculum Template, this is called the "Essential Content Standard" On the QCA Curriculum Template, this is called the "Essential Mission Standard" Remember: When referring to the NJCCCS this is called the "Content Statement" Remember: When referring to the NJCCCS this is called the "Cumulative Progress Indicator (CPI)" These could be any way that the teacher will take time to assess and think about this unit of teaching progressed - What worked? What could have worked better? What needs to be changed in the future? This section may also include interdisciplinary meetings that are scheduled (or teachers take it upon themselves to schedule on their own) with other teachers throughout the year. Reflection "Standards Are Not the Curriculum" Taken from pg. 200:

"Academic standards are not a curriculum: they are a framework for designing curriculum. A curriculum is a coherent, teacher-friendly document that reflects the intent of the academic standards. When teachers mistakenly think that the state academic standards are the curriculum, they may start checking off benchmarks one by one, which can lead to pellet-gun teaching." "There is a distinct difference between alignment with the topics of the standards and achievement of the expectations included in the standards. Standards are written to raise expectations of students' intellectual engagement with the subject matter...Mere topic coverage, or the alignment of topics...does not ensure achievement of the higher expectations described in state standards." Standard Statements Standard Statement: Use geography concepts and skills to find solutions for local, state, or national problems. (Ex. p. 203) A teacher/team breaking apart this standard statement, given their students' maturational and grade-level expectations, may interpret and conclude that this proficiency target implies that students must have the following: a conceptual understanding of affecting variables (e.g., migration, man vs. nature, shortage of natural resources)
content knowledge of geographical attributes (e.g., rivers, mountains, deserts, forests, climate)
content knowledge of human activity (e.g., transportation routes, settlement patterns, mining or other types of production using natural resources)
process performance: make connections Skill abilities:

compare and contrast
evaluate
critique
hypothesize
justify* Determining Power Standards
(p. 209) Power Standards are: "A subset of the complete list of standards for each grade and for each subject. They represent the "safety net" of standards each teacher needs to make sure that every student learns prior to leaving the current grade...Once the Power Standards are identified through school consensus, educators agree to teach these particular standards for depth of student understanding...Meaningful classroom and school assessments are aligned to the Power Standards." Why? Why do we need to map the curriculum? About the Common Core Curriculum Standards Movement...
"Curriculum that is an inch wide and a mile deep, rather than a mile wide and an inch deep" Curriculum mapping needs to happen on a continuous basis in order to address new curricular and instructional issues to ensure that high expectations and student achievement remain strong throughout a school. Mapping is like a "tool belt" because it contains or holds information about what a teacher really teaches...
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