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Mapping the Big Picture
Transcript of Mapping the Big Picture
November 8, 2012
Intro to 7 Phases
The Basics of Mapping
4 Phase Video
Importance of Horizontal & Vertical Articulation
Spiraling & Vertical Alignment
What is a curriculum map, and curriculum mapping?
A map is a description of the
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 "
" and therefore can and should
reflect changes in student learning objectives
updated resources and practices
Who should be involved in the mapping process?
When will the mapping process begin and end?
Vague Assessment Names:
Quality Assessment Names:
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)
Why do we need to map the curriculum?
Mapping is like a "tool belt" because it contains or holds information about what a teacher
Four Categories of 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
Essential Question and
Spiraled Supporting Questions
How does learning affect growth?
How does eating healthy foods
affect your growth?
How do farming practices
affect crop production?
How does AIDS research
affect rates of infection?
H. H. Jacobs' Key Points:
Use mapping to...
*point out repetitive, weak assessment types
*generate developmentally-appropriate assessments for students
"The greatest value of mapping comes when teachers review maps to determine the appropriate match between the level of student learning and the type of work expected." (p. 36)
thank you for participating!
parallel play - beginning signs of social interaction
disparities between fine motor/gross motor skills
uneven development in speaking skills
emergent readers and writers
Essential Questions are tools to
communicate pivotal points of the curriculum which allows a focus of learning, and declaration of intent .
(Hayes-Jacobs, 1997, p. 25)
Characteristics of an Essential Question
1. It can’t simply be answered or there may be no answer.
2. Provokes investigation, deep critical thinking and discussion.
3. In order to respond, student must justify answer and consider other alternatives.
4. It raises important questions and rethinking.
5. It allows connection with prior lessons and past student experiences.
6. It allows for applicable rethinking in other situations
1. Answer must be invented and isn’t necessarily found
2. Recurs during the course
3. Shows the relevance of the topic being taught
4. Should be well understood by students
5. Logical sequence to a set of EQs
6. EQ should be posted in the classroom
Essential Questions Examples:
1. How does the study of living creatures benefit society? (Science)
2. How is French unlike English? (Foreign Language)
3. How is geometry used in buildings? (Mathematics)
4. Should people sacrifice freedom in the interest of security? (Social Studies)
5. How do natural resources affect nations and potential conflicts among them?(Science)
6. Does statistics always show the truth within a situation? (Mathematics)
Incorrect Essential Questions
1. When did the discovery of radioactive material occur?
2. What happened after Plessy v. Ferguson?
a. Requires elaboration
b. Used to guide students
c. Example: How does Charles Darwin
explain Natural Selection?
Types of Essential Questions
Phase 1: Develop a Scope & Sequence
Phase 2: Initial Read Through
Phase 3: Mixed Group Review Session
Phase 4: Large Group Review
Phase 5: Immediate Revisions
Phase 6: Long-Term Research & Development
Phase 7: Continuous Review Cycle
Allows teachers of similar subject areas to study and recommend whether the "content, skills and assessments" are repetitive and eliminates the redundant drill of skills which turns students off to learning (p. 20)
Allows teachers within a grade level to "co-plan for optimal timing" and create interdisciplinary units of study (p. 21)
STEP 1: Mixed Group Review
In assigned teacher groups, collaborate to identify the following:
AREAS for INTEGRATION
Step 2: Large Group Review
Share out findings with "faculty" to identify:
puts into perspective large concepts which frame the course
b. Elicits transfer of understanding
c. Example: How does the study of living creatures benefit society?
Once teachers have created essential questions that spiral throughout multiple grade levels, they use Bloom's Taxonomy to create objective statements and tasks of varying levels of difficulty.
This diagram combines the original classification system of Bloom's Taxonomy with Webb's Depth of Knowledge (DOK) Levels, with examples of specific tasks within each level. The wheel does an excellent job of matching measurable skill verbs with appropriate assessment types.
(Source: Task-Oriented Question Construction Wheel Based on Bloom's Taxonomy, St. Edward's University Center for Teaching Excellence, 2004.)
A conceptual question that incorporates terminology specific to a unit of study's theme or topic. A supporting question influences learning expectations and assessment products or performances.
early signs of simple abstract thinking
begin to perceive cause-and-effect relationships
fascination with the world
social skills related strongly to peers & teachers
enjoy large group projects
empathy for others is emerging
physical stability and agility
period of constant development
quest for personal identity
heightened sensitivity to ego and to views of peers
fascination with issues of fairness, justice, trust
surges in physical development
self-consciousness about physical presence
concern for others conflicting with concern for self
able to grasp abstract concepts and make projections
social life focused on smaller grouping/pairings
sexuality is an issue
physical maturity rapidly paces
focus on future and next steps