Mapping Math Curriculum Workshop
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Prioritizing & Mapping Science Curriculum Workshop June 77h & 8th, 2006 Day 1 Topics Process & Expectations Workbook Pages Citrus County Curriculum Support Team will Building orient teachers to the purpose & expectations Foundation of prioritizing & mapping the curriculum. Connections will be made to the local ‘Strategic Plan’. o 5 Exemplary Practices in Curriculum Tab: Overview 8 The Learning- o ‘Curriculum’ Overview 8 Focused Process o Why ‘Prioritize’ Curriculum? Overview 4 & 8 o What is ‘Guaranteed & Viable’ Overview 13-14 for Prioritizing & Curriculum? Mapping o Exemplary Practices in Schools Overview 9 Curriculum o Prioritizing Process Overview 17 - 19 Overview o 3 Types of Curriculum Maps Overview 21 – 29 o Components of a Unit Content Map Overview 28 - 31 Step 1: Prioritizing o Participants evaluate the benchmarks & Tab: Overview 17 the Benchmarks & GLEs to determine their importance Guiding Questions Tab: Toolbox GLEs Essential: (50% Content/70% Time Emphasis) o What ‘Big Ideas’/Concepts will be o Create Account assessed? ( pages 5 – 11) o What concepts need to be understood at o Citrus Key a greater depth? Code (9b156 - o What knowledge & skills must be 00ebf – 67cb2) mastered? o My Folders 12 Important: (30% Content/25% Time Emphasis) o Prioritize o What supports & leads the student to Curriculum 14 acquisition & a deeper understanding of the essential knowledge & skills? Alert: Follow the o What enhances the pathway to mastery? Steps in the Compact: (20% Content/5% Time Emphasis) Toolbox! o What is the less important stuff that students can usually get by without or will acquire as a result of other instruction? o What is automatically included in ‘review’ before a new concept/skill is taught? Print one copy of the Prioritized Curriculum (2nd, Toolbox 17 5th & 8th print two copies) Step 2: Vertical o After grade level/course teams prioritize Teaming their performance objectives, benchmarks, or GLEs o Meet in vertical teams (the grade See level/course before & after your grade Topics & Concepts level/course) Example: K-1-2 group (one 2nd grade Tab: Sample Topics teacher joins the 3-4-5 group; one 5th grade 10 - 13 teacher joins the 6-7-8 group; one 8th grade teacher joins the appropriate HS courses) o Review & discuss your rationale for why you prioritized each GLE or benchmark o Look for redundancies & gaps. o Discuss & agree upon a continuum of topics, i.e. topics that are typically covered K-1-2, 3-4-5, & 6-7-8. o Using chart paper, bullet list your topics Step 3: Topic Maps o Overview of Topic/Concept Maps Tab: Sample Topics o Grade level/course teams group the 10 - 13 prioritized objectives into topics that become the labels that identify the Tab: Overview 22 – 24 content being taught o Create a New Course (ex. Science – 8) Tab: Toolbox 19 o Developing a Unit Topic Map Tab: Toolbox 23 - 28 (Remember – each Topic becomes a Content Map) See Create Concepts o Create concepts in each of your topics. Tab: Topic Maps 3 o Concepts are the ‘Big Ideas’ that connect the skills or knowledge to the Topic Map Worksheet overarching topic. Tab: Topic Maps 1 Tab: Toolbox 27 - 29 Note: Breaks/Lunch will occur where they make the most sense. One hour will be provided for lunch. Workshop hours: 8:00 – 3:00 Cindy Riedl is one of the co-authors/designers of Prioritizing and Mapping the Curriculum, author of Vocabulary Instruction, Advancing Vocabulary Instruction and Vocabulary Instruction flip chart designed for monitoring vocabulary instruction in the classroom. Prioritizing & Mapping Science Curriculum Workshop June 7th & 8th Day 2 Topics Process & Expectations Workbook Pages o Wonders & Questions Status Check o What do you still need to complete in the Topic/Concept Maps process? Overview: Content Maps o Components Tab: Content Maps 1-9 o Sample Content Maps Tab: Sample Content Key Learnings Maps 17 - 20 o Key Learnings – Framed as a full Tab: Key Learnings generalized statement that Samples 36 - 43 communicates what concepts & understandings are significant to student learning. Not written as an objective. Ex. All living things have needs & must depend on and interact with resources in Essential Questions their environment in order to survive. o Essential Questions – Provocative questions that activate learning and Tab: Key Learning engage the student. Tend to be broad questions that will link to the Lesson Essential Question Essential Questions. Focus the learning. Stems 4 – 5 Meant to be answered! Ex. How is a Unit & LEQs 6 – 8 pea, prairie dog, a praying mantis or a Lesson Essential peacock like a person? Sample Essential Questions o Lesson Essential Questions – More Questions 36 - 43 specific than Unit Essential Questions. Related to the concept. Provide a frame for each lesson to help students understand the concept & promotes discussion. Ex. In what ways do living things within an ecosystem affect each Key Vocabulary other? o Key Vocabulary – Words related to ‘Big Idea’ concepts & require repeated exposures & application during the study of the content. Words that appear on assessments. Multiple meaning words or Instructional Tools words that are easily misunderstood. Tab: Sample Content o Instructional Tools – Graphic Maps 28 organizers for steps in a process, (Strategies) mnemonics, games, manipulatives, journals, vocabulary strategies, charts, visuals, diagrams, experiments, etc. Tab: Toolbox Toolbox Demonstration of the Content 30 – 35 Mapping Process: o Use top navigation bar to identify the topic that you are going to work with. o Open in Unit Editor Toolbox 30 Alert: Use a new field for each Lesson Essential Question (i.e. Add a Lesson Essential Question) Remember a LEQ may take a day or a week to be answered! Acquisition Lesson Acquisition Lesson: Students are learning Verses new knowledge & skills. Extending Thinking Extended Thinking Lesson: Application using Lesson higher order thinking skills Can Be Both! Mapping the o Course Map Timeline Tab: Toolbox Alert: Keep in mind months of assessment, 36 - 39 Curriculum on the i.e. F-CATs. Teachers should group the most Timeline Essential/Important Topics BEFORE the assessment and use the time after it to address Topics of lesser concern or to ACCELERATE learning (previewing the next grades content for the first 6 weeks). Note: Keep in mind that the Content Maps & Course Maps will be implemented and then revised based on teacher feedback and assessment results. This is a work in progress. Thank you for being such a valuable participant!