Get documents about "Mapping Math Curriculum Workshop
Document Sample
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!
Related docs
