BCHS Curriculum Mapping Handbook

Transcription

1 BCHS Curriculum Mapping Handbook

2 Table of Contents Diary Map Overview 1 Curriculum Map Rationale 2 Curriculum Map Rubric 3 Activity versus Skill 4 Critical Thinking Action Verbs 5 Sample Map Mastery Level 6 Sample Map Adequate Level 7 Sample Map Needs Revision Level 8 BCHS Mapping Map 9 Atlas Quick Reference Guide 13 Curriculum Mapping Glossary 17

3 BCHS Diary Mapping Overview November 8 November 9 10 th of each month Starting week of November 12 Skeleton Map Completed Roll-out of Diary Maps Previous month s map updated First and Third Thursday Collaborations will be used for diary mapping Diary Mapping Expectation: Diary Map a minimum of 2 preps during Semester 1 Diary Map a minimum of 3 preps during Semester 2 Diary Maps are updated by the 10 th of each month for the prior month. Example: By December 10, November s diary map will be completed 1

4 What is this all about and why should I do it? What is curriculum mapping? A reality-based record of the content that is actually taught, how long it is taught, and the match between what is taught and the district s assessment program (Fenwick English, 1980). A process for meaningfully documenting and discussing the real, taught curriculum. The process that helps us create a viable, reality-based curriculum An integral component of nearly all school improvement efforts The systematic way we continually manage the real curriculum it is NOT an event. It is NOT merely creating curriculum documents it is using them to improve student and teacher learning and practice. What are the benefits of curriculum mapping? To analyze what is really taught in the classroom o Content, skills, activities and how they are assessed To identify gaps and meaningless repetitions across grade level, departments and buildings. To develop a common language among all teachers. Mapping brings teachers out of isolation and provides a focused, reflective and collaborative process that has a positive impact on all stakeholders (Udelhofen, 2005). To inform and connect all district initiatives. Curriculum is the only data source within our sphere of influence The students the students the students 2

5 Activity versus Skill Activity Students form a poetry circle Make a table to solve problems Idea map showing photosynthesis Create an insect collection Skill Perform oral poetry reading. Demonstrate good eye contact, projection, tone, volume, and articulation Solve multiplication problems with products up to 100. Develop a problem-solving table for multiplication problems with products up to 100 Identify and illustrate the steps of photosynthesis Categorize and label insects by kingdom, phylum, class order, family genus, and species 3

6 Critical Thinking Action Verbs Knowledge Comprehension Application Analysis Synthesis Evaluation Arrange Classify Apply Analyze Adapt Propose Appraise Choose Compare Build Appraise Arrange Set up Argue Define Contrast Choose Calculate Assemble Solve Assess Duplicate Describe Construct Categorize Change Test Attach Find Demonstrate Demonstrate Classify Choose Theorize Award Label Discuss Dramatize Compare Collect Write Choose List Explain Employ Contrast Combine Compare Match Express Experiment with Criticize Compile Conclude Memorize Extend Express Differentiate Compose Criticize Name Identify Identify Distinguish Construct Decide Omit Illustrate Interpret Discriminate Create Deduct Order Indicate Interview Distinguish Delete Defend Recall Infer Make use of Divide Design Determine Recognize Interpret Model Examine Develop Disprove Relate Locate Operate Experiment Discuss Dispute Repeat Outline Organize Inspect Elaborate Estimate Reproduce Relate Plan Question Estimate Evaluate Select Rephrase Practice Simplify Formulate Explain Show Report Schedule Survey Imagine Interpret Spell Restate Sketch Test Improve Judge Tell Review Solve Invent Justify Trace Select Use Make up Measure Show Utilize Manage Predict Summarize Write Maximize Prioritize Translate Minimize Prove Modify Organize Plan Predict Prepare Rate Rule On Select Support Value Bolded words are used on MCA II exams 4

7 Curriculum Mapping Rubric Mastery Adequate Needs Revision Central Idea / Enduring Understandings Can transfer to other disciplines Answers the question: Why are we learning this? Ex: Students will understand that Truism has an answer Rewords skills Inquiry / Essential Questions Frames /Aligns with all components of map Clear / Focused Lead to inquiry Non-Inquiry It is a given Lacks relevance Essential Question is a statement Content Skills Assessments Activities Clear Key points (i.e. events, important info, key terms) Specific Vague topic w/ few general sub-topics Broad or vague topic Varied Action words of critical thinking Includes all levels of thinking Reflects standards Most action words of critical thinking are the same (little variance) Items are assessable No action words of critical thinking Missing altogether Aligns w/ Essential Understanding / Central Idea AND skills 2 types of Assessment Strategies (Performance Tasks and Other Assessments tests, essays) Aligns with skills Tangible specific tests Formative / Summative Does not align w/ skills Vague (test) Not tangible (class participation) What students are doing to meet the skill Varied Total alignment w/ skills, enduring understandings, and guiding questions Not varied Doesn t state what students are doing Not varied Not aligned 5

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11 August August Brooklyn Center High School When Content Skills Assessment Timeline Curriculum Mapping Members willing to Effective K-12 August-ongoing leadership team pilot diary map curriculum mapping identified committee Leadership team (LT) develops plan for effective roll-out of mapping Identify specific needs of team Review use of Atlas Sept-Oct LT diary maps Team will map: One prep at the secondary level Planner at EB including integration LA standards in map Oct LT troubleshoots ID possible problem areas of mapping with Atlas and needs staff may have when implementing November 9 (Half day K-12 staff development day) Roll-out diary maps to all faculty. mapping Define diary maps and required mapping categories: enduring understandings, guiding question, content, areas of interaction, skill, activities, assessments, and resources Completed diary maps Faculty completes monthly diary maps Sept-Oct 2007 Oct 2007 Nov 2007-June /31/08 9

12 When Content Skills Assessment Timeline Work with Enter data in required Status check of maps knowledgeable mapping categories colleague to assist on Rubicon Atlas with comfort and knowledge using the software to enter curriculum data (Nov-June) Weekly collaboration time dedicated to mapping BCHS: Maps are due by the 10 th of each month. (For example: December s map is due January 10 th ) January 18, 2007 Small group readthroughs of November and December s map Assess maps using map rubric Identify commonalities, differences, clarity of mapping data, clear connections between content, activities, skills and assessments Initial Individual Map Read-through form. Self-assessment of map using map rubric January 18, 2008 January-June, 2008 Curriculum Leadership team reviews maps Identify strengths and areas of growth within the maps Assess maps using map rubric Monthly March 7, 2008 Early Release Small group readthroughs of Jan-Feb maps Assess maps using map rubric Identify commonalities, differences, clarity of mapping data, clear connections between content, Initial Individual Map Read-through form. Self-assessment of map using map rubric March 7, /31/08 10

13 When Content Skills Assessment Timeline activities, skills and assessments March-April Curriculum Leadership Team reviews small group meeting notes Analyze areas of strength and growth Create an action plan with: Goals Responsibilities Timeline Completed action plan May 12, 2008 April 11, 2008 Staff Development Day Small group readthroughs of March s map Assess maps using map rubric Identify commonalities, differences, clarity of mapping data, clear connections between content, activities, skills and assessments Initial Individual Map Read-through form. Self-assessment of map using map rubric April 11, 2008 May 16, 2008 Grade level outcomes Identify appropriate grade level learning outcomes Completed grade level outcomes form May 16, /31/08 11

14 Summer (Draft) When Content Skills Assessment Timeline September 2008 November 2008 January 2009 Standards placements Common assessments in core areas Revision of curriculum maps Continuation of developing common assessments and revision of curriculum Identify gaps and overlaps of standards placement grades 7-12 Develop common assessments appropriate to the State benchmarks Revise curriculum based on standards placement data Develop common assessments appropriate to the State benchmarks Revise curriculum based on standards placement data Analyzed data from Atlas reports/graphs Completed common assessments Action plan identifying how the curriculum will be revised to reflect appropriate placement of standards Updated action plan of curriculum revision Completed common assessments Summer November 2008 January /31/08 12

15 QUICK START REFERENCE GUIDE Atlas CURRICULUM MAPPING LOGGING INTO ATLAS 1. Use one of two methods to select your name: - Find your name in the drop down menu Click the Search Names button, then type a recognizable and distinct portion of your first or last name in the field and click OK Enter your initial default password provided by your instructor. 3. Click the Login button or hit the Return/Enter key on your keyboard. CHANGING YOUR PASSWORD 1. Select the Click here to change your user settings link on the chalkboard of the Welcome page. 2. The Change Password option will require you to enter your new password twice. - You will only be required to change your password once - Passwords may be any combination of letters and numbers. - Passwords are case sensitive. - Your new password will take effect the next time you login to Atlas Check that your address and information are up to date. Make any necessary changes Click on the Save Password & Changes button to complete your changes

16 BASIC NAVIGATION The buttons across the top of the page make up the primary navigation menu in Atlas. You may access any function directly by clicking on the appropriate button. 2. The breadcrumbs are links that allow you to navigate back to previous pages without using the back button, while ensuring any changes made have been saved. Simply click on any underlined word in the breadcrumbs to return to that page. 3. Logout of Atlas when you have saved all of your updated curriculum and completed your session. THREE BUTTONS TO REMEMBER The Save button should be used regularly to save your work. The Eyeglasses button will save your work and display your map in a separate window. The Atlas Logo will return you to the previous page from any map with a white background. DEVELOPING YOUR CURRICULUM Selecting your Unit Calendar To begin working in your curriculum map, first create your units of instruction. 1. To create units, click on the Develop button. 2. Click on the Units button to the right of the course you wish to work in. Tip: Any course name followed by an asterisk is a collaborative map that can be modified by others on your team. 14

17 WORKING WITH UNITS OF INSTRUCTION Adding a New Unit Click in the Specify a Unit Name text box and enter the name of your unit. 2. Select the time span of the unit using the From: and Through: options Click Save to create the unit. The unit now appears in the table for the periods you selected. Resequencing and Rescheduling Units 1. Click on any underlined unit name to select it. An icon will appear next to the unit. 2. Resequence the unit by using the up and down buttons. 3. Reschedule or adjust the timeperiod of the unit by either: clicking the left/right arrows in the direction you wish it to move; or - changing the timeframe that the unit begins and ends by using the From and Through options. 1. To enter curriculum for any unit, click on the dot or bar icon corresponding to the unit and time period you wish to map. EDITING YOUR CURRICULUM Edit: Click in any box. Then type, change or delete data directly in the web interface. Tip: In almost all cases, you may copy and paste information from other electronic documents into your curriculum map Save: Save your data frequently by clicking the Save button near the upper right-hand corner or bottom of the page. 3. Unit Calendar: To return to the Unit Calendar, click on the underlined link in the breadcrumbs. Be sure to save your work first. 4. View Map: Clicking on the Eyeglasses icon will save your work and then show you the entire curriculum map in a new browser window. After reviewing your map s progress, click on the Atlas logo in the upper-left corner of the map to return to the edit page. 15

18 ATLAS RESOURCES References Click on References to view the Atlas Curriculum Resource Center with helpful links to your school s existing curriculum documents and a complete collection of educational resources, including: - Regional & State Standards - Associations & Accredidation agencies - Differentiated Instruction - Bloom s Taxonomy - Special Education - Pedagogical Approaches - and many other helpful links INFO This section provides general information regarding the use of Atlas and links to other resources. Find answers to frequently asked questions, tips and tricks, the Atlas Online Manual and other items of interest. Atlas Online Manual From the Info section you can click through to the Atlas Online Manual. All the major functions of the Atlas system are captured in this section. Functions are organized just like the navigation buttons. Click on any of the links to view screenshots and stepby-step instructions for all Atlas features. Ask the Experts If you need more assistance, click on the Ask the Experts link in the Info section. Atlas identifies system administrators for your site who can assist you with common functions, such as resetting your password and updating your course list. You are welcome to contact Rubicon directly with any questions you may have. Training Checklist and Evaluation Use the Training Checklist to self-assess and track which features and functions you feel comfortable using. - Track your progress and assess your own learning. - Easily identify features of Atlas that are unfamiliar. - Utilize the quick and convenient links to the Atlas Online Manual or online Training Videos specific to each topic. - Deliver your own faculty training and track the progress of faculty Tip: Remember to logout after you save your work. Copyright 2005 Rubicon International Manufactured by Laminating Services, Inc. St. Petersburg, FL, and (manufacturing) sold under license from FastMark Holdings, LLC. Palo Alto, CA USA under one or more of the following Patents; U.S. Patent Nos. 5,063,637 and 5,273,432

19 Assessment Content: Curriculum Mapping Curriculum Mapping Glossary Demonstration of skills development and content understanding Culminating projects, products or performances that you would accept as evidence of learning. Three types of assessment: o Selected response: multiple choice, matching, true/false, fill-in the blank o Writing Assessments: constructed response, extended response, short answer, essay o Performance-based: skill demonstration, products, performances Personal Communication: question/answer, conferences, interviews The Big Idea. Concepts supported by: facts, events, pertinent information, focus resources A procedure of collecting a data base of the operational school curriculum in a school and/or district. The purpose is to collect authentic data about the classroom and genuine information about what students actually experience, not what others think they should be learning. Diary Mapping Asks teachers to document the content, skills, activities and assessments at the end of each month as they are taught Essential Understanding Formative Assessments Guiding question Embody the concept, big idea Focus instruction and learning Push students to higher levels of learning Help student make connections beyond the content being studied Process oriented Occurs during learning Provides information for modifying teaching and learning activities Assists students to self-assess and learn more A broad-based question which frames a specific unit. It helps to focus on what is the essence of the unit. Guiding questions should avoid being narrow or content specific. Guiding questions may well prompt students to ask more questions, and ultimately to use the content as well as research skills and thinking skills to come up with answers. 17

20 Projection Mapping Skills Summative Assessments Requires teachers to record their planned content, skills and assessments for the entire school year at one time. The skills as student would need to demonstrate and develop in pursuit of the content. Defines what understanding really means. Begin with an ACTION verb Assessable, observable, measurable Benchmarks and critical skills that align with the concept. Designed primarily for the purposes of accountability. Is an event after learning. Measures how much students have learned at a point in time. Assessment of learning 18