Curriculum Mapping and Universal Design for Learning. Presented by Lauren Saslow, Director of Education

Transcription

1 Curriculum Mapping and Universal Design for Learning Presented by Lauren Saslow, Director of Education

2 Training Outline Lesson 1: Curriculum Map Lesson 2: Universal Design for Learning Lesson 3: Florida Standards

3 Lesson 1: Objectives Understanding a Curriculum Map Step-by-step: Defining each section and suggestions on content Curriculum Map and Payment: Why VSAFL requires teaching artists to complete this

4 What is a Curriculum Map? A sequential outline that you design to address: Residency goal Learning outcomes or goal of each session Learning objectives Instructional activities Accommodations and modifications Assessment Comments to explain missing content or unusual circumstances of session Goal Florida Standard Codes Learning Objectives: Instructional Activity Session 1 Date: Session 2 Date: Session 3 Date: Session 4 Date:

5 Residency Goals During the pre-planning session, classroom teacher and teaching artist determine the one, overriding goal for their students: What do we want our students to learn from this residency? Examples: Students will learn to express feelings through the visual arts. Students will learn to interact in socially appropriate ways through dance/movement. Students will improve fine motor skills by learning to play musical instruments.

6 Learning Outcomes Goal: The language that corresponds to a Florida Standard Code. What do you want the students to learn by the completion of the session? Florida Standards: Found at Cpalms.org. See Cpalms PowerPoint on our website under Resources for a how-to of finding Florida Standards. While you may use the same Florida Standard for multiple classes, it is encouraged that you incorporate a few different ones throughout your residency.

7 Example of Goals and Florida Standard Codes Visual Art Goal and Code for Kindergarten Session 1 Date: 4/1/15 Dance/Movement Goal for Middle School (6-8) Session 1 Date: 4/8/15 Goal Students will explain how artmaking can help people express ideas and feelings Goal Students will sustain focused attention, respect and discipline during classes and performances Florida Standard Codes VA.K.H.1.3 Florida Standard Codes DA.68.S.2.1

8 Learning objectives are the skills, content and concepts that will allow your students to reach their session goal Example 1 Learning Objectives: Students make decisions about color, shapes and spatial placement Students learn to identify colors that express different moods Students are able to ask for help Example 2 Learning Objectives: Students show appropriate social and communication skills with other students and with teachers Students work with increasing independence (fewer prompts), with engagement and selfmotivation and exploration

9 Instructional Activity is the actual class activity that you have planned for that session and which teaching strategies you will use Example 1 Instructional Activity In celebration of Black History Month -Teacher will show students picture examples of African masks and sample masks Demonstration (modeling) of tool use paintbrushes or print-making Teach students step-bystep process of creating 3D mask on cardboard revealing aspects of their personality and culture. Example 2 Instructional Activity Demonstrate then practice dancing from corner to corner using traveling steps Scaffold by allowing students to add directional movement patterns At the end of class, students create shapes of animals with their bodies

10 Why do we need accommodations and modifications? Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. - Albert Einstein

11 Accommodations vs. Modifications Accommodations Changes required for how students are taught, materials used or how they are assessed based on Individualized Education Plans (IEPs). Ask the classroom teacher about students accommodations. Examples: Offer directions verbally, one step at a time and then show an example of what each step looks like (picture or actual sample) Proximity control (stand near students who tend to become easily distracted) Modifications Changes what students are expected to learn and demonstrate based on IEPs. Ask the classroom teacher about students modifications. Examples: Student in a wheelchair will learn arm movements only and a student buddy or paraprofessional will push their chair to the designated spots in the group formation Non-verbal students will demonstrate movements to their ability level

12 Assessment Evidence How will my students demonstrate that they reached their goal? Verbally Orally answering questions using new vocabulary Non-verbally Written answers even through drawing or painting to show understanding Demonstration through movement, task completion according to directions or alternate responding; requires teacher observation

13 Assessment Evidence Example 1 Assessment Evidence: Students demonstrate understanding of new vocabulary terms by correctly selecting art tools after verbal instruction Students correctly answer questions (verbally or nonverbally storyboarding) about the sequence of a story Example 2 Assessment Evidence: Students describe what they hear and move in ways to denote changes in dynamics, rhythms and timbres Students return to personal space after following drum s directions

14 Comments Indicate any unusual (positive or challenging) circumstances such as: Cancelled session due to last minute school conflict so session s c-map is repeated for next session Administrator stopped in and said she was impressed with the lesson Regional Program Coordinator observation of this session

15 Using the Same C-Map for More Than One Class If I have two classes at the same school site, can I submit just one c- map? No. Consider the residency goal. If the students are the exact same grade level(s) and subject area, you may cut and paste the same Goals, Florida Standards and (if appropriate) the same learning objectives and instructional activities. Accommodations, modifications, assessment evidence and comments will be unique to each class requiring a separate c-map.

16 Curriculum Map and Payment Funding: VSA Florida receives funding as a designated special project of the Florida Dept. of Education, Bureau of Exceptional Education and Student Services Reporting: Residencies must correlate to classroom curriculum and therefore requires us to report Florida Standards used for each session of each residency Bottom line: We can only pay you if we receive data needed for the DOE to pay us

17 Lesson 2: Objectives Understanding Universal Design for Learning (UDL) Using UDL in my c-map

18 What is Universal Design for Learning? UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. ( 2015) Representation The what of learning Expression The how of learning Engagement The why of learning

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21 How to Access UDL guidelines and resources Go to About UDL Go to UDL Guideline, Graphic Organizer or Theory and Practice

22 C-maps and UDL Provide you with lesson plans and a tool for continual assessment Keep everyone focused on the big picture Allow everyone to participate

23 Lesson 3: Objectives Using CPalms.org to find Florida Standards Selecting appropriate standards that correspond to the classroom curriculum

24 Cpalms found at Collaborate Plan Align Learn Motivate Share

25 Accessing Florida Standards: Access via Dropdown menus On Home page by selecting grade level toolkit By Standards to select subject area By Course if you know the course number or name Access by Grade Level

26 Example of Florida Standard

27 Terminology by Subject Area Subject Area Broad View of Learning Goal Focused View of Learning Goal Dance Big Idea Enduring Understanding English Language Arts Strand Cluster Gifted Goal Idea Health Education Strand Idea Mathematics Domain-Subdomain Cluster Music Big Idea Enduring Understanding Physical Education Strand Idea Science Body of Knowledge Big Idea/Supporting Idea Social Studies Strand Standard Special Skills Domain Idea Theatre Big Idea Enduring Understanding Visual Arts Big Idea Enduring Understanding World Languages Performance Level Standard

28 For more information on CPalms Go to Select Resources Type cpalms into the search then click apply Download the CPalms PPT to view a step-by-step tutorial on accessing standards by all three options

29 Which standards should I use? For DJJ residencies or ESE classes that do not have clearly defined standards: Use your art form music, dance, visual art or theatre For regular education classrooms (inclusion classes): ask the classroom teacher for the course number or name and use appropriate standards from that course For combined grade levels in a class: grades 6-8 and 9-12 are easy because they are already combined standards; for elementary, you may need similar standards for each grade level in each session

30 Former Standards DO NOT USE any former standards marked with an X before the course There should NOT be any additional letters after the final number; these represent the New Generation Sunshine State Standards that are no longer in use In other words, you cannot re-use old curriculum maps as the codes are obsolete

31 What else is new in education? Proposed English Language Development (ELD) Standards for Florida Standards Not yet approved, but may be a requirement by the school year; be sure to read all VSAFL s for updates

32 Summary of Training Collaborate with your classroom teacher to create goal of residency Complete your curriculum map prior to each session Include Florida Standards for each session including the language (goal) and codes Create accommodations and modifications based on UDL strategies to guide your teaching Submit C-map to VSAFL no later than two weeks following your final session