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An Introduction to Curriculum Mapping

An Introduction to Curriculum Mapping. Based on the research and presentations of Dr. Heidi Hayes Jacobs. Mapping is NOT a new concept to Oakcrest teachers. We began interdisciplinary mapping with our WWII curriculum project. Changes In Our Previous Maps.

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An Introduction to Curriculum Mapping

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  1. An Introduction to Curriculum Mapping Based on the research and presentations of Dr. Heidi Hayes Jacobs

  2. Mapping is NOT a new concept to Oakcrest teachers. We began interdisciplinary mapping with our WWII curriculum project.

  3. Changes In Our Previous Maps • Addition of Authentic Assessment • Addition of Essential Questions • Examples of Olympic Maps • See pages 1-5 of packet

  4. Our Goal For Today… To assist you in the preparation of your Olympic map

  5. Curriculum Mapping = “Blue Print” • “Lessons without maps are like builders without a plan. They have a bunch of really cool tools but don’t know where to use them!” • H.H. Jacobs

  6. Examples of NOT Getting the “Big Picture” (Incorrect Mapping) • Teaching the algebraic substitution method without relating it to graphing. • Students learning stock terminology but never tracking a company’s net worth and performance. • Memorizing the periodic table and never teaching why the order of elements exists. • Testing facts of the Revolutionary War but not evaluating its affects on our Civil War. • Conjugating verbs on paper without ever using them in conversation.

  7. “Big Picture” (continued) • Teaching Power Point without requiring a point of sale presentation in front of an audience. • Lifting in the weight room and not teaching weight vs. repetitions. • Assigning a landscape portrait without teaching perspective or scale drawing. • Reading the The Red Badge of Courage without studying Civil War. • Assigning a role without requiring research on the character’s portrayal.

  8. Components of our Olympic Map • Theme or topic • Content • Skills • NJCCC standards • Essential question • Authentic assessment • See page 6 of Packet

  9. Content • Content is the subject matter itself; key concepts, facts or events • It’s what you teach • Content is written in noun form

  10. Sample History Content • Judicial branch • Kinds of laws • Right to a fair trial • Federal court system • Important court cases • Juvenile justice system • Civil rights

  11. Sample Science Content • Scientific method • SI (metric) system • Dependent & independent variables • Hypothesis • Controls • Data graphing

  12. Skills • What skills does a student need in order to demonstrate mastery of the content? • Skills start with action verbs • Can be assessed, measured, or observed • Must support the “big idea”

  13. Skills: A History Sample • Describes the qualifications, duties, and powers of the judicial branch • Analyzes the effects of the judicial branch on citizens • Identifies major court cases that impacted the civil rights movement

  14. Skills: A Science Sample • Hypothesize experimental outcome • Identify parts of an experiment • Measure various objects using the metric system • Collect and analyze lab data • Creategraphs of data

  15. NJCCC Standards • Hyperlink to the NJ Department of Education website • NJCCC Standards • (Use Ctrl + Click to follow the link)

  16. Sample Maps • Curriculum Designers’ website • Look for internal alignment • Look for alignment with CCCS • Look for alignment with learners • Sample Map Handouts -See pages 7-10 of packet

  17. Olympic Curriculum Maps Due on Friday, March 24th Please submit to your supervisor via email Please save as “firstinitiallastname1” EX: “lfitzpatrick1”

  18. Faculty Practice! • Olympic Lesson Plan • Content • Skills

  19. Essential Questions • Essential questions are questions that help structure a unit or lesson • Structure the unit around 2 to 5 essential questions • Use questions as the scope and sequence of a unit • Embrace the appropriate standards

  20. Develop Essential Questions That: • Focus instruction and organize student learning • Push students to higher levels of thinking. • Help students make connections beyond the content being studied.

  21. Why Essential Questions? Olympics How have the Olympic Games Influenced both society and The individual? How have both society and the Individual influenced the Olympic Games? FACT FACT FACT FACT FACT FACT

  22. Without Essential Questions… Olympics FACT FACT FACT FACT FACT FACT

  23. Student Video Responses

  24. Teaching the Essential Question • Teach students the essential questions before you begin the unit • Essential Questions are like “Mental Velcro” • Students should focus on any & all information that “sticks” to the essential question • Always POST your Essential Questions

  25. Sample Essential Questions • Athletics/Sports • How can I improve my eye/hand coordination? • What skills and techniques are used in basketball? • How can I be a successful team player? • How can I control my body during games?

  26. Sample Essential Questions • FABLES • What is the meaning of Folktale? • What is the difference between folktales and fables? • How do we learn lessons in life through understanding fables? • How do we learn lessons in life through fables? • What qualities of yourself would you like to share with others?

  27. Sample Essential Questions • Quadratics • What are the 3 most common methods of solving quadratics? • How can we relate quadratic solutions to their function’s graphical representation? • What does it mean if an algebraic root is an imaginary number? • How can we decipher which conic section is described by a quadratic equation?

  28. Sample Essential Questions • SOCIAL STUDIES / HISTORY • What are the characteristics of a rural, suburban, and urban community? • Why did the American Revolution occur? • How can we look at the Revolution from alternate points of view? • How were Native Americans Involved in the American Revolution? • Why is Paul Revere more famous than Sybil Ludington? • How do we use directionality, map keys, and symbols to identify information on a map or globe?

  29. Sample Essential Questions • WEATHER / NATURE • What are the different kinds of weather? • What is the water cycle? • What methods are used to study the weather? • What are the different classes of animals? • What are the characteristics of each class? • How does nature change and adapt to the fall season? • How do people adapt to the fall season?

  30. Sample Essential Questions • ECONOMICS • What is a consumer culture? • How does our economic system contribute to our consumer culture? • What are some of the messages in our consumer culture? • How am I affected by consumer culture?

  31. Sample Essential Questions • Related Arts/Technology • How has Henri Matisse influenced the world of art? • What types of safety precautions are necessary when working with ______? • How is the technology taught in the classroom applicable to everyday life? • Why is rhythm a vital feature of choreography?

  32. Authentic Assessment

  33. Authentic Assessment Defined • A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills • Actively involves students in a process that joins what is taught, how it is taught, and how it is evaluated

  34. TRADITIONAL ASSESSEMENT Example- multiple choice tests Purpose- to determine whether students have obtained the knowledge and skills necessary Goal- for students to become productive citizens AUTHENTIC ASSESSMENT Example- performing a task Purpose- to determine whether a student is capable of performing meaningful tasks in the real world Goal- for students to become productive citizens How is Authentic Assessment similar to/different from Traditional Assessment?

  35. Traditional Assessment Assign the following problem: If a US Olympian releases the discus at an angle of 32 degrees with a velocity of 85 ft/sec how far does it travel before it hits the ground? Authentic Assessment Assign students the following tasks in groups of three – 1) As if you were competing in the shot put, push a tennis ball off your shoulder at an approximate angle of 30 degrees. One group member times from release of the ball until it hits the ground. Other group member measure this horizontal distance. Determine the ball's velocity. 2) Repeat this process at angles 60 and 45 degrees.  Which angle provides optimal distance and why? Authentic Assessment: Math

  36. Traditional Assessment Write a paper demonstrating the point of view of your selected Olympic athlete Authentic Assessment Students conduct interviews of Olympic participants & role play the part of the participant Authentic Assessment: English

  37. Traditional Assessment True/False test on banned substances code Write a paper discussing an Olympic doping scandal Authentic Assessment Mock Q & A session between IOC official and perspective Olympians to discuss the new code regarding banned substances and performance enhancers Original educational video/commercial: Dangers and Consequences of Doping Authentic Assessment: Science

  38. Examples from World War II Project -See page 11 of packet Examples from The Jersey Shore Project -See page 12 of packet Authentic Assessment

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