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CCSS Mapping Project

CCSS Mapping Project. a joint project of AMI/USA and AMI-EAA. CCSS?. Common Core State Standards Adopted by DC and all but five states (AK, TX, VA, NE, MN) Cover only math/geometry and reading/writing/mechanics/spoken language

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CCSS Mapping Project

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  1. CCSS Mapping Project a joint project of AMI/USA and AMI-EAA

  2. CCSS? • Common Core State Standards • Adopted by DC and all but five states (AK, TX, VA, NE, MN) • Cover only math/geometry and reading/writing/mechanics/spoken language • Many states to begin testing based on CCSS as early as next school year • Long-term future is cloudy; depends on how it goes the next year or two

  3. Why did AMI need to respond? • Many public sector Montessori programs will need to answer to the CCSS • Independent schools will increasingly be questioned about the CCSS by prospective and current parents • Many schools and districts working on their own in-house mappings • Other Montessori training organizations have done or are doing mappings based on their own curricula – curricula quite different from our AMI training • Important to AMI’s public advocacy work

  4. Challenges • Massiveness of task • Defining a representative AMI elementary curriculum • Including the perspectives of a wide range of practitioners • 100% volunteer project

  5. Project Approach • Scope: produce a readable, usable document that, for each CCSS standard, shows the AMI elementary lessons and activities that address it • Built a team of AMI-trained volunteers, rounded out with recruitment of some senior practitioners • Divide and conquer – teams of 4-5 assigned to specific parts of the CCSS • Multiple reviews: team level, steering committee, team of AMI elementary trainers, AMI Scientific Pedagogy Group

  6. Math Mapping Team

  7. Language Mapping Team

  8. CCSS Example 4.MD.C.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

  9. AMI Mapping

  10. AMI Mapping, Continued

  11. The Future • Distribution of math mapping to all AMI/USA members • Completion, review, and distribution of language mapping (with special attention to the writing standards) • Collection of feedback from users in the field • Distribution of future updates to the mapping, if necessary

  12. Continuing Concerns • Mapping is necessary and can be helpful if properly used, but it is important that users understand what is at stake • Mapping is not a checklist for students or teachers • AMI vs. CCSS: we must understand the fundamental differences between these two views of education and the child • To “align” with CCSS would be a dumbing down of AMI elementary • We must help each other as teachers and administrators to do what we have to do with CCSS and still maintain our AMI quality and integrity • Phyllis Pottish-Lewis has written a white paper on this

  13. Join our team! • We need you to • learn the mapping • use the mapping • give us feedback • AMI/USA’s website will provide a means to send feedback to the mapping project • You will be able to sign up to receive future notices and updates to the mapping

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