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Developing Consensus Maps

Developing Consensus Maps. Ways to adapt the mapping process developed by Heidi Hayes Jacobs. Curriculum Mapping: Training of Trainers Indianapolis, IN June 12 - 13, 2007. Earl Nicholas Director of Communications curriculumdesigners, Inc . earl@curriculumdesigners.com

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Developing Consensus Maps

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  1. Developing Consensus Maps Ways to adapt the mapping process developed by Heidi Hayes Jacobs Curriculum Mapping: Training of Trainers Indianapolis, IN June 12 - 13, 2007 Earl Nicholas Director of Communications curriculumdesigners, Inc. earl@curriculumdesigners.com Based upon the collaborative works of Heidi Hayes JacobsandBena Kallick AMO – R. 2007.02.02

  2. Why map? This is the ultimate Essential Question!

  3. Additional EQs: How can we assure a meaningful set of learning experiences for Trevor, Eva, and ALL their friends?

  4. When is consensus critical for Trevor’s progress? When is flexibility equally important?

  5. Essential Question: How can we assure a meaningful set of learning experiences for Trevor and Eva? Content: Consensus Maps, CORE Maps, Essential Maps, Master Maps, Group Projected Maps Skills: Describe what a Consensus Map actually is Differentiate between core and enrichment Visualize examples of consensus building Assessment: Group discussion – draft plans for consensus

  6. It is ALL about building consensus

  7. consensus: agreement; acknowledgement; accepting of truths Latin: con cen tre

  8. Curriculum and Instruction • “Curriculum is the vehicle by which we facilitate student learning. Effective implementation results in student accomplishment of state and district commencement outcomes. To serve that purpose, the curriculum must be relevant and meaningful to the students to whom it is taught.” • - taken from the Canandaigua Curriculum and Instruction • Procedures Manual • Adopted 2003.09.25

  9. Critical junctures for CONSENSUS • Focusing on various levels of Curriculum Maps and using clear terminology at each level • Viewing Assessment data as the DIAGNOSIS • Curriculum Maps as the PRESCRIPTION • Navigating the “Big Picture” and generating maps to chart a course for a 21st century learning.

  10. At what levels can and should consensus be reached for both curriculum and assessment? • National – proposed menu of national curriculum options; SAT, PSAT, AP exams • State- benchmark maps; State testing is far too wide ranging. • District or Independent School Level Counterpart- standards, internal assessments based on diagnoses • Building- Performance data for specific students in terms of pace and revisions; entered on EACH TEACHER’S MAP • Department- Common Terms; Spiraling Assessments K-12 • Grade level- Common EQ’s; short term assessments for ongoing review • Classroom- Individualized and group assessment based on direct classroom curriculum

  11. What elements do we want on Consensus Maps? • Content • Skills • Benchmark Assessments Only • Aligned Standards • Essential Questions should come later (unless)… • No lesson plans or teacher-made assessments • (more on slides on pages 39-45 of the conference packet.)

  12. Content • The large chunks of your subject, expressed as nouns • focus on the integrity of knowledge within the discipline • identify specific problem solving tools (such as equations)

  13. Skills • Skills are expressed as action verbs • Precise skills are: • Assessed • Observed • Described in specific terms • and always associated with content

  14. Scaffolding Content and Skills • WHAT IS THE PRE-REQUISITE CONTENT YOU ASSUME? • WHAT ARE THE PRE-REQUISITE SKILLS YOU ASSUME?

  15. Skills across the disciplines • Editing and revising skills in ALL work • Organizational skills • Reading for decoding • Reading for text integration • Speaking skills in a range of forums • Instructional Technology Expectations • Character Ed Connections • Service Learning Outcomes - Canandaigua City Schools, 2004

  16. Assessments Measure performance • Assessments are demonstrations of learning • Assessments provide observable evidence of performance • Assessments should be directly linked to skills.

  17. Don’t do it “the old-fashioned” way!

  18. Criteria for Essential Questions Highlight conceptual priorities Fufills outcomes Language for organizing Non-repetitive set POSTED by all Connects a range of disciplines Logical sequence Understood by each child Open for investigation Distinct selection

  19. Essential Questions are global in nature. They are NOT Lesson or Unit questions. American History (7th Grade): • What is the significance of the red stripes on the American Flag? • What is the significance of the white stripes on the American Flag? • What is the significance of the Uncle Sam character point his finger at you? • Which way is the eagle’s head facing on American paper money and why? • What is the Essential Question?

  20. The original steps of the mapping process: • Collect Data (EVERYONE must map) • First Read Through • Mixed Peer Review • Large Group Review • Determine areas for immediate revision • Determine areas for long term planning • Continue the cycle

  21. Ways to reach consensus and develop Essential Maps: • Original Model – Steps 3 – 5 • Backwards Mapping from existing curriculum • Backwards Mapping from Standards • Backwards Mapping from Lesson Plans

  22. Create a naming convention so that Consensus or CORE maps can be easily identified and copied through search functions.

  23. Develop a system to identify which of the elements are core.

  24. The Original (pure) Model • Analyze common elements from teacher maps. • First alone, then on teams (Mixed Peer Review). • Next by building (Large Group Review). • Finally by region or district.

  25. As you analyze your maps, you can also begin to see where content and skills appear on individual maps.

  26. Backwards Mapping from • Existing Curriculum (Prefabricated) • Agree upon definitions (content objectives, skills,strategies, etc). • Develop a common labeling scheme. • Create and enter Core Maps. • Skip to Step 4 – Large Group Review. • Teachers copy the Core Maps and expand them (everyone maps).

  27. The Canandaigua/Moon Area Model: • Input existing core curriculum into computer database. • Flag core skills and common benchmark assessments. • Each teacher copies core map and expands. • Revised curriculum revision committees (Mixed Peer Review committees) • Collect data and analyze consolidated maps. • Modifications are made to core maps (everyone maps).

  28. Backwards Mapping from • Standards and Benchmarks. • Analyze standards and assessments. • Identify “Power Standards.” • Develop skills with matching terms. • Create and enter Core Maps. • Skip to Step 4 – Large Group Review • Teachers copy the Core Maps and expand them (everyone maps).

  29. Code your Power Standards for easy identification.

  30. Verbs from the STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY When, where, and how should these be taught?

  31. Engage Specific Cognitive Operations parrot process prognosticate Recall Compare Predict Could we group those testing verbs into levels? Could we have our kids do the same?

  32. Engage Specific Cognitive Operations parrot process prognosticate Recall Define Describe Identify Name List Compare Contrast Infer Analyze Sequence Synthesize Predict Evaluate Speculate Imagine Envision Hypothesize Could we group those testing verbs into levels? Could we have our kids do the same?

  33. Backwards Mapping from • Lesson Plans • Enter skills from individual lesson plans. • These skills will become the Core Maps. • Skip to Step 4 – Large Group Review. • Teachers copy the Core Maps and expand them (everyone maps).

  34. The 16 Habits of Mind • ersisting • anaging Impulsivity • istening with understanding & empathy • hinking flexibly • hinking about thinking • triving for accuracy • uestioning & posing problems • pplying past knowledge to new situations • hinking & communicating with clarity and precision • athering data thru all senses • reating, imagining, innovating • esponding with wonderment and awe • aking responsible risks • inding humor • hinking interdependently • emaining open to continuous learning

  35. * LEARNING ACTIVITIES THAT REQUIRE SKILLFUL THINKING * ASSESSMENT TASKS THAT DEMONSTRATE LEARNING THINKING SKILLS: WHAT YOUR STUDENTS WILL BE ABLE TO DO HABITS OF MIND CONTENT: WHAT YOUR STUDENTS WILL KNOW

  36. Resources: Heidi Hayes Jacobs www.curriculumdesigners.com Mapping the Big Picture: Integrating Curriculum and Assessment K-12, ASCD (1997) Getting Results With Curriculum Mapping,ASCD (2004) Bena Kallick www.techpaths.com Assessment Strategies for Self-directed Learning, Corwin Press (with Art Costa, 2003) Susan Udelhofen www.su-consulting.com Keys to Curriculum Mapping:  Strategies and Tools to Make It Work,Corwin Press (2005) Earl Nicholas, ALPHA MICRO/OMEGA Software Consultants, Inc.www.amosoftware.com

  37. Heidi, I'm very glad to be involved in a cause I so greatly support. As Earl has no doubt explained, I was a student that was left constantly unprepared for the next grade, despite my ability to learn, when schools didn't map their curriculum. I feel strongly that your approach to solving the most crucial problem facing the education system today (in my opinion) is both ingenious and desperately needed. I hope I will be able to find a school nearby that my daughter can attend that will use mapping to make the most of her education. - - Trevor, May 13, 2007 Cadence Ylise Parscal - May 21, 2007

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