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Mapping it Out: Using County Curriculum Maps to Plan Instruction

Mapping it Out: Using County Curriculum Maps to Plan Instruction. Presented by Elyse Berrier , Ashley Dickerson, Liz Hains, Katie Hunter, Cheryl McDaniel. In this session we will explore the County Curriculum Maps and how to effectively use them in implementing instruction in your classroom.

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Mapping it Out: Using County Curriculum Maps to Plan Instruction

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  1. Mapping it Out:Using County Curriculum Maps to Plan Instruction Presented by Elyse Berrier, Ashley Dickerson, Liz Hains, Katie Hunter, Cheryl McDaniel

  2. In this session we will explore the County Curriculum Maps and how to effectively use them in implementing instruction in your classroom. We will look at: • UbD • Curriculum Maps – What they are, where they came from, and how to find them • Planning in a PLC

  3. Warm-Up Activity • What is understanding? • What do we mean when we say that we want our students to understand the content, not just know it? • What is the difference between really “getting it” and just mindlessly regurgitating back what was taught?

  4. What is UbD? • Understanding by Design • UbD in a Nutshell

  5. Purpose for Cabarrus County • Guarantee Viable, Coherent instruction • “Uncover” the content, not merely “cover” it

  6. Backward Planning • Step 1. Identify desired results • Step 2. Determine acceptable evidence • Step 3. Plan learning experiences and instruction accordingly

  7. Where did the maps come from? Summer 2013 Planning

  8. Accessing the Maps http://www.cabarrus.k12.nc.us/Page/4945

  9. Stage 1

  10. Stage 2: Determining Needed Evidence • Teachers must carefully “think like an assessor” • Consider the evidence needed • More than memorized recitation • Tasks that require students to demonstrate the degree they achieved the understanding identified in Stage 1 • Evaluative criteria to judge student responses

  11. Stage 2 Long Term Goal of Learning is Transfer

  12. Break

  13. Stage 3 How do we get there?

  14. Learning Experiences • Effective and Engaging • Promote desired understandings, knowledge, and skills from Stage 1 • Ensure ALL students learn

  15. Learning Experiences are NOT… • Just textbooks/workbooks • What works for the teacher Focus on making sure what we teach and how we teach follows logically from and aligns with Stage 1 and 2 goals

  16. Why didn’t the county do this?

  17. Making It Work • Review Stages 1 and 2

  18. Planning in a PLCStage 3

  19. Putting it Together

  20. Not the Be All End All…Google docs • Created with thoughtful and strategic planning • What worked and what didn’t? • Effective teachers are reflective • Why didn’t it work? Please provide feedback on Google Docs

  21. Planning

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