mapping to the common core standards - rc j
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Mapping to the Common Core Standards
Unwrapping: Bloom’s Taxonomy & Webb’s DOK
Presented by Sosan Bin Masoud and Latifah Emanuel
TESOL Arabia 2014
What is Common Core State Standards?
Introduction to Mapping
Map Components
Mapping to CCS (Bloom’s taxonomy)
Group Activity
Bloom versus Webb
Unwrapping the Standards (Depth of Knowledge)
Group Activity
Conclusion
Agenda
Clearly aligned learning standards that chart
a course from kindergarten to college and
career readiness.
Spiraled learning progression that is
sequential and recursive.
Logically built upon each other reinforcing
principles learned the year before.
What are Common Core State Standards?
• Intends to teach Lesson
plans
• Recording what is actually
taught in a classroom
Curriculum
mapping
Curriculum mapping V.S. lesson planning?
Collecting
Maintaining
Reviewing
What is Curriculum Mapping
OPERATIONAL DATA BASE OF
THE CURRICULUM IN A SCHOOL
AND/OR A DISTRICT
Educators can…
build on what students have learned to prepare them for future classes and achievement
make appropriate, immediate modifications to the curriculum.
Determine what is taught, as it actually occurs in the classroom.
Determine "why" certain performance results have been achieved.
Close the gap between high school and higher education.
Prepare students while in high school to prevent high remediation rates in colleges and universities.
Benefits of Mapping
• District, it contains the learning, the content and the
skills students’ have to have.
• This map is done per grading period
Essential Map
• Projected = what I want students to learn
• Diary (Journal) = What the students actually learned
• This map is completed in real time month by month
Projected/Dia
ry (Journal)
• School site map, collaboratively worked horizontally and
vertically by teachers at the school
Consensus
Map
Types of Maps
Create
• Build
• Plan
• Design
• Invent
• Curate
Evaluate
•Predict
•Convince
•Justify
•Assess
•Conduct A
Debate
Analyze
•Compare &
Contrast
•Examine
•Advertise
• Identify
Apply
•Paraphrase
•Translate
• Illustrate
•Collect
Understand
•Classify
•Summarize
•Convert
•Retell
Remember
•Label
•List
•Define
Bloom's Taxonomy
The common core standards define a framework for
engagement with the curriculum that you already
teach.
The verbs within the common core standards define
higher order thinking skills students will need to apply
as they explore content in new ways.
The common core standards define college and career
readiness skills to support student success across
curriculum, content, and even countries
Mapping to the common core: New rules of engagement
Content: The subject matter itself; key concepts, facts,
topics, and important information
Skills: The targeted proficiencies, technical actions and
strategies.
Assessment: is the demonstration of learning, the products
and performances used as evidence of skills
development and content understanding.
Essential questions: Provide focus and direction to engage
learners in fulfilling the mission. EQ are curriculum
chapters.
Standards: what students should know and be able to do. They are
measurable for all school students
Curriculum map components
1. Underline key/teachable concepts (noun or noun phrases)
2. Circle (verbs)
3. Identify the approximate level of each skill according to levels of
Bloom’s Taxonomy
4. Create a graphic organizer (in blooms order) Bullet/concept
map/outline/other
5. Determine big ideas/write Essential questions
How to unwrapping a standard
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.2.A : Introduce a topic; organize
complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
Example: Grade 12 Writing Sample
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.2.A : Introduce a topic; organize
complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
Example: Grade 12 Writing Sample
Standard: Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to
create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
Skills: Students should be able to……
• Introduce a topic
• Organize ideas
• Use new elements
Concepts: students should know…
Complex ideas
New elements
Format
Graphic & multimedia
Big ideas:
Create a unified writing text by formatting organizing ideas ?
Essential Questions: How can students use complex ideas & concepts in their writing?
How will students include new elements into their writing and maintain clear comprehension?
Use the unwrapping standard document provided to
unwrap this grade standard.
Reading-informational Text: Grade 3
CCSS.ELA-Literacy.R1.3.2-Determine the main idea of a
text; recount the key details and explain how they
support the main idea.
Your Turn (Activity)
Standard:
Determine the main idea of a text; recount the key details and explain how they
support the main idea.
Skills: Students should be able to…
Verbs:
• Determine (2): recognize main idea
• Recount (1) details
• Explain (2) provide supporting evidences
Concepts: Students should know…
Noun:
Main idea
Text
Key details
Big Ideas:
Main ideas from the text must be supported with evidence and supporting details.
Essential Questions:
How do readers use their own words to summarize the main idea?
How do readers look back at text for reading and locating details?
.
Synthesis
Analysis
Application
Comprehension
Knowledge
Level of Thinking
Evaluation
Bloom’s 1956
Source: http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf
.
Synthes
is
Analysis
Application
Comprehension
Knowledge
Level of Thinking
Evaluation.
Evaluatin
g
Analyzing
Applying
Understanding
Remembering
Creating
Bloom’s 1956 Bloom’s 1990’s
Source: http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf
.
Synthesi
s
Analysis
Application
Comprehension
Knowledge
Level of Thinking
Evaluation.
Evaluatin
g
Analyzing
Applying
Understanding
Remembering
.
Strategic
Thinking
Skill and Concepts
Recall and Reproduction
Creating
Bloom’s – Old Version 1956 Bloom’s – New Version 1990’s Webb’s DOK 2002
Extended Thinking
Source:
http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf
Bloom’s categorizes skills required of the brain
to perform a task it describes thought
processes
DOK refers to the understanding necessary to
complete the full scope of a learning task
Bloom & DOK
Recall DOK 1
Focus is on facts, definitions,
& details… can be “difficult”
without requiring “deep”
content knowledge…one right
answer
Basic Application DOK2
Focus is on applying skills and
concepts… explaining why &
how… making decisions…one
right answer
Strategic Thinking DOK3
Focus is on reasoning and
planning in order to
respond…more than one
“correct” response or approach
is possible
Extended Thinking DOK4
Requires complex reasoning,
planning &thinking…students
make real-world applications in
new situations
Depth of Knowledge
DOK 1 and 2 will almost always have a right/wrong
answer.
DOK 3 will require justification through the analysis of a
source.
DOK 4 will require justification through the analysis of
multiple sources.
Depth of Knowledge Summary
DOK levels 3 and 4 are where we need
to aim with our learning activities
Depth of KnowledgeOn Target
DOK 1 and 2 will almost always have a right/wrong
answer.
DOK 3 will require justification through the analysis of a
source.
DOK 4 will require justification through the analysis of
multiple sources.
Depth of KnowledgeSummary
Where was
Red going?
What are some
examples of
personification used
in the story?
What did the wolf
do to trick Red?
What is your opinion about the
intelligence/cleverness of the
wolf? Justify your response
using details/evidence from the
text.
Write a telephone
conversation between LRR
and her mother
summarizing the wolf
incident.
Are all wolves (in literature) like
the one in this story? Support
your response with evidence from
the story or other texts.
21st Century education requires more…
• Use of all tools and resources
• Transforming our way of teaching and thinking
• Meeting standards
• Raising the level of thinking
• Use of both Bloom’s Taxonomy and Webb’s Depth of Knowledge,
to create an environment where students are stimulated,
challenged and engaged.
CONCLUSION
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