cmi 2012 designing ccssm systemic curriculum: an experience from the field

Designing CCSSM Systemic Curriculum: An Experience from the Field

Presented By Janet Hale and Valerie Lyle www.CurriculumMapping101.com

Backchannel: todaysmeet.com/ccssm

EssenGal QuesGons / SupporGng QuesGons

EQ: How does thinking systemically affect curriculum mapping? SQ: How does thinking systemically affect designing CCSSM-‐based curriculum?

EQ: How does strategic planning affect short-‐ and long-‐term goals? SQ: How does strategic planning affect teachers charged with designing systemic CCSSM-‐based curriculum?

Oak Grove Mentality

Independent 1 Grove … Multiple Root Systems

FoundaGonal Points

Systemic Design - Interdependent 1 Grove…1 Root System

Aspen Grove Mentality

Architects design. LEARN

Contractors build.

TEACH

Mapping System(ic)

Districtwide Map Type Clarification… Essential Maps

2 or more like schools in district

(e.g., 34 ES, 13 MS, 9 HS)

Consensus Maps 1 school per level

in district (e.g., 1 ES, 1 MS, 1 HS)

CollaboraGvely Designed With VerGcal Emphasis

If a larger district… Need to figure out how to have balanced representation from each school within/among grade levels for the K-12 Math Task Force.

If one school per level… All teachers responsible for Math would be considered the K-12 Math Task Force (K-5 teachers, Math Departments – MS / HS).

Specialist/Special Ed?

K 1 2…

K-12 Math Task Force 3 teachers per grade level

(K-5) 6 teachers per grade level

(6-8) 12 HS teachers (9-10)

The Cream of the Crop

K-12 Math Task Force

Leadership Considerations

Magnitude of Change (Second-‐Order Versus First-‐Order Change)

Building RelaGonships

Teachers need to see administrators present and caring.

(District Level & School Level)

It will take more time than you think it will take.

Plan Ahead … Be Proactive

EssenGal QuesGons / SupporGng QuesGons

EQ: How does thinking systemically affect curriculum mapping? SQ: How does thinking systemically affect designing CCSSM-‐based curriculum?

EQ: How does strategic planning affect short-‐ and long-‐term goals? SQ: How does strategic planning affect teachers charged with designing CCSSM-‐based curriculum?

How much do the K-12 Math Task Force members know about developing EUs/EQs?

How much do the K-12 Math Task Force members know about

the CCSSM?

How much do the K-12 Math Task Force members know about

systemic design?

Implementation

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of

others. 4.  Model with mathematics. 5.  Use appropriate tools strategically. 6.  Attend to precision. 7.  Look for and make use of structure. 8.  Look for and express regularity

in repeated reasoning.

(CCSS, pp. 7-8)

Standards for Mathematical Practice are the same K-12…

Crosswal

k

Gap Analysis

RecommendaGons for use by task force…

Crosswal

k Best Use of Crosswalk Documents for

Curriculum Design

Verifies what task-‐force members “discover”

AFTER FIRST studying and analyzing

verGcal/horizontal CCSSM.

Gap Analysis

Most Beneficial Use of Gap Analysis Documents for Curriculum Design Indicates to Math Task Force members who may be best to call on

as resident experts when fellow task-‐force members may need some (or a lot) of aid in designing unfamiliar learning (content – skills).

Part 1 Design / Part 2 Design Vertical Alignment

Design units that represent K-12 learning continuum

(e.g., Geometry, Measurement/Data) by single/mixed domains

across grade levels

Horizontal Alignment Design units of study that

integrate learning within and/or among strands in one grade level (e.g., intradisciplinary,

program-based, interdisciplinary)

Implementation: Beginning to Design Breaking Apart (translating, unpacking) Standards to [first] create Content (what students must KNOW), which is noun-based.

K-2 … 3-5 … 6-8 / HS Content written as Noun Phrase: Descriptor

Analog/Digital (Hour, ½ Hour) Elapsed

Started with GEOMETRY (Gr. K-2, 6-8)

GEOMETRY/MEASUREMENT (Gr. 3-5)

Time: Time:

GEOMETRY (Grade 4)

A. 2-‐Dimensional Shapes Vocabulary: 8 Terms

B. 2-‐Dimensional Shapes: Visual Figure Representa=ons / Figure Classifica=on Based On Lines And Angles (Square, Rectangle, Rhombus, Parallelogram, Trapezoid, Right Triangle, Acute Triangle, Obtuse Triangle)

C. 2-‐Dimensional Shapes Vocabulary: 1 Term

D. 2-‐Dimensional Shapes: Line Of Symmetry

E. 3-‐Dimensional Shapes Vocabulary: 6 Terms

F. 3-‐Dimensional Shapes: Nets (Cube, Cylinder)

G. Lines/Angles Vocabulary: 7 Terms

H. Lines/Angles: Point, Line, Line Segment, Ray / Parallel Lines, Perpendicular Lines

I. Lines/Angles Vocabulary: 8 Terms

Vocabulary

GEOMETRY (Grade 4)

(Cont.)

J. Lines/Angles: Right Angle, Acute Angle, Obtuse Angle, Straight Angle / Addi=on/Subtrac=on of Angles

K. Angle Measurement: Protractor

L. Angle Measurement Vocabulary: 2 Terms

M. Angle Measurement: Circle (2 Rays Crea=ng An Angle)

N. Area Vocabulary: 1 Term

O. Area: Area Formula (Rectangles)

P. Perimeter: Perimeter Formula (Rectangles)

V E R T I C A L

HORIZONTAL

Scaffolded Skills

While breaking apart standards to design content, and especially skills, task-‐force members are oeen quesGoning and inquiring using Internet-‐based resources as well as one another’s experGse.

An atmosphere needs to be created that allows teachers to openly admit to one another/facilitator…

“I don’t know.” “We don’t have a

clue what this should look like as a

scaffolded skill set!”

Seven-Step Review Process (HHJ, 1997)

 1. Collecting the Data  2. First Read-Through  3. Small Group Review  4. Large Group

Comparisons  5. Determine Immediate

Revision Points  6. Determine Points

Requiring Research and Planning

 7. Plan for Next Review

1. CollecGng the Data

Seven-Step Review Process  1. Collecting the Data  2. First Read-Through  3. Small Group

Review  4. Large Group

Comparisons  5. Determine

Immediate Revision Points

 6. Determine Points Requiring Research and Planning


2. First Read-‐Through

3. Small Group Review

4. Large Group Comparisons

5. Determine Immediate Revision Points

6. Determine Points Requiring Research and Development (?)

7. Plan For Next Review

Seven-Step Review Process  1. Collecting the Data  2. First Read-Through  3. Small Group Review  4. Large Group

Comparisons  5. Determine Immediate

Revision Points  6. Determine Points

Requiring Research and Planning


Part 1 Design / Part 2 Design Vertical Alignment

Design units that represent K-12 learning continuum

(e.g., Geometry, Measurement/Data) by single/mixed domains

across grade levels

Horizontal Alignment Design units of study that

integrate learning within and/or among strands in one grade level (e.g., intradisciplinary,

program-based, interdisciplinary)

Slow and steady stays the course(s).

Janet Hale www.CurriculumMapping101.com

[email protected] 520-‐241-‐8797

Valerie Lyle [email protected] 618-‐534-‐4558

cmi 2012 designing ccssm systemic curriculum: an experience from the field

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