Presented byLauren Saslow, Director of Education

Curriculum Mapping andUniversal Design for Learning

• Lesson 1: Curriculum Map

• Lesson 2: Universal Design for Learning

• Lesson 3: Florida Standards

Training Outline

• Understanding a Curriculum Map

• Step-by-step: Defining each section and suggestions on content

• Curriculum Map and Payment: Why VSAFL requires teaching artists to complete this

Lesson 1: Objectives

• A sequential outline that you design to address:▫ Residency goal▫ Learning outcomes or goal of each session▫ Learning objectives▫ Instructional activities▫ Accommodations and modifications▫ Assessment▫ Comments to explain missing content or

unusual circumstances of session

What is a Curriculum Map?Goal

Florida Standard Codes

Session 1 Date: Session 2 Date: Session 3 Date: Session 4 Date:

Learning Objectives:

Instructional Activity

During the pre-planning session, classroom teacher and teaching artist determine the one, overriding goal for their students:

What do we want our students to learn from this residency?

Examples: Students will learn to express feelings through the visual arts.Students will learn to interact in socially appropriate ways through dance/movement.Students will improve fine motor skills by learning to play musical instruments.

Residency Goals

• Goal: The language that corresponds to a Florida Standard Code. What do you want the students to learn by the completion of the session?

• Florida Standards: Found at Cpalms.org. See ‘Cpalms’ PowerPoint on our website under Resources for a how-to of finding Florida Standards.

• While you may use the same Florida Standard for multiple classes, it is encouraged that you incorporate a few different ones throughout your residency.

Learning Outcomes

Goal

Florida Standard Codes

Session 1 Date: 4/8/15

Students will sustain focused attention, respect and discipline during classes and performances

DA.68.S.2.1

Dance/Movement Goal for Middle School (6-8)

Goal

Florida Standard Codes

Session 1 Date: 4/1/15

Students will explain how art-making can help people express ideas and feelings

VA.K.H.1.3

Visual Art Goal and Code for Kindergarten

Example of Goals and Florida Standard Codes

Example 2

Learning Objectives: • Students make decisions about color, shapes and spatial placement

• Students learn to identify colors that express different moods

• Students are able to ask for help

Example 1

Learning objectives are the skills, content and concepts that will allow your students to reach their session goal

Learning Objectives: • Students show appropriate social and communication skills with other students and with teachers

• Students work with increasing independence (fewer prompts), with engagement and self-motivation and exploration

Instructional Activity • Demonstrate then practice dancing from corner to corner using traveling steps

• Scaffold by allowing students to add directional movement patterns

• At the end of class, students create shapes of animals with their bodies

Example 2

Instructional Activity • In celebration of Black History Month -Teacher will show students picture examples of African masks and sample masks

• Demonstration (modeling) of tool use – paintbrushes or print-making

• Teach students step-by-step process of creating 3D mask on cardboard revealing aspects of their personality and culture.

Example 1

Instructional Activity is the actual class activity that you have planned for that session and which teaching strategies you will use

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

- Albert Einstein

Why do we need accommodations and modifications?

• Changes what students are expected to learn and demonstrate based on IEPs. Ask the classroom teacher about students’ modifications.

• Examples:▫ Student in a wheelchair will learn arm

movements only and a student buddy or paraprofessional will push their chair to the designated spots in the group formation

▫ Non-verbal students will demonstrate movements to their ability level

Modifications

• Changes required for how students are taught, materials used or how they are assessed based on Individualized Education Plans (IEPs). Ask the classroom teacher about students’ accommodations.

• Examples:▫ Offer directions verbally, one step at a time

and then show an example of what each step looks like (picture or actual sample)

▫ Proximity control (stand near students who tend to become easily distracted)

Accommodations

Accommodations vs. Modifications

• Verbally▫ Orally answering questions using new vocabulary

• Non-verbally▫ Written answers even through drawing or painting to ‘show’ understanding▫ Demonstration through movement, task completion according to directions

or alternate responding; requires teacher observation

Assessment Evidence – How will my students demonstrate that they reached their goal?

Assessment Evidence: • Students describe what they hear and move in ways to denote changes in dynamics, rhythms and timbres

• Students return to personal space after following drum’s ‘directions’

Example 2

Assessment Evidence: • Students demonstrate understanding of new vocabulary terms by correctly selecting art tools after verbal instruction

• Students correctly answer questions (verbally or non-verbally – storyboarding) about the sequence of a story

Example 1

Assessment Evidence

• Indicate any unusual (positive or challenging) circumstances such as:

▫ Cancelled session due to last minute school conflict so session’s c-map is repeated for next session

▫ Administrator stopped in and said she was impressed with the lesson

▫ Regional Program Coordinator observation of this session

Comments

• If I have two classes at the same school site, can I submit just one c-map?

• No. Consider the residency goal. If the students are the exact same grade level(s) and subject area, you may cut and paste the same Goals, Florida Standards and (if appropriate) the same learning objectives and instructional activities.

• Accommodations, modifications, assessment evidence and comments will be unique to each class requiring a separate c-map.

Using the Same C-Map for More Than One Class

• Funding: VSA Florida receives funding as a designated special project of the Florida Dept. of Education, Bureau of Exceptional Education and Student Services

• Reporting: Residencies must correlate to classroom curriculum and therefore requires us to report Florida Standards used for each session of each residency

• Bottom line: We can only pay you if we receive data needed for the DOE to pay us

Curriculum Map and Payment

• Understanding Universal Design for Learning (UDL)

• Using UDL in my c-map

Lesson 2: Objectives

• “UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” (www.cast.org, 2015)

• Representation – The ‘what’ of learning

• Expression – The ‘how’ of learning

• Engagement – The ‘why’ of learning

What is Universal Design for Learning?

• Go to www.udlcenter.org

• About UDL

• Go to UDL Guideline, Graphic Organizer or Theory and Practice

How to Access UDL guidelines and resources

• Provide you with lesson plans and a tool for continual assessment

• Keep everyone focused on the big picture

• Allow everyone to participate

C-maps and UDL

• Using CPalms.org to find Florida Standards

• Selecting appropriate standards that correspond to the classroom curriculum

Lesson 3: Objectives

Cpalms found at www.cpalms.org

CollaboratePlan

AlignLearn

MotivateShare

• On Home page by selecting grade level toolkit

• By Standards to select subject area

• By Course if you know the course number or name

Accessing Florida Standards:Access via Dropdown menus

Access by Grade Level

Example of Florida Standard

Subject Area Broad View of Learning Goal Focused View of Learning Goal

Dance Big Idea Enduring Understanding

English Language Arts Strand Cluster

Gifted Goal Idea

Health Education Strand Idea

Mathematics Domain-Subdomain Cluster

Music Big Idea Enduring Understanding

Physical Education Strand Idea

Science Body of Knowledge Big Idea/Supporting Idea

Social Studies Strand Standard

Special Skills Domain Idea

Theatre Big Idea Enduring Understanding

Visual Arts Big Idea Enduring Understanding

World Languages Performance Level Standard

Terminology by Subject Area

• Go to www.vsafl.org

• Select Resources

• Type cpalms into the search then click apply

• Download the CPalms PPT to view a step-by-step tutorial on accessing standards by all three options

For more information on CPalms

• For DJJ residencies or ESE classes that do not have clearly defined standards: Use your art form – music, dance, visual art or theatre

• For regular education classrooms (inclusion classes): ask the classroom teacher for the course number or name and use appropriate standards from that course

• For combined grade levels in a class: grades 6-8 and 9-12 are easy because they are already combined standards; for elementary, you may need similar standards for each grade level in each session

Which standards should I use?

• DO NOT USE any ‘former standards’ marked with an X before the course

• There should NOT be any additional letters after the final number; these represent the ‘New Generation Sunshine State Standards’ that are no longer in use

• In other words, you cannot re-use old curriculum maps as the codes are obsolete

Former Standards

• Proposed English Language Development (ELD) Standards for Florida Standards

• Not yet approved, but may be a requirement by the 2015-2016 school year; be sure to read all VSAFL emails for updates

What else is new in education?

• Collaborate with your classroom teacher to create goal of residency

• Complete your curriculum map prior to each session

• Include Florida Standards for each session including the language (goal) and codes

• Create accommodations and modifications based on UDL strategies to guide your teaching

• Submit C-map to VSAFL no later than two weeks following your final session

Summary of Training