Curriculum Mapping to Advance Teaching & Learning

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Introduction to the Big Ideas, Essential Questions & Student Learning Objectives in the Content Areas Grades 9-12

Curriculum Mapping to Advance Teaching & Learning

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EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basis from the district student information system such as: ProSoft, CSIU, EdLine or PowerSchool

EdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS.

EdInsight Curriculum Management System – is a curriculum mapper & online lesson planner. Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally. Various analysis reports may be used to measure the effectiveness of the curriculum.

EdInsight Assessment Builder – users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended. They can write their own test questions or select questions from an item bank.

About OnHandSchools:The EdInsight Instructional Management System (IMS) includes:

http://onhandschools.com/products/data-window/

http://onhandschools.com/products/data-window/

http://onhandschools.com/products/data-analyzer/

http://onhandschools.com/products/curriculum/

http://onhandschools.com/products/lesson-planner/

http://onhandschools.com/products/assessment/

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EdInsight RtII Software – with the Response to Instruction & Intervention Software module educators can tier students based on the data in the EdInsight Instructional Management System. They can assign academic or behavioral interventions based on the student data. Users can execute RtII Progress Monitoring plans based on district benchmarks. The RtII software has a complete set of reports from RtII intervention log to a complete flow chart to document the RtII Response to Intervention & Instruction process.

EdInsight Mobile APPS – teacher observation software tools enabling users to create custom forms that collect data with any mobile device. For example a principal could use her iPad or Tablet to do a classroom walkthrough or teacher observation. The results are collected & analyzed via a series of reports. Using these results an administrator can make objective data-informed instructional decisions.

About OnHandSchools:The EdInsight Instructional Management System (IMS) includes:

http://onhandschools.com/RTI-Software-RTII/

http://onhandschools.com/teacher-evaluation-software-APP/

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Today’s AgendaTIME TOPIC

9:00 am Welcome & Introductions9:15 am Beginning with the End in Mind10:00 am Review of Understanding by Design,

Backwards Design10:15 am10:30 am Big Ideas, Essential Questions, Student

Learning Objectives

11:30 am Lunch12:30 pm Discussion & Practice 2:00 pm Discussion & Practice

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Begin With the End In Mind

“To begin with the end in mind means to start with a clear understanding of your destination.It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”~ Stephen R. CoveyThe 7 Habits of Highly Effective Peoplehttps://www.stephencovey.com/

https://www.stephencovey.com/

https://www.stephencovey.com/

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Where are we going?

If you don’t know where

you’re going,

any road will get you

there.

If you don’t know where

you’re going,you’ll

probably end up

somewhere else.

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COMPONENT #1: MAP COURSE THE SCIENCE (WHAT) OF TEACHING – 3 required fieldsEach Course may include from 2 – 12 must teach Units.

Course Title & Number

Course Description

Course Textbooks, Workbooks, Materials Citations

Course Interdisciplinary Connections (Optional)

Pacing Calendar (Optional for Elementary usually)

Course Notes (Optional)

COMPONENT #2: UNIT THE SCIENCE (WHAT) OF TEACHING – 7 required fields Each Unit may include from 5-10 must teach Core Lesson depending on the amount of content& length of Course.

o Unit Name

o Unit Description (Trifold Common Core Standards Cluster Heading Matrix posted on www.pdesas.org)

o Unit Big Ideas (www.pdesas.org Voluntary Model Curriculum)

o Unit Essential Questions (www.pdesas.org Voluntary Model Curriculum)

o Unit Key Terminology & Definitions

o Unit Student Learning Objectives (www.pdesas.org Concepts & Competencies Voluntary Curriculum Model)

o Unit PA Common Core Standards (Select From Curriculum Manager Drop Down Menu)

o Unit Materials (Optional)

o Unit Assignments (Optional)

o Unit Notes (Optional)

COMPONENT #3: TOPIC CORE LESSON THE SCIENCE (WHAT) OF TEACHING – 8 required fields Each Core Lesson may result in 5 to 20 Teacher’s Lesson Plans depending on the amount of content & length of Course. Fields within each Core Lesson may be copied directly from the Unit fields.

Core Lesson Name (Select a couple descriptive words from the Assessment Anchor)

Core Lesson Description (Use the Assessment Anchor)

Core Lesson Big Ideas (Copy from the Unit. Delete the non-applicable ones)

Core Lesson Essential Questions (Copy from the Unit. Delete the non-applicable ones)

Core Lesson Key Terminology & Definitions (Copy from the Unit. Delete the non-applicable ones)

Core Lesson PA Common Core Standards (Copy from the Unit. Delete the non-applicable ones)

Core Lesson Student Learning Objectives (Copy from the Unit. Delete the non-applicable ones)

Core Lesson Materials (Copy from the Unit. Delete the non-applicable ones)

Core Lesson Notes (Optional)

Differentiated Instruction: Accommodations, Adaptations/Modifications, Enrichment/Extensions (

Differentiated Assessment: Summative Evaluation, Formative Assessment, Benchmark Assessment Diagnostic Assessment

Data-Based Instructional Practices: References to Robert Marzano’s & John Hattie’s Effective Instructional Practices

COMPONENT #4: LESSON TEACHER’S LESSON PLAN THE ART (HOW) OF TEACHING Fields within each of the Teacher’s Lesson Plans may be copied from the Core Lesson fields.

District Administration decides whether or not to use Component #4: Teacher’s Lesson Plan of the EdInsight Curriculum Manager Tool. Selection of fields within Component 4 is a local decision.

The Curriculum Map:Course, Units, Core Lessons & Teacher Lesson Plans

http://www.pdesas.org/




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Course Fields (The Science of Teaching) WHAT?

Unit Fields (The Science of Teaching) WHAT?

Core Lesson Fields (The Science of Teaching) WHAT?

Teacher Lesson Plan Fields (The Art & of Teaching) HOW?

So what’s included in a CurriculumMap? (The Science of Teaching)

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Course Title & Number Course Description Course Textbooks, Workbooks & Materials

Citations Course Interdisciplinary Connections; Project-

Based Learning Course Notes

Multiple Units of Study

So what’s included in a Course?(The Science of Teaching)

Unit Description Unit Big Ideas Unit Essential Questions Unit Student Learning Objectives Unit Common Core Standards Unit Key Terminology & Definitions Unit Materials Unit Assignments Unit Notes

▪ Multiple Topics/Core Lessons

So what’s included in a Unit? (The Science of Teaching)

Core Lesson Description Core Lesson Student Learning Objectives Core Lesson Big Ideas (Rollover from Unit)

Core Lesson Essential Questions (Rollover from Unit)

Core Lesson Common Core Standards (Rollover from Unit)

Core Lesson Instructional Procedures & Activities Core Lesson Key Terminology & Definitions Core Lesson Materials Core Lesson Assignments Core Lesson Notes Differentiated Instruction (Choices)

Differentiated Assessment (Choices)

Data-Based Instructional Practices (References to Robert Marzano & John Hattie’s Effective Instructional Practices)

▪ Multiple Teacher Lessons

So what’s included in a Core Lesson? (The Science of Teaching)

So what’s included in a Teacher’s Lesson Plan? (The Art of Teaching)

The Teacher Lesson Plan fields are determined by the school or district. It may include any & all fields that are desired by the school or district. The Teacher Lesson Plan fields are completely customizable.

Example of an Almost Completed Curriculum Map in Hard Copy PDF

Example of an Almost Completed Curriculum Map Electronic Version

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What are we doing?Mapping the curriculum to

ensure congruence among the written, taught & tested subject matter

Articulating the content & courses horizontally across grade levels

Aligning curriculum content & courses vertically with PA Common Core Standards, National Common Core Standards & NCEA Standards

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What is curriculum mapping?

Systematic process for collecting & maintaining a database of the operational curriculum in a school district

Hub for connecting all aspects of the teaching & learning program

Procedure for creating a culture of continuous learning & improvement of student achievement

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Discussion & Reflection Documentation, Alignment, Articulation

of Recommended – Common Core Written – PA Common Core, LEA Goals Supported – Materials & Resources Taught – Content actually delivered by

teachers Tested – PSSA, Keystones Learned – Content actually learned by

students

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Process to develop a product that is a: Pathway to student achievement Guideline for consistency

Plan for accountability

Document for school community

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Why map the curriculum?

3 basic reasons to map the curriculum: Issue motivated

Low test scores Address specific teaching & learning problems

Grassroots motivated Belief that it will help students improve & succeed Recognize gaps, redundancies & inconsistencies

Continuous improvement motivated Desire to remain competitive Plan to increase professional dialogue

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Why map the curriculum?

To plan programs, resources & materials

To communicate internally & externallyTo focus on learning outcomesTo align with PA Common CoreTo mesh written, taught, tested contentTo articulate within & across grade

levelsTo expand instructional timeTo promote student achievement

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Why are we doing this? Promote increased student achievement Gather system-wide data Analyze instructional gaps & mend them Keep current with evidence-based

teaching & learning practices Increase professional conversations &

reflective practice Define the science of teaching Integrate the natural connections

between disciplines & classrooms

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Why are we doing this?

Eliminate duplication of effort, waste of time & resources

Replace duplication with spiraling Reduce overlaps of topics and materials Ensure consistency/horizontal

articulation & continuity/vertical alignment

Create a legacy from experienced teachers

Establish a roadmap for new hires

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Who is doing this?TEACHERS because they are the

subject matter, content, course experts

TEACHERS because they know instruction & what works in their classrooms & schools

TEACHERS because they understand their students & their needs

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How are we doing this?Conditions for Successful Implementation

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Curriculum = A course, a route, a path run in small steps

Consider Johnny’s K-12 experience: Flotilla of teachers; 40 - 65 Experiences vary by teacher Content varies by teacher Instruction varies by teacher Communication among teachers is limited Need a common pathway =

curriculumJacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye

On Education. pp. 114-116

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Empty Chair = student-centered teaching & learning

Picture a struggling student in that empty chair

Consider what that student needsto become successful in school

Make every teaching & learning decision based on that student’s needs

Forecast how your decisions will affect that student positively or negatively

Modify instruction for that student’s needs

Become student-centered Level the playing field; make a

difference in a student’s life

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Today’s Big Ideas A Standards Aligned System integrates Standards, Assessment,

Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment.

PA Common Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities.

Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement.

Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary.

Mapping the English Language Arts & Mathematics content will focus teaching strategies, target learning goals & enhance student achievement.

Curriculum mapping creates a legacy for those who follow.

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Let’s take a lookPA Common Core Standards http://www.pdesas.org/default.aspx

Create an account Locate the PA Common Core Standards

Check out the crosswalks & resources

http://www.pdesas.org/default.aspx

http://www.pdesas.org/default.aspx

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Let’s take a lookCommon Core Standardshttp://www.youtube.com/watch?v=9IGD9oLofks

The Hunt Institute▪ http://www.hunt-institute.org/

Locate the PA Common Core Standards

Common Core Standards: A New Foundation for Student Success

http://www.youtube.com/watch?v=9IGD9oLofks



http://www.hunt-institute.org/

http://www.hunt-institute.org/

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Old Terms vs New Termsin curriculum mapping

OLD CURRICULUM TERMS

NEW CURRICULUM TERMS

Scope & Sequence Chart Curriculum Map: Course, Units, Core Lessons, Learning Plans

Goals Big IdeasEnduring UnderstandingsEssential Questions

ObjectivesBehavioral Objectives

Student Learning Objectives: Skills/Concepts & Knowledge/Competencies

Lesson Plans Learning PlanTests Assessments: Summative,

Formative, Benchmark, Diagnostic Evidence of Learning

Materials Resources

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Getting into the “zone” 21st Century Students

Important knowledge today

Making C.I.A. connections Written, taught, tested Intended, implemented, attained/achieved

Curriculum mapping: Alignment – vertically with PA Common Core Articulation – horizontally within & between grade levels

Textbook is curriculum NOT!

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What material must be “covered” in each course during each period & quarter & semester?What activities should be incorporated into the daily lessons?What homework should be assigned to students?What questions should be on the test?

Past Practice…Lesson PlanningTraditional Approach: Started with teacher inputs

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The Bottom Line…

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Is 1 period enough time?45 minutes per day per course

180 day per year =135 hours per year per course =

135/ 6.5 hours per day21 school days per course

- 20% estimated time lost based on- 10% time lost for school events;

assemblies, testing - 10% time lost for class

interruptions18 actual school daysper year per course

Make the most of the time available for teaching &

learning…FOCUS on the PA Common Core Standards!

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Curriculum Mapping Focuses Instruction

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Best Practice…Backwards DesignNon-Traditional Approach: Starts with student outputs

What Big Ideas in this content area/course must students master?

What Essential Questions will provoke students’ thinking & learning?

What instructional strategies & learning experiences must engage students so they demonstrate what they know & are able to do?

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Understanding by Design (UbD) Builds curriculum through a groundbreaking, but

commonsense approach

Establishes a framework for designing curriculum units, performance assessments & instruction that lead students to deep understanding of the content taught

Expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, & have self-knowledge about a given topic

Identifies what students must know & be able to do to be college & career ready

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UbD ResearchersJay McTighe & Grant Wiggins

Understanding by Design: Professional Development Workbook.Jay McTighe & Grant Wiggins. ASCD: Alexandria VA. 2004

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Paula’s PollThink about your first day of

teaching… Did you receive a copy of the

curriculum you were expected to teach?

Did you know the learning objectives that your students needed to attain?

Did you know what kinds of assessments your students would be taking?

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3 Stages of UbD: Overview 1. Desired Results (Course & Units)

PA Common Core Standards Big Ideas/Enduring Understandings Essential Questions Student Learning Objectives▪ Bloom’s Revised Taxonomy▪ Webb’s Depth of Knowledge

2. Evidence/Assessments Performance Assessment Design G.R.A.S.P.

3. Lesson/Learning Plan Lesson Plans

▪ Lesson Name▪ Differentiated Instruction▪ Differentiated Assessment▪ Student Learning Objectives▪ Instructional Procedures & Activities▪ Lesson Materials, Supplies, Equipment▪ Homework Assignment

W.H.E.R.E.T.O.

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3 Stages of UbD: Overview

1. Desired results What content is worthy ?

2. Evidence What is the evidence needed to determine

the extent to which students have achieved the desired results in Stage 1?

3. Learning Plan What are the instructional strategies &

learning experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?

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Stage 1: Desired Results

#1

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What are the relevant Standards?

What Big Ideas do we want students to come to understand?

What Essential Questions will stimulate inquiry among students?

What Knowledge & Skills must students demonstrate?

Stage 1: Desired ResultsWhat content is worthy?

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Worth being familiar withImportant to know & do

“Big Ideas” Enduring

Understandings

•Really interesting & adds value•Can be a hook to a Big Idea•Thematic to what is being studied•Helps to make links to other ideas & disciplines

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Understandings

•Is a key to understanding the subject•Links to Big Ideas•Is something an adult might need to know & be able to do•Is part of an adult work role•Needs to be assessed

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Understandings

•Goes beyond facts & skills•Moves to the heart of the subject•Has value beyond classroom learning•Is that nugget of learning that remains forever•Learning that lasts the rest of students’ lives

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Structure of Knowledge

Facts & Skills

Key Concepts & Core Processes

Generalizations &

Principles

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Big IdeasEnduring Understandings

Big Ideas have ENDURING VALUE beyond a single lesson, unit of study or a grade in school.

They identify WHY concepts & skills are important learning.

They provide the REASON, the importance of learning the concepts & skills.

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Concepts & Themes Issues or DebatesProblems or ChallengesProcesses & TheoriesParadoxesAssumptions & PerspectivesDeclarative StatementsSpecify what students must

understand

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Novelists often provide insights about human experience & inner life through fictional means.

Writers use a variety of stylistic techniques to engage & persuade their readers.

Reading involves making sense of the text, not just decoding the words.

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Words are power.

Effective use of vocabulary builds social & academic knowledge.

Authors do not always say exactly what they mean & mean what they say.

Authors use ‘voice’ to conveys their own ideas.

Writers use a variety of stylistic techniques to engage their readers.

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Comprehension requires & enhances critical thinking & is constructed through the intentional interaction between reader & text.

Information to gain or expand knowledge can be acquired through a variety of sources.

Language is used to communicate & to deepen understanding.

Spoken language can be represented in print.

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Fairy tales & other folk literature capture universal patterns & recurrent aspects of the human condition.

Reading is an active process between the reader & the text.

Reading can provide us with news, information, enjoyment & comfort.

Literature provides a window for us to understand humanity past & present.

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Reading is a process in which readers make meaning from predictable patterned text.

Reading is an active process; it is the key to knowledge & to understanding our world & ourselves.

Reading is a lifetime skill that enhances learning & enjoyment.

Effective readers use appropriate strategies as needed to construct meaning.

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Statistics can represent or model complex phenomena.

Any number, measure, numerical expression,algebraic expression, or equation can be represented in an infinite number of ways that have the same value.

Relationships between quantities can be represented by graphs, tables & equations.

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Numbers, measures, expressions, equations, & inequalities can represent mathematical situations & structures in many equivalent forms.

Patterns exhibit relationships that can be extended, described & generalized.

Relations & functions are mathematical relationships that can be represented & analyzed using words, tables, graphs & equations.

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There are some mathematical relationships that are always true & these relationships are used as the rules of arithmetic & algebra & are useful for writing equivalent forms of expressions & solving equations & inequalities.

Mathematical functions are relationships that assign

each member of one set (domain) to a unique member of another set (range) & the relationship is recognizable across representations.

Families of functions exhibit properties & behaviors that can be recognized across representations. Functions can be transformed, combined & composed to create new functions in mathematical & real world situations.

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Some questions can be answered by collecting, representing & analyzing data & the question to be answered determines the data to be collected, how best to collect it & how best to represent it.

Numerical measures describe the center & spread of numerical data.

The likelihood of an event occurring can be described numerically & used to make predictions.

Numerical quantities & calculations can be estimated by using numbers that are close to the actual values, but easier to compute.

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Patterns exhibit relationships that can be extended, described & generalized.

Two variable quantities are proportional if their values are in a constant ratio.

The relationship between proportional quantities can be represented as a linear function.

Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs & equations.

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Big IdeasEnduring Understandings The Wisdom of Practice

Your turn: Think about the Course, Grade

Level, Subject Area that you teach. What are some of the Big Ideas that

you want to endure over time? That you want students to remember forever?

Write 1 or 2 Big Ideas for the Course, Grade Level, Subject Area that you teach.

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Essential Questions

Provoke thinkingRecur throughout lifeAre perpetually arguableCause genuine & relevant inquiryStimulate vital, ongoing discussionSpark meaningful connections to

prior learning

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Essential Questions

Are open-ended, provocative questions that have no simple “right” answers

Stimulate, guide & sustain student inquiry while focusing on learning & performance

Focus instruction on uncovering the important ideas of the content

Raise other important questions

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Essential Questions

What is the relationship between truth & fiction?

How do authors hook & hold reader’s attention?

How do writers persuade readers?

Does ______ represent adolescence? Who is genuine & who is phony?

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Essential Questions

What reading comprehension strategies will be most effective in different text situations?

How is literature like life?

How does print influence you every day?

What motivates authors to write certain pieces?

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Essential Questions

How can we tell if a story is real or make-believe?

How can fiction reveal truth?

Why are certain literary works organized in certain ways?

How does productive oral communication rely on speaking & listening?

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Essential Questions

What role does writing play in our lives?

How do we develop into effective writers?

To what extent does the writing process contribute to the quality of writing?

How does a writer create narrative, informational & persuasive pieces that respond to topic, purpose & audience?

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Essential Questions

What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected?

What is perimeter & what strategies can we use to find the perimeter of a shape?

How can we describe two-dimensional & three-dimensional shapes? How can putting shapes together & breaking large shapes into smaller shapes help us understand them?

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Essential Questions

How can mathematics help us decide grading, voting, ranking?

When is the correct answer not the best solution?

How can pure mathematics model messy, real-world situations? How do you design the most economical packaging?

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Essential Questions

What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected?

What are all the meanings of fractions & why do we use them?

How can using graphs help us to solve problems & describe data we collect?

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Essential Questions

Why study________? So what?

What makes the study of ______universal?

If the unit on _______ is a story, what is the moral of the story?

What larger concept, issue or problem underlies __________?

What couldn’t we do if we didn’t understand ______?

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Essential QuestionsThe Wisdom of Practice

Your turn: Think about the Big Ideas that you

wrote for the Course, Grade Level, Subject Area that you teach.

What are some of the Essential Questions that you might ask so that your students will grasp the Big Ideas?

Write 3 to 5 Essential Questions for the Big Ideas of the Course, Grade Level, Subject Area that you teach.

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Knowledge (Know) & Skills (D0)Concepts & Competencies

What should students know & be able to do?

Discrete cognitive, knowledge-based student objectives

Discrete affective, attitude-based student objectives

Discrete psychomotor, performance-based student objectives

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Knowledge (Know) & Skills (D0)Concepts & CompetenciesBloom’s Revised Taxonomy

Discrete affective, attitude-based student objectives

Discrete psychomotor, performance-based student

objectives

Benjamin Bloom

1913-1999

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Knowledge (Know) & Skills (D0)Concepts & CompetenciesEdward DeBono’s6 Thinking Hats:• White –

factual• Red –

emotional• Black –

negative• Yellow –

positive• Green –

creative• Blue –

controlled

Howard Gardner’s 9 Ways of Knowing; Multiple Intelligences:• Bodily

Kinesthetic• Existential• Interpersonal• Intrapersonal• Linguistic• Logical

Mathematical• Musical

Rhythmic• Naturalist• Visual Spatial

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Web 2.0 Tools

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Differentiated Instruction:• Content• Process• Product

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Knowledge (Know) & Skills (D0)Concepts & Competencies Differentiate

d Instruction:• Content• Process• Product

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Knowledge (Know) & Skills (D0)Concepts & CompetenciesRigor & Relevance Framework of Willard Daggetthttp://www.leadered.com/index.html

http://www.leadered.com/index.html



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Norman L. Webb Senior research scientist with the Wisconsin Center for Education Research & the National Institute for Science Education. Webb is a mathematics educator & evaluator who leads the Institute's work on strategies for evaluating systemic reform & rethinking how we evaluate mathematics & science education, while focusing on the NSF's Systemic Initiatives reform movement. His own research has focused on assessment of students' knowledge of mathematics. Webb also directs evaluations of curriculum & professional development projects.

Norman Webb developed a process & criteria for systematically analyzing the alignment between standards & assessments.

Webb’s Depth of Knowledge Model can be used to analyze the cognitive complexity required for the student to master a standard or complete an assessment task.

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http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm





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Bloom & Webb Comparison

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Knowledge (Know) & Skills (D0)Concepts & Competencies• Cognitive complexity refers

to the cognitive demand associated with a test item.

• The Depth of Knowledge level of the item is determined by the complexity of the mental processing that the student must use to answer the item.

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Level 1 - Recall - Recall of a fact, information, or procedure

Level 2 - Basic Application - of Skill/Concept - Use of information, conceptual knowledge, procedures, two or more steps

Level 3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do.

Level 4 - Extended Thinking - Requires an investigation; time to think & process multiple conditions of the problem or task; & more than 10 minutes to do non-routine manipulations.

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Knowledge (Know) & Skills (D0)Concepts & CompetenciesLow Cognitive Complexity—Level 1• Remember • Recall• Memorize

• Recognize• Translate• Rephrase

• Describe• Explain• Repeat

Moderate Cognitive Complexity—Level 2• Apply• Execute• Solve

• Connect• Classify• Break Down

• Distinguish• Compare• Contrast

High Cognitive Complexity—Levels 3 & 4• Integrate• Extend• Combine

• Design• Create• Judge

• Perform• Value• Assess

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Three Different DOK Levels Using 1 Verb: Describe

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic & igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle & a determination of how best to represent it)

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Difficulty is a reference to how many students answer an item correctly•How many of you know the definition of exaggerate?

DOK Low = RecallIf all or most of you know the definition , this item is an easy one.•How many of you know the definition of illeist?

DOK Low = RecallIf most of you do not know the definition, this item is a difficult one.

DoK is not about difficulty

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Complexity vs Difficulty

The Depth of Knowledge levels are based on the complexity of the mental processes the student must use to find the correct answer, not the difficulty of the item.

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Bloom’s Revised Taxonomy

Webb’s DOK1. Rememberingdefine, identify, name, select, state, order (involves a one-step process)

1.0 Recall & ReproductionRecall a fact, information or a procedure: define, identify, name, select, state, order; involves a one-step process

2. Understandingconvert, estimate, explain, express, factor, generalize, give example, identify, indicate, locate, picture graphically (involves a 2-step process)3. Applyingapply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use, (involves a three-or-more step process)

2.0 Apply Skill ConceptEngages mental process beyond habitual response using information or conceptual knowledge. Requires two or more steps: apply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use involves a two-step process

4. Analyzingcompare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test

3.0 Strategic ThinkingRequires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than previous 2 levels: compare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test

5. Evaluatingarrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data

4.0 Extended ThinkingRequires investigation, complex reasoning, planning, developing & thinking‐probably over an extended period of time. 1. Longer time period is not an applicable factor if work is simply repetitive & does not require higher‐order thinking: arrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data

6. Creatingappraise, assess, defend, estimate, evaluate, judge, predict, rate, validate, verify

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Knowledge (Know) & Skills (D0)Concepts & CompetenciesThe Wisdom of PracticeYour turn:

Think about the Big Ideas & Essential Questions that you wrote for the Unit in your Course, Grade Level, Subject Area that you teach.

What are some of the Student Learning Objectives that you can relate to the Unit’s Big Ideas & Essential Questions? What must students know & be able to do?

Write 3 to 5 Student Learning Objectives for the Big Ideas of the Unit in your Course, Grade Level, Subject Area that you teach.

Welcome & Thanks

• Webinar will be posted

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http://drpaulasprescriptions4pd.wikispaces.com

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Cardinal Wuerl North Catholic High School

https://cwnchspa.wikispaces.com/

Resources to Tap




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http://engageny.org/resource/common-core-toolkit/

http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=2&feature=plcp

http://www.youtube.com/user/TheHuntInstitute

http://commoncore.americaachieves.org/

http://commoncore.org/

http://www.corestandards.org/

Resources to Tap












http://www.corestandards.org/

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Resources to Tap http://www.grantwiggins.org/ubd/ubd.lasso

http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

http://www.ubdexchange.org/

http://www.uintahbasintah.org/papers/ububydpresentation.pdf

http://cft.vanderbilt.edu/teaching-guides/pedagogical/understanding-by-design/

http://www.pearsonubd.com/

http://www.grantwiggins.org/ubd/ubd.lasso



http://www.ubdexchange.org/





http://www.pearsonubd.com/

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www.onhandschools.com

Dr. Stefan [email protected]

Dr. Paula A. Calabrese [email protected]

Consultants

Contact Information

http://www.onhandschools.com/

mailto:[email protected]

mailto:[email protected]

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Date post:	16-Feb-2016
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Curriculum Mapping to Advance Teaching & Learning

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