CURRICULUM MAPPING HANDBOOK - Baldwin-Whitehall School District Curriculum
CURRICULUM MAPPING HANDBOOK HANDBOOK: Connecting Curriculum, Instruction and Assessment with the Common Core Standards to Improve Student Achievement Your Name Date Date:
WHAT IS CURRICULUM MAPPING? Curriculum Mapping is a systematic process for collecting and maintaining a database of the operational curriculum in a school district. It is a way to ensure that there is congruence among the written, taught and tested subject matter, courses and content areas. Curriculum Mapping is a procedure for creating a culture of continuous learning and improvement of student achievement. The Curriculum Mapping process was defined by Heidi Hayes Jacobs (http://www.curriculum21.com/) in a series of publications including, Mapping the Big Picture and A Guide to Curriculum Mapping. The process was further clarified through the work of Grant Wiggins lasso) and Jay McTighe (http://jaymctighe.com/) who collaboratively developed the Understanding by Design (UbD) and Backwards Design processes. Among their many publications, Understanding by Design: Professional Development Workbook, is the basis for their thinking regarding curriculum writing. These processes are built on a principle promoted by Steven Covey, “Begin with the end in mind.” In education, the end, the common goal and purpose of teaching and learning is to increase and improve student achievement. Consequently, beginning with this end in mind, has evolved into best practice and curriculum maps should be based on what students must know and be able to do so that they are college and career ready. Thus, 21st Century Learning Skills (http://www.p21.org/overview/skills-framework) become an integral part of the process as does the alignment of curriculum to the PA Common Core Standards (http://www.pdesas.org/Standard/CommonCore) and the National Common Core Standards (http://www.corestandards.org/). OLD TERMS NEW TERMS Scope & Sequence Chart Curriculum Map with 4 Components: 1. Course; 2. Units; 3. Core Lessons; 4. Learning Plans Goals Big Ideas or Enduring Understandings: core concepts, principles, theories and processes that serve as the focal point of curricula, instruction and assessment. They are the themes, generalizations and principles that have lasting value beyond the single lesson, the unit or the grade. They define the “why” of learning. Big Ideas provide the basis for setting curriculum priorities to focus on the most meaningful content. They serve as organizers for connecting important facts, skills and actions. They transfer to other contexts and reveal themselves across disciplines. Essential Questions: questions designed to provoke and sustain student inquiry while focusing on student learning outcomes. Have no simple correct answers and are meant to be discussed and argued. They often address conceptual or philosophical foundations of the subject area and raise other important questions. Objectives Behavioral Objectives Student Learning Outcomes: are the objectives that students should achieve. Concepts are the knowledge and information that students should attain. Competencies and skills are proficiencies that students should be able to demonstrate. Lesson Plans Learning Plan: the outline of what the teacher plans to teach the students and the procedures, activities and assessments that will be included in the lesson. Tests Assessments: include Summative evaluations and Formative, Benchmark, Diagnostic assessments that provide evidence of students’ learning. Materials Resources: the books, references, materials and equipment that teachers and students will use to teach and learn the subject matter. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 2 of 42
WHAT ARE THE PURPOSES OF CURRICULUM MAPPING? Curriculum mapping: 1. Accrues and maintains system-wide data across schools, grades and subject areas. 2. Guides teachers in identifying and analyzing instructional gaps 3. Defines the science of teaching yet encourages the art of teaching 4. Integrates the natural connections between disciplines and classrooms 5. Reveals duplication of effort and eliminates the waste of time and resources 6. Ensures consistency within grades and content areas 7. Provides for horizontal articulation and vertical alignment of courses 8. Aligns courses to the PA and National Common Core Standards 9. Expands instructional time by eliminating redundancy and providing focus 10.Addresses student learning outcomes and scholastic achievement 11.Organizes the knowledge and skills of experienced teachers 12.Creates a legacy and established a roadmap for newly hired teachers 13.Establishes an overview and systemic plan for purchases of textbooks and materials. 14.Increases professional conversations 15.Incorporates 21st Century Learning Skills into teaching and learning 16.Includes appropriate use of technological applications and programs to enhance teacher productivity and student learning 17.Provides information for teachers and administrators to use to in data collection and analysis 18.Encourages reflective practice among teachers 19.Ensures compatibility and congruence among the written, taught and tested curricula. 20.Uses the OnHand Schools Curriculum Manager to post curriculum maps, make them accessible to all teachers and eliminates the paperwork formerly associated with writing curriculum. Once the foundations of the Curriculum Map are posted, editing the maps is as simple as clicking and copying or clicking and typing. In addition, administrators have ready access to the curriculum and can use the posted data to communicate with teachers, provide information to parents and demonstrate accountability to the school community. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 3 of 42
CURRICULUM MAPPERS USER NAMES AND PASSWORDS Elementary View: K-6 Secondary View: 7-12 LOGIN URL: REMEMBER THESE: YOUR USER NAMES For curriculum mapping only: currdepartment For student information, data analysis, lesson planning and other functions. Usually the same as your school email. curr YOUR PASSWORDS DEPARTMENT USER NAME PASSWORD Agriculture currag agricultural1 Arts & Crafts currart artistic1 Business Education currbused business1 English, Language Arts, Communications, currenglangarts communicator1 Family & Consumer Science currfamcon consumer1 Guidance & Counseling currguidance counseling1 Health Education currhealth healthy1 Library Media currlibmed researcher1 Mathematics currmath mathematical1 Music currmusic musical1 Performance, Dramatic & Theater Arts currperformarts performing1 Physical Education & Health currphysed physical1 Reading: Developing, Remedial, Corrective currreading literary1 Religion currreligion religious1 Science currscience scientific1 Social Studies currsocstud sociological1 Technology Education currteched technical1 World Languages currworldlang international1 Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 4 of 42
OVERVIEW OF PRE-K-12 CURRICULUM MAP: 4 COMPONENTS & THEIR RELATED FIELDS Course, Unit/Module, Core Lesson, Teacher Lesson Plan COMPONENT #1: MAP COURSE THE SCIENCE (WHAT) OF TEACHING – 5 required highlighted fields. The Course is non-negotiable; all teachers must teach it. Each Course may include from 2 – 12 must teach Units. 1. Course Title & Number 2. Course Description 3. Course Textbooks, Workbooks, Materials Citations 4. Course Interdisciplinary Connections (PDE) 5. Course Pacing Calendar (Optional for Grades PreK- 5 usually) 6. Course Notes (Optional) 7. Curriculum Map Author(s) 8. Date of Last Revision to this Curriculum Map COMPONENT #2: UNIT/MODULE THE SCIENCE (WHAT) OF TEACHING – 7 required highlighted fields. Units/Modules are non-negotiable; all teachers must teach them. Each Unit/Module may include from 5-10 must teach Core Lessons depending on the amount of content & length of Course. 1. Unit/Module Title 2. Unit/Module Description (Read the Trifold Common Core Standards Cluster Heading Matrix posted on www.pdesas.org) 3. Unit/Module Big Ideas (www.pdesas.org under the Curriculum Framework tab.) 4. Unit/Module Essential Questions (www.pdesas.org under the Curriculum Framework tab.) 5. Unit/Module Key Terminology & Definitions (Focus on Tier 3 words & their definitions. Check the glossaries in the Keystone Exams Booklets & the Common Core Appendices at www.corestandards.org/assets/Appendix A.pdf) 6. Unit/Module Student Learning Outcomes: Concepts/Know & Competencies/Do Visit these websites for more information: (www.pdesas.org Concepts & Competencies Curriculum Framework; review Webb’s Depth of Knowledge at /ProfessionalLearning/DOK/default.htm); 7. Unit/Module Instructional Procedures & Activities (Optional) (PDE) 8. Unit/Module Student Performance Tasks (Optional) (PDE) Visit these websites for examples: http://www.ode.state.or.us/search/page/?id 3405; formance Tasks) 9. Unit/Module PA Common Core or US Common Core Standards or any other relevant Standards from professional organizations (Select all Standards that must be taught in this Course from the drop down menu and then mark those that are identified by PDE as Focus Standard.) 10. Unit/Module Materials (Optional) 11. Unit/Module Assignments (Optional) 12. Unit/Module Notes (Optional) Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 5 of 42
COMPONENT #3: CORE LESSON THE SCIENCE (WHAT) OF TEACHING – 7 required highlighted fields. Core Lessons are non-negotiable; all teachers must teach them. Each Core Lesson may include from 5-20 must teach Teacher Lesson Plans depending on the amount of content & length of Course. The Core Lessons are typically copied from the Unit. It’s just a matter of pointing and clicking the mouse. 1. Core Lesson Title 2. Core Lesson Description (Read the Trifold Common Core Standards Cluster Heading Matrix posted on www.pdesas.org) 3. Core Lesson Big Ideas (www.pdesas.org under the Curriculum Framework tab.) 4. Core Lesson Essential Questions (www.pdesas.org under the Curriculum Framework tab.) 5. Core Lesson Key Terminology & Definitions (Focus on Tier 3 words & their definitions. Check the glossaries in the Keystone Exams Booklets & the Common Core Appendices at www.corestandards.org/assets/Appendix A.pdf) 6. Core Lesson Student Learning Outcomes: Concepts/Know & Competencies/Do Visit these websites for more information: (www.pdesas.org Concepts & Competencies Curriculum Framework; review Webb’s Depth of Knowledge at /ProfessionalLearning/DOK/default.htm); 7. Core Lesson Instructional Procedures & Activities (Optional) (PDE) 8. Core Lesson Student Performance Tasks (Optional) (PDE) Visit these websites for examples: http://www.ode.state.or.us/search/page/?id 3405; formance Tasks) 9. Core Lesson PA Common Core or US Common Core Standards or any other relevant Standards from professional organizations (Select all Standards that must be taught in this Course from the drop down menu and then mark those that are identified by PDE as Focus Standard.) 10. Core Lesson Materials (Optional) 11. Core Lesson Assignments (Optional) 12. Core Lesson Notes (Optional) COMPONENT #4: TEACHER’S LESSON PLAN THE ART (HOW) OF TEACHING It is the decision of District Administration to determine if and when Component #4: The Lesson Planner Tool of the EdInsight Curriculum Manager will be used by the teachers. District Administration also may decide on how many and which fields will be included in the Teacher’s Lesson Plan. Any of the fields listed in the Unit/Module or the Core Lessons may be included or excluded in the Teacher’s Lesson Plan. Other fields, as determined by District Administration may also be added and the Teacher’s Lesson Plan may be customized accordingly. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 6 of 42
MATHEMATICS COMMON CORE STANDARDS DOMAINS TENTATIVE/SUGGESTED/POSSIBLE UNIT/MODULE TITLES, BUT IT REMAINS THE DISTRICT’S DECISION! Kindergarten 1.Standards for Mathematical Practice Grade 1 1.Standards for Mathematical Practice Grade 2 1.Standards for Mathematical Practice Grade 3 1.Standards for Mathematical Practice Grade 4 1.Standards for Mathematical Practice Grade 5 1.Standards for Mathematical Practice 2.Counting & Cardinality 2.Operations & Algebraic Thinking 2.Operations & Algebraic Thinking 2.Operations & Algebraic Thinking 2.Operations & Algebraic Thinking 2.Operations & Algebraic Thinking 3.Operations & Algebraic Thinking 3.Numbers and Operations in Base Ten 4.Measurement & Data 3.Numbers and Operations in Base Ten 4.Measurement & Data 3.Numbers and Operations in Base Ten 4.Numbers & Operations Fractions 3.Numbers and Operations in Base Ten 4.Numbers & Operations Fractions 3.Numbers and Operations in Base Ten 4.Numbers & Operations Fractions 5.Geometry 5.Geometry 5.Measurement & Data 5.Measurement & Data 5.Measurement & Data 6.Geometry 6.Geometry 6.Geometry 4.Numbers and Operations in Base Ten 5.Measurement & Data 6.Geometry Grade 6 1. Standards for Mathematical Practice Grade 7 1.Standards for Mathematical Practice Grade 8 1.Standards for Mathematical Practice 2.Ratios & Proportional Relationships 2.Ratios & Proportional Relationships 2.Ratios & Proportional Relationships 3.The Number System 3.The Number System 3.The Number System 4.Expressions & Equations 4.Expressions & Equations 4.Expressions & Equations 5.Geometry 5.Geometry 5.Functions 6.Statistics & Probability 6.Statistics & Probability 6.Geometry 7.Statistics & Probability HIGH SCHOOL NUMBER & QUANTITY HIGH SCHOOL ALGEBRA HIGH SCHOOL FUNCTIONS HIGH SCHOOL GEOMETRY HIGH SCHOOL STATISTICS & PROBABILITY 1.Interpreting Categorical & Quantitative Data 1.The Real Number System 1.Seeing Structure in Expressions 1.Interpreting Functions 1.Congruence 2.Quantities 2.Arithmetic with Polynomials & Rational Expressions 2.Building Functions 2.Similarity, Right Triangles & Trigonometry 2.Making Inferences & Justifying Conclusions 3.Complex Number System 3.Creating Equations 3.Linear, Quadratic & Exponential Models 3.Circles 3.Conditional Probability & Rules of Probability 4.Vector & Matrix Quantities 4.Reasoning with Equations & Inequalities 4.Trigonometric Functions 4.Expressing Geometric Properties with Equations 4.Using Probability to Make Decisions 5.Modeling with Geometry Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 7 of 42
ENGLISH LANGUAGE ARTS COMMON CORE STANDARDS DOMAINS TENTATIVE/SUGGESTED/POSSIBLE UNIT/MODULE TITLES; BUT IT REMAINS THE DISTRICT’S DECISION! Kindergarten – Grade 5 (6 Units/Modules) 1. Reading: Foundational Skills 2. Reading: Literature Drama Novel Short Story Poetry 3. Reading: Literature - Informational Text Literary Nonfiction Historical Scientific Technical Texts 4. Writing 5. Speaking & Listening 6. Language Grades 6-12 ENGLISH LANGUAGE ARTS (8 Units/Modules) 1.Drama - Reading: Literature 2. Novel - Reading: Literature 3. Short Story - Reading: Literature 4. Reading: Literature – Poetry 5. Reading: Informational Text Literary Nonfiction Historical Scientific/Technical Texts 6. Writing 7. Speaking & Listening 8. Language Grades 6-12 HISTORY & SOCIAL STUDIES Literacy: Reading & Writing in History, Social Studies Grades 6-12 SCIENCE & TECHNICAL SUBJECTS Literacy: Reading & Writing in Science & Technical Subjects Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 8 of 42
COMPONENT 1: COURSE & THE ACCOMPANYING/OPTIONAL/SUGGESTED UNITS/MODULES OF STUDY Suggestion: 5-10 Units or more per Course TEACHER: DEPARTMENT: NAME OF COURSE: GRADE: COURSE DESCRIPTION: Students # NAME OF UNIT/MODULE UNIT/MODULE DESCRIPTION/OVERVIEW: 1. 2. 3. 4. 5. 6. 7. 8. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 9 of 42
COMPONENT 2: UNIT/MODULE BIG IDEAS & CORRESPONDING ESSENTIAL QUESTIONS TEACHER: DEPARTMENT: NAME OF COURSE: NAME OF UNIT/MODULE: BIG IDEAS Suggestion: 5-10 or more per Unit CORRESPONDING ESSENTIAL QUESTIONS Suggestion: 5-10 10 or more per Big Idea 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. Currriculum Mapping Handbook Revised June 17 17, 2013 OnHand Schools (412) 325-8000 GRADE: Page 10 of 42
COMPONENT 2: UNIT/MODULE STUDENT LEARNING OUTCOMES Based on Webb’s Depth of Knowledge Level 2 & 3 CORRESPONDING TO THE UNIT BIG IDEAS & ESSENTIAL QUESTIONS TEACHER: DEPARTMENT: NAME OF COURSE: NAME OF 1 UNIT/MODULE: CONCEPTS: What should students KNOW by the end of this UNIT? Suggestion: 10-15 or more per Unit minimally at the Level 2 DoK COMPETENCIES: What should students BE ABLE TO DO by the end of this UNIT? Suggestion: 10-15 or more per Unit minimally at the Level 2 DoK 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 GRADE: Page 11 of 42
EXAMPLES OF ELA UNIT DESCRIPTIONS IT’S NECESSARY TO TAILOR THE UNIT DESCRIPTION TO THE SPECIFIC GRADE LEVEL OF THE COURSE IN WHICH IT IS INCLUDED. UNIT TITLES Foundational Skills UNIT DESCRIPTIONS Students gain a working knowledge of concepts of print, the alphabetic principle and other basic conventions and learn to apply them as effective readers. Students learn book handling, print concepts, phonological awareness, phonics and word recognition and fluency Reading Informational Text Students read, understand and respond to informational text with an emphasis on comprehension, vocabulary acquisition and making connections among ideas and between texts with a focus on textual evidence. Students learn key ideas and details, craft and structure, integration of knowledge and ideas, vocabulary acquisition and use and range of reading. Reading Literature Students read and respond to works of literature with an emphasis on comprehension, making connections among ideas and between texts with a focus on textual evidence. Students learn key ideas and details, craft and structure, integration of knowledge and ideas, vocabulary acquisition and use and range of reading. Writing Students write clear and focused text to convey a well-defined perspective and appropriate content for different purposes and audiences. Students explore informative/exploratory, opinion/argumentative and narrative writing. They learn to respond to literature, produce and distribute their writing and use technological application for publication. Students conduct research, evaluate the credibility, reliability and validity of sources and experience the range of writing. Speaking & Listening Students present themselves appropriately in formal speaking situations, listen critically and respond intelligently as individual or in group discussions. Students apply comprehension and collaboration skills. They practice presenting knowledge and ideas. Students integrate knowledge and ideas and apply the conventions of standard English. Language Students study the conventions of language including knowledge of language; vocabulary acquisition and use; the mechanics and grammar of standard English; and knowledge of the functions of language in terms of meaning and style. Reading in Science, Social Studies, Science & Technical Subjects Students read, understand and respond to informational text with an emphasis on comprehension, vocabulary acquisition and making connections among ideas and between texts with a focus on textual evidence. Students learn key ideas and details, craft and structure, integration of knowledge and ideas, vocabulary acquisition and use and range of reading. Writing in Science, Social Studies, Science & Technical Subjects Students write clear and focused text to convey a well-defined perspective and appropriate content for different purposes and audiences. They learn the purposes of various text types and produce and distribute their writing. Students use research to build and present knowledge and demonstrate a range of writing. Drama Students learn the key ideas and details and craft and structure of drama so that they can integrate their knowledge of literature and ideas through a range of reading and become proficient at comprehending text complexity. Poetry Students learn the key ideas and details and craft and structure of poetry so that they can integrate their knowledge of literature and ideas through a range of reading and become proficient at comprehending text complexity. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 12 of 42
EXAMPLES OF MATH UNIT DESCRIPTIONS IT’S NECESSARY TO TAILOR THE UNIT DESCRIPTION TO THE SPECIFIC GRADE LEVEL OF THE COURSE IN WHICH IT IS INCLUDED. UNIT TITLES Standards for Mathematical Practice UNIT DESCRIPTIONS Students investigate, practice and apply the varieties of expertise that they should develop and demonstrate in their study of mathematics. Students apply these Standards to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Numbers & Operations Students study counting and cardinality; number and operations in base ten and fractions; ratios and proportional relationships; the number system and number and quantity to attain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. Algebraic Concepts Students study algebraic concepts to improve their abstract cognitive skills and develop mental discipline. Students also expand their knowledge of numbers and equations, so they can use it in their everyday lives. Geometry Students sharpen their thinking skills through the study of spatial relations, the process of logical reasoning and deductive thinking. Measurement, Data & Probability Students learn to collect, interpret and analyze data and assess the reliability of conclusions based on sample data using and applying the basic principles of statistical analysis. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 13 of 42
EXAMPLES OF LEVELS OF LEARNING Facts, Concepts, Principles, Essential Questions, Attitudes, Skills Adapted from Levels of Learning: From Simple to Complex by Sanger Learning & Career Center (www.lifelearning.utexas.edu) LEVELS OF LEARNING FACTS ENGLISH LANGUAGE ARTS Katherine Paterson wrote The Bridge to Terabithia. Plot is a literary term defined as the events that make up a story. MATHEMATICS Numerator is the expression written above the line in a common fraction to indicate the number of parts of the whole. SCIENCE Water boils at 212 C Humans are mammals. PRINCIPLES Big Ideas Enduring Understandings Voice Parts and whole Interdependence Revolution Heroes and antiheroes Number systems Classification Power, authority, governance Authors use voices of characters as a way of sharing their own voices. Wholes are made up of parts. All life forms are part of the food chain. Revolutions are first evolutions. The parts of a number system are interdependent. Scientists classify animals according to patterns. Liberty is constrained in all societies. In what ways are the parts of a number system interdependent? What is the food chain? What are the freedoms expressed in the Bill of Rights? Heroes are born of danger or uncertainty. ESSENTIAL QUESTIONS ATTITUDES Beliefs Values The Boston Tea Party helped to provoke the American Revolution. The first 10 Amendments to the United States Constitution are called the Bill of Rights. Prime numbers are positive, round numbers, bigger than 1, that have only 2 positive divisors 1 and the number itself. CONCEPTS SOCIAL STUDIES What is a hero? How does the main character of the story become a hero? How are animals classified? What is the difference between independent and interdependent? Reading poetry is boring. Math is too hard. Stories help readers to understand themselves. Math is a useful way of talking about lots of things in the world. Why did the United States Constitution need to have amendments? Conservation benefits the earth’s ecosystem. People are a part of an important natural network. The study of history is important because we can then write the next chapters more wisely. Sometimes people are willing to give up some freedom to protect the welfare of others. SKILLS Concepts Knowledge Competencies Student Learning Outcomes Write a metaphor to describe a recent family vacation. Express parts and wholes in music and the stock market with fractions and decimals. Link a hero in literature with heroes in history and current life. Show relationships among various elements. Currriculum Mapping Handbook Revised June 17, 2013 Create a plan for an energy efficient school. Construct and support your position on an issue. Gather, analyze and interpret data about the costs and benefits of recycling. Write a research paper drawing on conclusion based on the analysis of sound resources. OnHand Schools (412) 325-8000 Page 14 of 42
BIG IDEAS Adapted from ASCD 2004 Big Ideas provide a “conceptual lens” for prioritizing content. Big Ideas refer to core concepts, principles, theories and processes that should serve as the focal point of curricula, instruction and assessment. They reflect expert understanding and anchor the discourse, inquiries, discoveries and arguments in a field of study. They provide a basis for setting curriculum priorities to focus on the most meaningful content. Big Ideas are written in full sentences and are clearly defined declarative statements. Big Ideas serve as an organizer for connecting important facts, skills and actions. Big Ideas connect discrete knowledge and skills to a larger intellectual frame and provide a bridge for linking specific facts and skills. They help students see the purpose and relevance of the content being studied. Big Ideas transfer to other contexts. Big Ideas are powerful because they embody transferable ideas, applicable to other topics, inquiries, contexts, issues and problems. Because all knowledge on a given topic can never be “covered” Big Ideas help to manage information overload. They anchor the curriculum to the most important concepts. Big Ideas manifest themselves in various ways within disciplines. Big Ideas are typically revealed though core concepts (e.g., conservative vs liberal); a puzzling paradox (e.g., poverty amidst plenty); an illuminating theory (e.g., Manifest Destiny); an underlying assumption (e.g., the markets are rational); or differing perspectives (e.g., terrorist vs freedom fighter). Big Ideas require examination because they are abstractions. Big Ideas are inherently abstract and their meaning is not readily obvious to students and simply covering it by the teacher or the textbook definitions will not ensure student understanding. “Coverage” is unlikely to cause genuine insight; understanding must be earned. Thus the Big Idea must be uncovered, that is, discovered, constructed or inferred by the learners, with the aid of the teacher and well-designed learning experiences. EXAMPLES OF BIG IDEAS Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Language is used to communicate and to deepen understanding. Spoken language can be represented in print. Writing is a means of documenting thinking Effective use of vocabulary builds social and academic knowledge Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms. Numerical measures describe the center and spread of numerical data. Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs, and equations. Patterns exhibit relationships that can be extended, described, and generalized. There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities. The cell is the basic unit of structure and function for all living things. Populations of organisms evolve by natural selection. Energy is neither created nor destroyed. Energy can be transformed from one form to another, but transformation between forms often results in the loss of useable energy through the production of heat. Citizens understand their rights and practice their responsibilities in a vibrant society. Historical interpretation involves an analysis of cause and result. Geography is used to explain the past, interpret the present, and plan for the future. Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 Page 15 of 42
ESSENTIAL QUESTIONS Adapted from ASCD 2004 Essential Questions have no simple right answers; they’re meant to be argued. Essential Questions yield inquiry and argument: a variety of plausible and arguable responses, not straight-forwards facts that end the matters. They are doorways into focused yet lively inquiry and research. They uncover rather than cover the subject’s controversies, puzzles and perspectives. They are intended to result in conclusions drawn by the learner, not recited facts. Essential Questions provoke and sustain student inquiry, while focusing learning and final performances. Essential Questions work best when they are designed and edited to be thought provoking to students, engaging them in sustained, focused inquiries that culminate in important performance. Such questions often involve the counterintuitive, the visceral, the whimsical, the controversial and the provocative. For example, Is the Internet dangerous for kids? Are censorship and democracy compatib
20.Uses the OnHand Schools Curriculum Manager to post curriculum maps, make them accessible to all teachers and eliminates the paperwork formerly associated with writing curriculum. Once the foundations of the Curriculum Map are posted, editing the maps is as simple as clicking and copying or clicking and typing. In addition, administrators
concept mapping has been developed to address these limitations of mind mapping. 3.2 Concept Mapping Concept mapping is often confused with mind mapping (Ahlberg, 1993, 2004; Slotte & Lonka, 1999). However, unlike mind mapping, concept mapping is more structured, and less pictorial in nature.
Argument mapping is different from mind mapping and concept mapping (Figure 1). As Davies described, while mind mapping is based on the associative connections among images and topics and concept mapping is concerned about the interrelationships among concepts, argument mapping “ is interested in the inferential basis for a claim
Mapping is one of the basic elements in Informatica code. A mapping with out business rules are know as Flat mappings. To understand the basics of Mapping in Informatica, let us create a Mapping that inserts data from source into the target. Create Mapping in Informatica. To create Mapping in Informatica, open Informatica PowerCenter Designer .
Baldwin UL-listed 2.5 and 2.75 mortise locks meet US standard UL-10C and Canadian standard CAN4 S104-M80for survival of a 3-hour burn under positive pressure. All Baldwin Estate Collection mortise entry trim and Estate Collection knob/lever trim may be used with Baldwin UL-listed mortise locks.
Baldwin 1 Samantha Baldwin Professor Greene English 425 15 May 2016 Marriage as a Dubious Goal in Mansfield Park Jane Austen’s 1814 novel Mansfield Park begins and ends with the topic of marriage. In this regard it seems to fit into the genre
Duke University Curriculum mapping as the cornerstone to good assessment . What Is A Curriculum Map? Archambault, S. G., & Masunaga, J. (2015). Curriculum mapping as a strategic planning tool. Journal of Library Administration, 55(6), 503-519. Harden, R. M. (2001). Guide No. 21: Curriculum mapping: a tool for transparent and authentic .
Mind mapping Mind mapping (or ‘‘idea’’ mapping) has been defined as ‘visual, non-linear representations of ideas and their relationships’ (Biktimirov and Nilson 2006). Mind maps comprise a network of connected and related concepts. However, in mind mapping, any idea can be connected to
in pile foundations for Level 1 earthquake situation. The proposed load factors in the study are a function of the chosen soil investigation/testing and piling method, which is applied to the bending moment in piles. Therefore, better choices of soil investigation/testing and high quality piling method will result in more reasonable design results. Introduction Reliability-based design .
