Revising
and Refining the Curriculum Maps
1. Content
§
Use nouns or noun phrases for what the student is learning
during the month.
§
Focus on themes, topics, issues, problems
or works of literature. (ex.
Egypt)
§
Avoid chapter number, chapter headings or page numbers.
§
Use essential questions to focus the content.
§
Effective examples of content:
English: Genre:
Science Fiction; Read “The Scarlet Ibis
Applied
Math II: Measures of Central Tendency or Linear Equations
§
Ineffective content:
Short
Stories
pp. 31-38
2. Skills
What will
the student do to learn the content?
§
Write as action verbs as precisely as possible.
§
Level of skill should match level of study. (ex.
identify)
§
Skills and activities are not the same.
§
Include the skills you will emphasize; don’t put everything
from the lesson plan
§
Focus on the skills the student will learn not the
activities the teacher will do.
§
Some skills cross the disciplines: writing, editing,
reading, organizational, technology skills, communication skills, etc.
§
Effective examples of skills:
Calculate the area, volume and mass of
an object using metrics.
Determine the causes of the Protestant
Reformation.
§
Ineffective examples of skills:
Do the problems at the end of the
chapter.
Memorize spelling words.
3. Assessment
§
Write as nouns or noun phrases
§
Assessments and skills need to go hand in hand
§
Type of assessment should match the level of study (ex.
reports)
§
Be specific and descriptive
§
Effective examples of assessment:
Journal: “A day in the Life of a
Crab”
Test on forms of art
§
Ineffective examples of assessment:
Quizzes
Lab assignments
Worksheets
“If you design a more engaging
assessment, you may get a better performance”
4. Things to add
§
ESLR focus: how do
the ESLRs fit into the picture?
§
Essential questions to focus the learning experience and
differentiate it from other
levels
§
Coherent Design
Content |
Starting over, the immigrant experience |
||
Essential Question |
What makes people immigrate? |
||
Skills |
Consumer
level skills |
|
Producer
level skills |
|
read primary sources for information |
|
analyze the validity of the information |
|
read a demographic map |
|
|
|
|
|
|
Assessment |
note cards |
|
critique sheet |
|
labeled map |
|
position paper |
|
narrative report on an immigrant experience |
|
round table discussion |
Essential
Questions
An essential question is the sum of what you believe
students should examine and know in the short time they have with you. Essential questions are a creative choice,
but they are also a pragmatic conceptual commitment that frames what you will
teach and what you will leave out.
Essential questions help the learner focus, remember more, and remember it
better. Without essential questions we
just have a lot of “stuff” on a topic.
Essential questions should:
Essential Questions are not simply rewritten versions of
the teaching objectives.
The 2-5 questions per set should follow a logical sequence
and should be written so that students can understand them.
The questions can be overarching (How can I become a
better reader?), situational (What is it that makes a story great? How can I buy things in a Spanish market?),
or authentic (How does my community affect my life? What do I owe my
community -- or do I?)
Some examples
What were the causes of WWII? (common question)
Was WWII inevitable?
(better)
Everyday Physics: Transportation Safety
How can cars, boats, and airplanes become safer
for passengers
How can principles of force and motion help
driver effectiveness and safety?
Are safety and speed compatible?
12th grade-Physics course-seminar model 6 week
cycle
Multiplication
How will I ever learn to multiply?
Where will I ever use multiplication?
Second and Third grade (multigrade
classroom) - three week intensive
Flight
What flies?
How and why do things in nature fly?
How does flight impact human beings?
What is the future of flight?
Fourth grade
Prejudice and Tolerance
What are the different kinds of human prejudice?
How can tolerance be taught?
What has been the impact of individual and group
prejudice?
How can I become more tolerant?
8th grade-interdisciplinary team-thematic unit
Content |
Essential
Questions |
Skills |
Assessment |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ิิิิิิำำInformation adapted from Mapping
the Big Picture training materials by Heide Hayes-Jacobs