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CURRICULUM MAPPINGHANDBOOK

Connecting Curriculum, Instruction and Assessmentwith the Common Core Standardsto Improve Student Achievement

Your Name________________________ Date

CURRICULUM MAPPINGHANDBOOK:

Curriculum, Instruction and Assessmentthe Common Core Standards

to Improve Student Achievement

________________ Date: _____________________

CURRICULUM MAPPING

Curriculum, Instruction and Assessment

_____________________

Currriculum Mapping Handbook Revised June 17, 2013 OnHand Schools (412) 325-8000 of 42

WHAT IS CURRICULUM MAPPING?

Curriculum Mapping is a systematic process for collecting and maintaining a database of the operational curriculum in aschool 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 andimprovement of student achievement.

The Curriculum Mapping process was defined by Heidi Hayes Jacobs (http://www.curriculum21.com/) in a series ofpublications including, Mapping the Big Picture and A Guide to Curriculum Mapping. The process was further clarifiedthrough the work of Grant Wiggins (http://www.authenticeducation.org/whoweare/grant.lasso) and Jay McTighe(http://jaymctighe.com/) who collaboratively developed the Understanding by Design (UbD) and Backwards Designprocesses. Among their many publications, Understanding by Design: Professional Development Workbook, is the basisfor 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 toincrease and improve student achievement. Consequently, beginning with this end in mind, has evolved into bestpractice and curriculum maps should be based on what students must know and be able to do so that they are collegeand career ready. Thus, 21st Century Learning Skills (http://www.p21.org/overview/skills-framework) become an integralpart 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 andprocesses that serve as the focal point of curricula, instruction and assessment. Theyare the themes, generalizations and principles that have lasting value beyond thesingle lesson, the unit or the grade. They define the “why” of learning. Big Ideasprovide the basis for setting curriculum priorities to focus on the most meaningfulcontent. 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 whilefocusing on student learning outcomes. Have no simple correct answers and aremeant to be discussed and argued. They often address conceptual or philosophicalfoundations of the subject area and raise other important questions.

ObjectivesBehavioral 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 todemonstrate.

Lesson Plans Learning Plan: the outline of what the teacher plans to teach the students and theprocedures, activities and assessments that will be included in the lesson.

Tests Assessments: include Summative evaluations and Formative, Benchmark, Diagnosticassessments that provide evidence of students’ learning.

Materials Resources: the books, references, materials and equipment that teachers andstudents will use to teach and learn the subject matter.


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.


CURRICULUM MAPPERS USER NAMES AND PASSWORDSElementary View: K-6Secondary View: 7-12

LOGIN URL:

REMEMBER THESE: For curriculum mapping only:currdepartment

For student information, data analysis, lessonplanning and other functions. Usually thesame as your school email.

YOUR USER NAMEScurr______________________________

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


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 CoreLessons 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 theKeystone Exams Booklets & the Common Core Appendices at www.corestandards.org/assets/Appendix A.pdf)

6. Unit/Module Student Learning Outcomes: Concepts/Know & Competencies/DoVisit these websites for more information:(www.pdesas.org Concepts & Competencies Curriculum Framework; review Webb’s Depth of Knowledge athttp://schools.nyc.gov/Academics/CommonCoreLibrary/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;http://k12curriculum.pottsgrove.wikispaces.net/Performance+Tasks)

9. Unit/Module PA Common Core or US Common Core Standards or any other relevant Standards from professionalorganizations (Select all Standards that must be taught in this Course from the drop down menu and then mark those thatare identified by PDE as Focus Standard.)

10. Unit/Module Materials (Optional)

11. Unit/Module Assignments (Optional)

12. Unit/Module Notes (Optional)


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 dependingon the amount of content & length of Course. The Core Lessons are typically copied from the Unit. It’s just a matter of pointing andclicking 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 KeystoneExams Booklets & the Common Core Appendices at www.corestandards.org/assets/Appendix A.pdf)

6. Core Lesson Student Learning Outcomes:Concepts/Know & Competencies/DoVisit these websites for more information:(www.pdesas.org Concepts & Competencies Curriculum Framework; review Webb’s Depth of Knowledge athttp://schools.nyc.gov/Academics/CommonCoreLibrary/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;http://k12curriculum.pottsgrove.wikispaces.net/Performance+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 byPDE 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 EdInsightCurriculum Manager will be used by the teachers. District Administration also may decide on how many and which fields will beincluded in the Teacher’s Lesson Plan. Any of the fields listed in the Unit/Module or the Core Lessons may be included or excluded inthe Teacher’s Lesson Plan. Other fields, as determined by District Administration may also be added and the Teacher’s Lesson Planmay be customized accordingly.


MATHEMATICS COMMON CORE STANDARDS DOMAINSTENTATIVE/SUGGESTED/POSSIBLE UNIT/MODULE TITLES, BUT IT REMAINS THE DISTRICT’S DECISION!

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

1.Standards forMathematicalPractice






2.Counting &Cardinality

2.Operations &Algebraic Thinking






3.Numbers andOperations in BaseTen






4.Measurement &Data

4.Measurement &Data

4.Numbers &OperationsFractions

4.Numbers &OperationsFractions

4.Numbers &Operations Fractions

5.Measurement &Data

5.Geometry 5.Geometry 5.Measurement &Data

5.Measurement &Data

5.Measurement &Data

6.Geometry 6.Geometry 6.Geometry 6.Geometry

Grade 6 Grade 7 Grade 8

1. Standards for Mathematical Practice 1.Standards for Mathematical Practice 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 HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL

NUMBER & QUANTITY ALGEBRA FUNCTIONS GEOMETRY STATISTICS &PROBABILITY

1.The Real NumberSystem

1.Seeing Structure inExpressions

1.Interpreting Functions 1.Congruence 1.Interpreting Categorical& Quantitative Data

2.Quantities 2.Arithmetic withPolynomials & RationalExpressions

2.Building Functions 2.Similarity, RightTriangles &Trigonometry

2.Making Inferences &Justifying Conclusions

3.Complex NumberSystem

3.Creating Equations 3.Linear, Quadratic &Exponential Models

3.Circles 3.Conditional Probability& Rules of Probability

4.Vector & MatrixQuantities

4.Reasoning withEquations & Inequalities

4.TrigonometricFunctions

4.Expressing GeometricProperties withEquations

4.Using Probability toMake Decisions

5.Modeling withGeometry


ENGLISH LANGUAGE ARTS COMMON CORE STANDARDS DOMAINSTENTATIVE/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


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.

COMPONENT 1: COURSE& THE ACCOMPANYING/OPTIONAL/SUGGESTED

UNITS/MODULES OF STUDYSuggestion: 5-10 Units or more per Course

Currriculum Mapping Handbook Revised June 17

TEACHER:

NAME OF COURSE:

BIG IDEASSuggestion: 5-10 or more per Unit

1.

2.

3.

4.

5.

6.

COMPONENT 2: UNIT/MODULE

June 17, 2013 OnHand Schools (412) 325-8000

DEPARTMENT:

NAME OF UNIT/MODULE:

CORRESPONDING ESSENTIAL QUESTIONSSuggestion: 5-10 or more per Big Idea

1.

2.

3.

4.

5.

6.

COMPONENT 2: UNIT/MODULEBIG IDEAS &

CORRESPONDINGESSENTIAL QUESTIONS

of 42

GRADE:

CORRESPONDING ESSENTIAL QUESTIONS10 or more per Big Idea


TEACHER: DEPARTMENT: GRADE:

NAME OF COURSE: NAME OF 1 UNIT/MODULE:

CONCEPTS: What should students KNOW by the end of thisUNIT?Suggestion: 10-15 or more per Unit minimally at the Level 2DoK

COMPETENCIES: What should students BE ABLE TO DO by theend 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.

COMPONENT 2: UNIT/MODULESTUDENT LEARNING OUTCOMES

Based on Webb’s Depth of Knowledge Level 2 & 3CORRESPONDING TO THE

UNIT BIG IDEAS & ESSENTIAL QUESTIONS


EXAMPLES OF ELA UNIT DESCRIPTIONSIT’S NECESSARY TO TAILOR THE UNIT DESCRIPTION TO THE SPECIFIC GRADE LEVEL OF THE COURSE IN WHICH IT IS INCLUDED.

UNIT TITLES UNIT DESCRIPTIONS

Foundational Skills Students gain a working knowledge of concepts of print, the alphabetic principle and otherbasic conventions and learn to apply them as effective readers. Students learn book handling,print concepts, phonological awareness, phonics and word recognition and fluency

Reading InformationalText

Students read, understand and respond to informational text with an emphasis oncomprehension, vocabulary acquisition and making connections among ideas and betweentexts 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, makingconnections among ideas and between texts with a focus on textual evidence. Students learnkey ideas and details, craft and structure, integration of knowledge and ideas, vocabularyacquisition and use and range of reading.

Writing Students write clear and focused text to convey a well-defined perspective and appropriatecontent for different purposes and audiences. Students explore informative/exploratory,opinion/argumentative and narrative writing. They learn to respond to literature, produce anddistribute their writing and use technological application for publication. Students conductresearch, evaluate the credibility, reliability and validity of sources and experience the range ofwriting.

Speaking & Listening Students present themselves appropriately in formal speaking situations, listen critically andrespond intelligently as individual or in group discussions. Students apply comprehension andcollaboration skills. They practice presenting knowledge and ideas. Students integrateknowledge and ideas and apply the conventions of standard English.

Language Students study the conventions of language including knowledge of language; vocabularyacquisition and use; the mechanics and grammar of standard English; and knowledge of thefunctions 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 oncomprehension, vocabulary acquisition and making connections among ideas and betweentexts 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 appropriatecontent for different purposes and audiences. They learn the purposes of various text types andproduce and distribute their writing. Students use research to build and present knowledge anddemonstrate a range of writing.

Drama Students learn the key ideas and details and craft and structure of drama so that they canintegrate their knowledge of literature and ideas through a range of reading and becomeproficient at comprehending text complexity.

Poetry Students learn the key ideas and details and craft and structure of poetry so that they canintegrate their knowledge of literature and ideas through a range of reading and becomeproficient at comprehending text complexity.


EXAMPLES OF MATH UNIT DESCRIPTIONSIT’S NECESSARY TO TAILOR THE UNIT DESCRIPTION TO THE SPECIFIC GRADE LEVEL OF THE COURSE IN WHICH IT IS INCLUDED.

UNIT TITLES UNIT DESCRIPTIONS

Standards forMathematical Practice

Students investigate, practice and apply the varieties of expertise that they should develop anddemonstrate in their study of mathematics. Students apply these Standards to engage with thesubject matter as they grow in mathematical maturity and expertise throughout theelementary, 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 asolid foundation in whole numbers, addition, subtraction, multiplication, division, fractions anddecimals.

Algebraic Concepts Students study algebraic concepts to improve their abstract cognitive skills and develop mentaldiscipline. Students also expand their knowledge of numbers and equations, so they can use itin their everyday lives.

Geometry Students sharpen their thinking skills through the study of spatial relations, the process oflogical reasoning and deductive thinking.

Measurement, Data &Probability

Students learn to collect, interpret and analyze data and assess the reliability of conclusionsbased on sample data using and applying the basic principles of statistical analysis.


EXAMPLES OF LEVELS OF LEARNINGFacts, 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 OFLEARNING

ENGLISH LANGUAGEARTS

MATHEMATICS SCIENCE SOCIAL STUDIES

FACTS Katherine Paterson wroteThe Bridge to Terabithia.

Plot is a literary termdefined as the events thatmake up a story.

Numerator is theexpression written abovethe line in a commonfraction to indicate thenumber of parts of thewhole.

Prime numbers are positive,round numbers, bigger than1, that have only 2 positivedivisors 1 and the numberitself.

Water boils at 212 C

Humans are mammals.

The Boston Tea Party helpedto provoke the AmericanRevolution.

The first 10 Amendments tothe United States Constitutionare called the Bill of Rights.

CONCEPTS Voice

Heroes and antiheroes

Parts and whole

Number systems

Interdependence

Classification

Revolution

Power, authority, governance

PRINCIPLESBig IdeasEnduringUnderstandings

Authors use voices ofcharacters as a way ofsharing their own voices.

Heroes are born of dangeror uncertainty.

Wholes are made up ofparts.

The parts of a numbersystem are interdependent.

All life forms are part of thefood chain.

Scientists classify animalsaccording to patterns.

Revolutions are firstevolutions.

Liberty is constrained in allsocieties.

ESSENTIALQUESTIONS

What is a hero?

How does the maincharacter of the storybecome a hero?

In what ways are the partsof a number systeminterdependent?

What is the differencebetween independent andinterdependent?

What is the food chain?

How are animals classified?

What are the freedomsexpressed in the Bill ofRights?

Why did the United StatesConstitution need to haveamendments?

ATTITUDESBeliefsValues

Reading poetry is boring.

Stories help readers tounderstand themselves.

Math is too hard.

Math is a useful way oftalking about lots of thingsin the world.

Conservation benefits theearth’s ecosystem.

People are a part of animportant natural network.

The study of history isimportant because we canthen write the next chaptersmore wisely.

Sometimes people are willingto give up some freedom toprotect the welfare of others.

SKILLSConceptsKnowledgeCompetenciesStudentLearningOutcomes

Write a metaphor todescribe a recent familyvacation.

Link a hero in literaturewith heroes in history andcurrent life.

Express parts and wholes inmusic and the stock marketwith fractions and decimals.

Show relationships amongvarious elements.

Create a plan for an energyefficient school.

Gather, analyze andinterpret data about thecosts and benefits ofrecycling.

Construct and support yourposition on an issue.

Write a research paperdrawing on conclusion basedon the analysis of soundresources.


BIG IDEASAdapted 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 andassessment. They reflect expert understanding and anchor the discourse, inquiries, discoveries and arguments in a field of study. Theyprovide a basis for setting curriculum priorities to focus on the most meaningful content. Big Ideas are written in full sentences and areclearly 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 thecurriculum 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); anilluminating 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 thetextbook definitions will not ensure student understanding. “Coverage” is unlikely to cause genuine insight; understanding must beearned. Thus the Big Idea must be uncovered, that is, discovered, constructed or inferred by the learners, with the aid of the teacherand 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.


ESSENTIAL QUESTIONSAdapted 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 thematters. 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, thewhimsical, the controversial and the provocative. For example, Is the Internet dangerous for kids? Are censorship and democracycompatible? Does food that is good for you have to taste bad? Why write? Students develop and deepen their understanding ofimportant ideas as they explore these questions.

Essential Questions often address the conceptual or philosophical foundations of a discipline.Essential Questions reflect the most historically important issues, problems, and debates in a field of study. For example, Is historyinevitably biased? What is a proof? Nature or nurture? By examining such questions, students are engaged in thinking like an expert.

Essential Questions raise other important questions.Thought-provoking Essential Questions are naturally generative. They lead to other important questions within, and sometimes across,subject boundaries. For example, In nature, do only the strong survive? Leads to What do we mean by "strong"? Are insects strong(since they are survivors)? What does it mean to be psychologically strong? Inquiries into human biology and the physics of physiologyalso follow

Essential Questions recur naturally and appropriately.The same important questions are asked and asked again throughout one's learning and in the history of the field. For example, Whatmakes a great book great? Are the Harry Potter novels great books? These questions can be productively examined and reexaminedby first graders as well as college students. Over time, student responses become more sophisticated, nuanced, well-reasoned andsupported as their understandings deepen.

Essential Questions stimulate vital, ongoing rethinking of the Big Ideas, assumptions and prior lessons.Essential questions challenge our unexamined assumptions, the inevitable simplification of our earlier learning and the arguments wemay unthinkingly take for granted. They force us to ask deep questions about the nature, origin, and extent of our understanding. Forexample, In light of fractions, place value, irrationals, and negative square roots-what is a number? Is it "democratic" to have anelectoral college? What is a friend? Can the enemy of my enemy be my friend? What is a story if a story has no clear plot or moral? Ishistory more of a story than a science? What are the implications for studying history?

ESSENTIAL QUESTIONS EXAMPLES

Does art reflect culture or help shape it?

Can we look but not see?

Why do seers see what the rest of us don’t?

How is computation with rational numbers similar and different to whole number computation?

How do we make predictions based on the outcomes of a probability experiment?

How is computation with rational numbers similar and different to whole number computation?

How does interaction with text provoke thinking and response?

How can our knowledge and use of the research process promote lifelong learning?

How do we develop into effective writers?

What is the best way to describe something mathematically?

What comes next? How do I know?

How do pictures, graphs, tables and data paint a thousand words?

How do I select a book?

How will reading and thinking in a deeper way increase my chances of being able to back up what I say?

How does poetry present itself in my everyday life and how can I recognize it?

What allows some populations of organisms to change and survive while others cannot?

What role does analysis have in historical construction?


WRITING HIGH QUALITY STUDENT LEARNING OUTCOMES (SLO)BEGIN WITH THE END IN MIND…FOCUS ON WHAT IS EXPECTED OF THE LEARNER

Student Learning Outcomes are measurable, manageable and meaningful actions that students are expected to demonstrate in termsof knowledge, skills, abilities and attitudes. They describe significant and essential learning that students have achieved and can readilydemonstrate at the end of a Course or Unit of study.

Student Learning Outcomes indicate the intended change brought about in the learner. They are statements of what the learnerought to know and be able to do as a result of the instruction. Outcomes describe the performance that students should demonstratebefore they are considered competent, skilled or knowledgeable. Learning is a change in behavior. Student Learning Outcomes arethe means of assessing the behavioral change that has occurred as a result of the learning.

Course or Unit Objectives are the intended results or consequences of the instruction, curriculum, program or activities. StudentLearning Outcomes are the achieved results or consequences of what was learned, i.e., evidence that learning actually took place.Student Learning Outcomes answer the question, “What should students know and be able to do as a result of a learning activity?”

The structure of Student Learning Outcomes includes:1. An action verb based focused on Levels 2 and 3 of Webb’s Depth of Knowledge that identifies the particular performance

expected of the student. Minimize and/or avoid using Level 1 verbs.2. A learning statement that identifies the specific learning will be demonstrated in the performance.3. A broad statement of the criteria or standards on which satisfactory performance will be based.

Examples:

Analyze and evaluate the effectiveness of these literary elements: characterization, setting, point of view, conflict andresolution, plot structures as demonstrated in the novel. (DoK 2)

Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer. (DoK 2)

Explain, generalize and demonstrate connections among ideas, using supporting evidence from a text or a primary source.(DoK 3)

Create and perform a dance that represents the characteristics of a third world culture. (DoK 3)

What are the criteria for quality SLO?

Define the purpose of the Course or Unit for both students and teacher

Include strong action verbs that describe what students must know and be able to do as a result of the Course or Unit

Describe meaningful, relevant, rigorous learning

Are measurable and students’ achievement of them can be observed and quantified

Represent rigorous, high level learning with a focus on Webb’s Depth of Knowledge Levels 2-3

Are clearly written in student friendly language that is meaningful and understandable to students

What are the types of outcomes that might be expected of students?

Competency – What can students do at the end of the Course or Unit and at what ability level?

Movement or Growth – How much improvement is expected in a particular skill or competency?

Accomplishment – What resume worthy result will emerge from this Course or Unit?

Experience – What happened with enough emotional impact to cause the student to seriously reflect on the situation?

Integrated Performance – In what ways have students independently combined and demonstrated a variety of forms ofknowledge and skills


A DOZEN QUESTIONS TO ASK YOURSELF TO DETERMINE THE QUALITY OF YOUR STUDENT LEARNING OUTCOMES

1. What is the planned end result of your teaching? Big Ideas/Enduring Understandings

2. Do the SLO clearly describe and define the expected knowledge, skills, abilities and attitudes of students whosuccessfully complete this Course?

3. Are the SLO written using strong action verbs to specify definite, observable behaviors?

4. How you will know that students have learned what you wanted them to learn?

5. Does the language describe SLO rather than teacher behaviors, objectives or outcomes?

6. Does the language describe an SLO rather than a process?

7. What will the learning outcomes look like?

8. What must students know as a result of your teaching? Knowledge /Know

9. What must students be able to do as a result of your teaching? Competency/Skill/Be able to do

10. How will you identify whether the student has learned what you have taught? Assessment

11. How will you collect accurate and reliable data for each SLO? Assessment

12. Are the SLO not only simply and clearly stated, but also have the necessary specificity which allows student to knowexactly what it is that they are expected to learn?

BLOOM’S LEVELS OF DIFFICULTY (Easy to Difficult) WEBB’S LEVELS OF COGNITIVE COMPLEXITY (Low to High)

1.REMEMBERINGRetrieving relevant knowledge from long-term memory, recognizing,recalling.

1.RECALLRecall of fact, information or proceduresDescribe 3 characteristics of metamorphic rocks.This requires simple recall.

2.UNDERSTANDINGDetermining the meaning of instructional messages, including oral,written and graphic communication such as interpreting, exemplifying,classifying, summarizing, inferring, comparing and explaining

3.APPLYINGCarrying out or using a procedure in a giving situation; executing,implementing

*2.BASIC APPLICATION OF CONCEPT OR SKILLUse of information, conceptual knowledge, procedures that require twoor more steps to completeDescribe the difference between metamorphic and igneous rocks.This requires cognitive processing to determine the differences in the 2rock types.

4.ANALYZINGBreaking materials into its constituent parts and detecting how theparts relate to one another and to an overall structure on purpose;differentiating, organizing, attributing

*3.STRATEGIC THINKINGRequires reasoning, developing a plan or sequence of steps; has somecomplexity, more than one possible answer; generally takes less than 10minutes to completeDescribe a model that you might use to represent the relationships thatexist within the rock cycle.This requires deep understanding of the rock cycle and a determinationon how best to represent it.

5.EVALUATINGMaking judgments based on criteria and standards; checking, critiquing

6.CREATINGPutting elements together to form a novel, coherent whole or make anoriginal product; generating, planning, producing

4.EXTENDED THINKINGRequires an investigation; time to think and process multiple conditions ofthe problem or task; more than 10 minutes to do non-routinemanipulations

*Focus on writing SLO at Levels 2 & 3 of Webb’s DoK.

Currriculum Mapping Handbook Revised June 17June 17, 2013 OnHand Schools (412) 325-8000 of 42


DEPTH OF KNOWLEDGE QUESTION STEMS

DoK Level 1

• Can you recall ?

• When did happen?

• Who was ?

• How can you recognize ?

• What is ?

• How can you find the meaning of ?

• Can you recall ?

• Can you select ?

• How would you write ?

• What might you include on a list

about ?

• Who discovered ?• What is the formula for ?

• Can you identify ?

• How would you describe ?

DoK Level 2

• Can you explain how affected ?

• How would you apply what you learned to

develop ?

• How would you compare ?Contrast ?

• How would you classify ?

• How are alike? Different?

• How would you classify the type of ?

• What can you say about ?

• How would you summarize ?

• How would you summarize ?

• What steps are needed to edit ?

• When would you use an outline to ?

• How would you estimate ?

• How could you organize ?

• What would you use to classify ?

• What do you notice about ?

DoK Level 3

• How is related to ?

• What conclusions can you draw ?

• How would you adapt to create a

different ?

• How would you test_ ?

• Can you predict the outcome if ?

• What i s the best answer? Why?

• What conclusion can be drawn from

these three texts?

• What is your interpretation of this text?

Support your rationale.

• How would you describe the sequence of

?

• What facts would you select to

support ?

• Can you elaborate on the reason ?• What would happen if ?

• Can you formulate a theory for ?

• How would you test_ ?

DoK Level 4

• Write a thesis, drawing conclusions from

multiple sources.

• Design and conduct an experiment.Gather information to develop alternative

explanations for the results of an

experiment.

• Write a research paper on a topic.

• Apply information from one text to

another text to develop a persuasive

argument.

• What information can you gather tosupport your idea about ?

• DOK 4 would most likely be the writing of a

research paper or applying information from

one text to another text to develop a

persuasive argument.

• DOK 4 requires time for extended

thinking.

From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom

Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins


APPLYING WEBB’S DEPTH OF KNOWLEDGE LEVELSMATHEMATICS

(Adapted from Karin Hess, Center for Assessment/NCIEA by the Kentucky Department of Education, 2005)

DoK Level 1:Recall and Reproduction

DoK Level 2:Skills and Concepts/

Basic Reasoning

DoK Level 3:Strategic Thinking/Complex Reasoning

DoK Level 4:Extended Thinking/

Reasoning

Recall of a fact,information orprocedure

Recall or recognize fact

Recall or recognizedefinition

Recall or recognizeterm

Recall and use a simpleprocedure

Perform a simplealgorithm.

Follow a set procedure

Apply a formula

A one-step, well-defined and straightalgorithm procedure.

Perform a clearlydefined series of steps

Identify

Recognize

Use appropriate tools

Measure

Habitual response: Canbe described; Can beexplained

Answer itemautomatically

Use a routine method

Recognize patterns

Retrieve informationfrom a graph

Includes one step wordproblems

Do basic computations

Students make somedecisions as to how toapproach the problem

Skill/Concept

Basic Application of askill or concept

Classify

Organize

Estimate

Make observations

Collect and display data

Compare data

Imply more than onestep

Visualization Skills

Probability Skills

Explain purpose anduse of experimentalprocedures.

Carry out experimentalprocedures

Make observations andcollect data

Beyond habitualresponse

Classify, organize andcompare data.

Explain, describe orinterpret

Organize and displaydata in tables, chartsand graphs.

Use of information

Two or more steps,procedures

Demonstrateconceptual knowledgethrough models andexplanations.

Extend a pattern.

Explain concepts,relationships, and non-examples.

Requires reasoning,planning usingevidence and a higherlevel of thinking

Strategic Thinking

Freedom to makechoices

Explain your thinking

Make conjectures

Cognitive demands arecomplex and abstract

Conjecture, plan,abstract, explain

Justify

Draw conclusions fromobservations

Cite evidence anddevelop logicalarguments for concepts

Explain phenomena interms of concepts

Use concepts to solveproblems

Make and testconjectures

Some complexity

Provide mathjustification when morethan one possibleanswer

Non-routine problems

Interpret informationfrom a complex graph

Analyze, synthesize

Weigh multiple things.

Performance tasks

Authentic writing

Project-based assessment

Complex, reasoning,planning, developing andthinking

Cognitive demands of thetasks are high

Work is very complex

Students make connectionswithin the content area oramong content areas

Select one approachamong alternatives

Design and conductexperiments

Relate findings to conceptsand phenomena

Combine and synthesizeideas into new concepts

Critique experimentaldesigns


APPLYING WEBB’S DEPTH OF KNOWLEDGE LEVELSSCIENCE

(Karin Hess, Center for Assessment, based on Webb, update 2005)

DoK Level 1:Recall and Reproduction

DoK Level 2:Skills and Concepts/Basic Reasoning

DoK Level 3:Strategic Thinking/Complex Reasoning

DoK Level 4:Extended Thinking/Reasoning

a. Recall or recognize afact, term, definition,simple procedure (such asone step), or property

b. Demonstrate a roteresponse

c. Use a well-knownformula

d. Represent in words ordiagrams a scientificconcept or relationship

e. Provide or recognize astandard scientificrepresentation forsimple phenomenon

f. Perform a routineprocedure, such asmeasuring length

g. Perform a simple scienceprocess or a set procedure(like a recipe)

h. Perform a clearlydefined set of steps

i. Identify, calculate, ormeasure

NOTE: If the knowledgenecessary to answer an itemautomatically provides theanswer, it is a Level 1.

a. Specify and explain therelationship betweenfacts, terms, properties,or variables

b. Describe and explainexamples and non-examples of scienceconcepts

c. Select a procedureaccording to specifiedcriteria and perform it

d. Formulate a routineproblem given data andconditions

e. Organize, represent, andcompare data

f. Make a decision as tohow to approach theproblem

g. Classify, organize, orestimate

h. Compare datai. Make observationsj. Interpret information

from a simple graphk. Collect and display data

NOTE: If the knowledgenecessary to answer an itemdoes not automaticallyprovide the answer, then theitem is at least a Level 2.Most actions imply morethan one step.

NOTE: Level 3 is complex andabstract. If more than oneresponse is possible, it is atleast a Level 3 andcalls for use of reasoning,justification, evidence, assupport for the response.

a. Interpret informationfrom a complex graph(such as determiningfeatures of the graph oraggregating data in thegraph)

b. Use reasoning, planning,and evidence

c. Explain thinking(beyond a simpleexplanation or usingonly a word or two torespond)

d. Justify a response e.Identify researchquestions and designinvestigations for ascientific problem

f. Use concepts to solve non-routine problems/morethan one possible answer

g. Develop a scientificmodel for a complexsituation

h. Form conclusions fromexperimental orobservational data

i. Complete a multi-stepproblem that involvesplanning and reasoning

j. Provide an explanationof a principle

k. Justify a response whenmore than one answer ispossible

l. Cite evidence anddevelop a logicalargument for concepts

m. Conduct a designedinvestigation

n. Research and explain ascientific concept

o. Explain phenomena interms of concepts

a. Select or deviseapproach among manyalternatives to solveproblem

b. Based on provided datafrom a complexexperiment that is novelto the student, deductthe fundamentalrelationship betweenseveral controlledvariables.

c. Conduct an investigation,from specifying a problemto designing and carryingout an experiment, toanalyzing its data andforming conclusions

d. Relate ideas within thecontent area or amongcontent areas

e. Develop generalizationsof the results obtainedand the strategies usedand apply them to newproblem situations

NOTE: Level 4 activities oftenrequire an extended period oftime for carrying out multiplesteps; however, time alone isnot a distinguishing factor ifskills and concepts are simplyrepetitive over time.


THE CORE SIXResearch-based strategies to help students & teachers respond to the demands of the Common Core

Harvey F. Silver, R. Thomas Dewing, Matthew J. Perini.The Core Six : Essential Strategies For Achieving Excellence With The Common Core

Alexandria VA: ASCD. 2012

Reading forMeaning

Reading for Meaning helps students develop the skills that proficient readers use to make sense ofrigorous texts.

The strategy helps build these Common Core skills:• Managing text complexity.• Evaluating and using evidence.• Developing the core skills of reading (e.g., finding main ideas, making inferences and analyzing

characters and content).

Compare &Contrast

Compare & Contrast teaches students to conduct a thorough comparative analysis.

The strategy helps build these Common Core skills:• Conducting comparative analyses of academic content (e.g., renewable vs nonrenewable energy).• Conducting comparative readings of two or more texts.• Integrating information from multiple sources.

InductiveLearning

Inductive Learning helps students find patterns and structures built into content through an inductiveprocess (analyzing specifics to form generalizations).

The strategy helps build these Common Core skills:• Finding patterns and making logical inferences.• Supporting thinking with evidence.• Mastering academic vocabulary.

Circle ofKnowledge

Circle of Knowledge is a strategic framework for planning and conducting classroom discussions thatengage all students in deeper thinking and thoughtful communication.

The strategy helps build these Common Core skills:• Speaking, listening and presenting.• Integrating and evaluating information.• Collaborating with peers.

Write toLearn

Write to Learn helps teachers integrate writing into daily instruction and develop students’ writing skillsin the key text types associated with college and career readiness.

The strategy helps build these Common Core skills:• Developing higher-order thinking through writing.• Writing in the key text types: arguments, informative/explanatory texts and narratives.• Writing for a wide range of tasks, audiences, and purposes.

Vocabulary’s(CODE)ConnectOrganizeDeep-ProcessExercise

Vocabulary’s CODE is a strategic approach to vocabulary instruction that improves students’ ability toretain and use crucial vocabulary terms.

The strategy helps build these Common Core skills:• Mastering academic vocabulary.• Improving literacy across all strands (reading, writing, speaking/listening and language).• Building background knowledge as a foundation for success in school, college and career.

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DIRECTIONS/HELP TEXT FOR POSTING CURRICULUM MAPSCurriculum Maps are composed of 4 Components:

1. Course 2. Unit/Module 3. Core Lessons 4. Teacher’s Lesson Plans

Following these directions ensures that the Curriculum Maps have a consistent format, use similar language and presenta similar look and feel to the reader. Most Curriculum Maps are written by a variety or combination of authors so it isparticularly important that the end results look, sound and feel like professional documents appropriatelyrepresentative of the school district and written in the same “voice.”

1. COURSE - SCIENCE OF TEACHINGCOURSE DESCRIPTIONWrite a brief, descriptive narrative of 200 words or less to explain the goal and purpose of this course and what students will knowand be able to do upon completion of this course. Describe the outcomes that students should achieve by the end of the course.Focus on the students’ outcomes and results, not on the teacher’s inputs. Describe particular instructional strategies that may beused such as small group instruction, cooperative learning or team teaching. If applicable, state the time period the course covers orthe novels or plays that will be studied or the products that will be developed or the topical units that will be studied if these areagreed upon by all the teachers who teach this course. High school teachers can begin with the course description that’s found inthe Program of Studies or the Course Guide for Students. Junior high and middle school teachers may or may not have thosedescriptions available. Elementary teachers will probably have to start from scratch to write course descriptions by content areaand by grade level developed through conversation and consensus with colleagues.

Include any information related to prior knowledge prerequisites within the course description. If there is a recommended,preferred or required sequence to a course or series of courses, indicate what those requirements are. For example, it might be arequirement to enroll and successfully complete Algebra 1 before enrolling in Algebra 2. Maybe only students who earn an A or B inCalculus can enroll in Trigonometry. Include recommendations for the preferred sequence of courses also. Other prerequisites mightinclude teacher recommendation, a specific skill set, and particular knowledge of the topic or the ability to use tools, equipment, andtechnology or software programs. Provide as much information as possible so that the course is clearly defined for the readerwhether it is a professional, a parent or a student.

Here are some additional guidelines for writing the Course Description and other information throughout the curriculum mappingprocess that will promote consistency:

1. Avoid passive voice. Use active voice. In active voice, the subject acts: The city controls rental rates. In passive voice the subject isacted upon: Rental rates are controlled by the city.

2. Write in the PRESENT tense, not the future tense.

3. In academic and general writing, numbers are usually spelled out. Spell out numbers instead of using the numeral. Students mustcomplete three major projects in this course.

4. Don't use acronyms or abbreviations. The reader may not know what they mean. Write out Individual Education Program insteadof IEP. Write out Calculus instead of Calc. Write out Computer Science instead of Comp Sci.

5. Don’t make references to specific people: For more information see Mrs. Jones in the office. Instead, consider using: For moreinformation see your counselor in the guidance office. Use roles as a reference, not an individual person.

6. Be consistent in the way you title courses. Keep them consistent with your Student Information System. If the courses are titled:Grade 5 Reading, then use that title NOT Gr. Five Rdg., Grade Five Reading, Fifth Grade Reading. Once the course is named, usuallyby the Student Information System, then your course map should have the same name. Otherwise, you may find it difficult toretrieve them.

7. FOCUS ON WHAT STUDENTS STUDY AND SHOULD KNOW AND BE ABLE TO DO AFTER THEY SUCCESSFULLY COMPLETE THECOURSE.

K-6 Course descriptions might begin with the grade level of the students: "Fifth graders study the four areas of communication:


reading, listening speaking and writing." OR “Students in fifth grade English Language Arts study the four areas ofcommunication: reading, listening speaking and writing."

Grade 7-12 Course descriptions might begin with the title of the course: "English 9 students focus on particular aspects ofliterature and grammar.” OR “In literature, students read...” OR “Students respond to American Literature…”

COURSE TEXTBOOKS, WORKBOOKS, MATERIALS CITATIONSThis section includes references to textbooks, workbooks, and other supplemental resources that have been reviewed, evaluated,and selected by the faculty and approved by the Board. These are materials that teachers must use t since they were purchased bythe district for the course. Other preferred materials that teachers use to teach need not be included in this field. If teachers at aparticular grade level teach specific novels, plays or short stories and poems that are not included in the text anthology, they shouldbe cited in the same way as shown above. This is particularly helpful for the English and Language Arts departments since teacherscan easily see which novels, plays, short stories and/or poems are required of students and they can avoid duplication and overlap.http://owl.english.purdue.edu/owl/section/2/10/

The typical format is: Last Name, First Name. Title of Book. Place of Publication: Publisher, Year of Publication.

Citation for textbooks with more than six authors:Gilligan, C.M, Smith, K.V., Barnes, P.A., Jones, A.B., Kelly, M.S., Greene, L.R., et al. (2013) Planning for a Green Future. Boston:Cambridge Press.

Citation for textbooks with one author:Gilligan, C. M. (2010). In A Different Voice. Boston: Harvard University Press.

Citation for textbooks with two or three authors:Gilligan, C.M., Smith A. & Michaels, J. (2010). Western Civilization. New York: Harcourt Brace.

Citation for textbooks with an editor not necessarily the author:Bollinger, D. L., (Ed.). (2010). Aspects of Language. New York: Norton.

Citation for textbooks without a specified author:Merriam-Webster's collegiate dictionary (11th ed.). (2005). Springfield, MA: Merriam-Webster.

If you have an unusual book, workbook, kit or other item that is Board approved and a required resource for your course, refer tothe APA Style Sheet for the correct format for the citation. This website is a helpful online resource for the APA Style Sheet:If teachers at a particular grade level teach specific novels, plays or short stories and poems that are not included in the textanthology, they should be cited in the same way as shown above. This is particularly helpful for the English and Language Artsdepartments since teachers can easily see which novels, plays, short stories and/or poems are required of students and they canavoid duplication and overlap. http://owl.english.purdue.edu/owl/section/2/10/

COURSE INTERDISCIPLINARY CONNECTIONS/PROJECT BASED LEARNINGInterdisciplinary learning is an educational process in which two or more subject areas are integrated with the goal of fosteringenhanced learning in each subject area. Implementing an interdisciplinary learning program brings teachers together to createexciting learning experiences for students as well as discovering new ways of delivering the curriculum. The concept ofinterdisciplinary learning acknowledges the integrity and uniqueness of each subject area, yet recognizes the interrelationships ofone subject to another.

Interdisciplinary learning is nourished by the content offered by multiple subject areas. The specific content of each subject iscomposed of skills and knowledge that comprise the "what is integrated". Skills are the abilities or techniques a student learns anduses to perform a movement or demonstrate a concept or idea, such as throwing, measuring and drawing. And knowledge isdefined as concepts, principles, theories, beliefs or topics inherent to each subject area. There is no one model that describes all theways interdisciplinary learning can be delivered. You may also find that implementing an interdisciplinary learning experiencerequires rearranging the order of your teaching to coincide with a concept being taught in another subject area. The opportunitiesare endless and interdisciplinary learning serves as a continual source of energy feeding the educational process.

Teachers, like students, benefit from interdisciplinary learning as it builds understanding of other subject areas and fostersappreciation of the knowledge and expertise of other staff members. It facilitates teamwork and planning as teachers work together


to weave a theme across several subject areas. In addition, students benefit when they see teachers working in different subjectareas, teaching in different classroom space and making similar points across subject areas. Their learning is reinforced in apowerful and meaningful way. As a result of participating in and observing a variety of interdisciplinary activities in the school,students begin to realize how the skills and knowledge in one subject area can transfer into another and, ultimately, be applied tolife experiences.

Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest andmotivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning andwork people do in the everyday world outside the classroom.

Project Based Learning is synonymous with learning in depth. A well-designed project provokes students to encounter (and strugglewith) the central concepts and principles of a discipline.

Project Based Learning teaches students 21st century skills as well as content. These skills include communication and presentationskills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and groupparticipation and leadership skills.

Project Based Learning is generally done by groups of students working together toward a common goal. Performance is assessed onan individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated,and the contributions made to the ongoing process of project realization.

Finally, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and makedecisions that affect project outcomes and the learning process in general.

Combining these considerations, we define Project Based Learning as: a systematic teaching method that engages students inlearning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured aroundcomplex, authentic questions and carefully designed products and tasks.

Examples of interdisciplinary learning include, but are not limited to, Project Based Learning, Service Learning, Graduation Projectsand Thematic Units.

COURSE NOTESNotes is an appropriate field to include information, such as, but not limited to, specific websites that are relevant, titles of DVD orCD that are applicable to this Course, names and contact information of guest speakers that might be available to presentinformation to students on a particular aspect of the course.

CURRICULUM MAP AUTHOR(S)Type the name or names of the teachers who are writing this map. First Name Last Name: Mary Smith

DATE OF LAST REVISION TO THIS CURRICULUM MAPType the date of the last revision to this map. Month, Day, Year: May 10, 2013

2.UNIT/MODULE - SCIENCE OF TEACHINGUNIT/MODULE NAMEName the Unit based on its content and subject matter. There may be from 3 to 15 Units within a Course. It depends on the content,breadth and scope of the Course.

UNIT/MODULE DESCRIPTIONDraw from the Course Description and describe the specific topic that will be taught in this particular unit of study. Unit Topicscharacterize the purpose of the Unit. They may be based on chronology, themes, 3-6 week long term projects, genres or historicalevents. Describe the Unit from the student’s point of view. For example: Students examine causes of World War II and identify theresulting effects. Students learn the fundamentals of numbers and numeration. There may be from 3 to 15 Units within a Coursedepending on the amount of content the Course includes. WRITE IN PRESENT TENSE, NOT IN FUTURE TENSE.


UNIT/MODULE BIG IDEAShttp://www.pdesas.org/module/sas/curriculumframework/These are the enduring understandings that permeate the content area. Enduring understandings are statements summarizingimportant ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesizewhat students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulatewhat students should “revisit” over the course of their lifetimes in relationship to the content area. Enduring understandings framethe big ideas that give meaning and lasting importance to such discrete curriculum elements as facts and skills; can transfer to otherfields as well as adult life; “unpack” areas of the curriculum where students may struggle to gain understanding or demonstratemisunderstandings and misconceptions; provide a conceptual foundation for studying the content area and are deliberately framedas declarative sentences that present major curriculum generalizations and recurrent ideas. Big Ideas are essential to provide focuson specific content for all students. Although the number of Big Ideas may vary based on the length of the Unit being taught,consider identifying 5-10 Big Ideas/ Enduring Understandings per unit. List 5-10 Big Ideas/Enduring Understandings that students willknow/understand by the end of this level or course.

Log onto PDE SAS and see if there are Big Ideas that are suggested for this subject area or course. If so, review them carefully anddecide which are most relevant to this course. There is no obligation to use the Big Ideas that are offered as examples on PDE SAS.They are merely presented as thought-starters to get you thinking about what the Big Ideas are in your course. This is part of theartistry of teaching. There is an obligation to include the PA Academic Standards in the Curriculum Maps. That is the science ofteaching. If you wish to add the Assessment Anchors and the Eligible Content, you may certainly do so. NUMBER THE BIG IDEASFOR EASE OF REFERENCE.

UNIT/MODULE ESSENTIAL QUESTIONShttp://www.pdesas.org/module/sas/curriculumframework/Log onto PDE SAS and see if there are Essential Questions that are suggested for this subject area or course. If so, review themcarefully and decide which are most relevant to this course. Essential Questions are connected to the Standards Aligned System(SAS) framework and are specifically linked to the Big Ideas. These provocative questions should foster student inquiry, promotecritical thinking and understanding and assist in learning transfer. They are deliberately framed to stimulate and sustain studentinterest. Sometimes you can just restate the Standards and outcomes in the form of questions to create Essential Questions.Although the number of Essential Questions may vary based on the length of the Unit being taught, consider identifying 5-10Essential Questions per unit. List 5-10 Essential Questions that students will use as discussion starters and will be able to answer bythe end of this Unit. There is no obligation to use the Essential Questions that are offered as examples on PDE SAS. They are merelypresented as thought-starters to get you thinking about what the Essential Questions are in your course. This is part of the artistryof teaching. There is an obligation to include the PA Academic Standards in the Curriculum Maps. That is the science of teaching. Ifyou wish to rewrite, change or add to the Essential Questions to make them your own, feel free to do so. NUMBER THE ESSENTIALQUESTIONS FOR EASE OF REFERENCE.

UNIT/MODULE KEY TERMINOLOGY & DEFINITIONSIdentify the key terminology, the technical terms, linked to this particular Unit or Topic of study. Include as much information as youwish. You might list the word, syllabicate it. Include its definition and an example of how the term is used in this specific Unit orTopic of study. Identify the root, prefix or suffix of the word from its Latin, Greek or other origin. Use the term in a meaningfulsentence. List technical terms, key terminology and their definitions. NUMBER EACH OF THE KEY TERMS FOR EASE OF REFERENCE.

Choose a useful way to list the terminology critical to the Unit. Here are a couple ways that others have done this. Consider definingthe term within a sentence that uses the term:

1. A number written using digits and place value represents standard form.

2. Compatible numbers are numbers that are easy to compute mentally.

Another way to list the terminology is to write the word and then its definition like this:

1. Haiku - short Japanese poem; a form of Japanese poetry with 17 syllables in three unrhymed lines of five, seven, and fivesyllables, often describing nature or a season.

2. Elegy - poem of serious reflection, typically a lament for the dead; a piece of music in a mournful style.

There are not a certain number of terms that should be listed. This depends on the length and complexity of the Unit being taught.There is no right or wrong way to list the terminology. It’s up to you as the teacher to do what is most useful and practical for your


teaching style. You need not develop a cumulative list of terminology. Include only the terms that are new to a particular Unit andthat are necessary for students to know to be successful in the Course.

A useful way to think about the Key Terminology is to consider ISABEL BECK’S TIERS OF VOCABULARY:

Tier 1 Words include everyday speech, usually learned early so most native language speakers will not have difficulty withthese words. Children often know these words prior to entering school. Some examples are: dog, clock, baby, happy. Tier 1Words should not be included in this field. These are the most basic words and are the ones that are reasonably easy toteach, usually because there is some kind of physical referent (blue, elbow, table, run). We need to spend time on thembecause they show up frequently and students need to know these words. It is not necessary to spend more time than isrequired, though, because they are easier to teach than the other two tiers.

Tier 2 Words are those words more likely to appear in written speech, information texts, technical and literary texts. Theyare usually subtle or precise ways to say relatively simple things and are found across many types of texts. They are highlygeneralizable. They are the mother lode of words. These are the high frequency words that are found and used acrossdomains. Spending time teaching these words deeply, richly, powerfully....that is worth the effort. Knowing these words willhave an impact on students' learning and communication throughout their lives. Words that could be considered Tier 2words would include: difference, temperate, omnivore, exaggerate, erode. You can see that these are words that may haveparticular meanings in certain content areas, but they are used in a variety of ways by mature language users. Someexamples are: describe, extend, create, divide, monitor. Tier 2 Words may be included in this field.

When trying to decide which words are your Tier 2 words, use the following criteria, as given by Beck, et al, in their book,Bringing Words to Life:

Importance & Utility, i.e., Are the words ones that mature language users speak and write? Are the words ones that wouldappear frequently across a variety of domains? For example: aggression, omnipotent, etc.

Instructional Potential, i.e., Are the words ones that can be taught in a variety of ways so that students can build richrepresentations of these words? Do the words spark ideas that would allow you to help students make connections to otherwords and concepts? For example: slithering, meandering, lurking, etc.

Conceptual Understanding, i.e., Are the words ones for which students understand the general concept, but may not yethave the precision and specificity in describing the concept that this word would provide? For example: frigid (vs. 'cold').

Ask yourself as you are planning:

1. Which words deserve the most attention from you and from your students? (All words are not created equal as faras instruction time and effort are concerned).

2. How will you allocate your time so you are spending the time and effort on the words that will provide the mostpowerful change in student learning?

3. Take a look at the words you are teaching this week. For each word on the list, ask yourself the followingquestions:

4. Is this word important and useful, i.e., is this a word that is going to show up throughout someone's life?5. Does this word have all kinds of possibilities for instruction, i.e., can I see numerous ways to teach this word--and

to bring in other language learning, too?6. Do my students have the background knowledge to understand this new word that I'm teaching--or do I need to

provide some context for them, first?

These are KEY questions to ask as you assess the words you will (and won't) spend time on. Your time, energy, andeffort - as well as your students' time, energy, and effort are precious. You want to invest the bulk of your instructionaltime teaching Tier 2 words.

Tier 3 Words are low frequency words; however, they are critical to understanding specific content. They are morecommon in informational text than in literature. They are the words that are much lower frequency words and that arevery specific to one domain, usually. For example; oligopoly, marcato, lithosphere, couplet, univariate analysis. These areimportant words, but need to be taught within the context and subject area where they will be used. Some examples are:metamorphic, phonemic, geriatrics, symbiotic. TIER 3 WORDS SHOULD DEFINITELY BE INCLUDED IN THIS FIELD.


UNIT/MODULE STUDENT LEARNING OUTCOMES: Concepts (What students should know.) and Competencies (What studentsshould be able to do.)http://www.pdesas.org/module/sas/curriculumframework/This section on Student Learning Outcomes includes various kinds of learning Outcomes. Every Unit will not necessarily have all ofthe four types of Outcomes, but it is useful to know that there are various levels of Student Learning Outcomes that promote anincreased depth of knowledge, critical thinking and the ability to apply and transfer knowledge to other areas of school and life.Work toward include multiple levels of Student Learning Outcomes in each of the Units that you teach. The Student LearningOutcomes do not need to be labeled by Level. Just keep the level in mind as you write the outcomes you expect from students foreach of the Units. Be certain to include Student Learning Outcomes that represent both Concepts and Competencies. Conceptsidentify what students should know. Competencies identify what students should be able to do. In many cases, the Concepts

About 10-15 Student Learning Outcomes should be identified per Unit. For longer, more complex Units, you may wish to have moreStudent Learning Outcomes. There’s no right or wrong number. This is left entirely to the teacher’s professional judgment anddiscretion. Number the Student Learning Outcomes for ease of reference.

There is no need to label the Student Learning Outcomes by Level. There is no need to represent every level of critical thinking inevery Unit. There is no need to group the Student Learning Outcomes by level. Student Learning Outcomes should numbered,written in present tense and begin with a strong action verb. Write the outcomes so that they are measureable for example:

1. List the names of animals that survive by eating other animals.2. Demonstrate in a lab setting how hydrogen and oxygen combine to make water.3. Explain the cause-effect of the Civil War.4. Describe Baroque music and its specific characteristics and time period.

Refer to Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge Charts for lists of strong action verbs that are appropriate forwriting Student Learning Objectives/Outcomes. Incorporate higher level thinking using Bloom’s Revised Taxonomywww.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Include higher level thinking using Webb’s Depth of Knowledge http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf andhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Assessment/Rigor/Rigor+in+Maps.htm

According to Webb’s Depth of Knowledge (DOK), there are four types of Student Learning Outcomes. Notice that they can double asassessments as well. For example as an objective you might write: Students describe physical features of geographical areas such asthe desert, the wetlands and the Polar Regions. As an assessment item, you could require students to successfully do what theobjective states that they will be able to do. Well written Student Learning Outcomes can effectively serve as assessment items. It’snot the verb that the SLO starts with that is critical. It is what students must know or do, what comes after the verb, which is mostimportant. The nature of the content knowledge or the skills and competencies required of students are what constitutes the levelof difficulty or complexity.

Level 1: KNOWLEDGE - Recall and ReproductionLevel 1 requires recall of information, such as a fact, definition, term or performance of a simple process or procedure. Answering aLevel 1 Outcomes or items can involve following a simple, well-known procedure or formula. Level 1 requires command of facts,definitions, and basic concepts. This is referred to as declarative knowledge.

Examples:1. List animals that survive by eating other animals.2. Locate or recall facts found in the text.3. Describe physical features of geographical areas.4. Determine the perimeter or area of rectangles given a drawing or labels.5. Identify elements of music using music technology.6. Identify basic rules for participating in simple games and activities.

LEVEL 2: SKILL - SKILLS AND CONCEPTS (Write SLO at this level.)Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Outcomes or items requirestudents to make some decisions as to how to approach the question or problem. Actions imply more than just one mental or


cognitive process or step. Level 2 requires students to demonstrate their ability to perform some action or process competently.This is referred to as procedural knowledge.Examples:

1. Compare desert and tropical environments.2. Identify and summarize the major events, problems, solutions and/or conflicts in a literary text.3. Explain the cause-effect of historical events.4. Predict a logical outcome based on the information in a reading selection.5. Explain how good work habits are important at home, at school and on the job.6. Classify plane and three dimensional figures.7. Describe various styles of music.

Level 3: UNDERSTANDING - Strategic Thinking (Write SLO at this level.)Level 3 Strategic Thinking requires deep understanding exhibited through planning, using evidence and more demanding cognitivereasoning. The cognitive demands are complex and abstract. An objective or assessment item in Level 3 has more than one possibleanswer and requires students to justify their response with evidence and rationale. Level 3 requires students to demonstrate theability to take prior learning and use it effectively when confronted with new intellectual challenges and contexts. It requiresstudents to make connections and arrive at important understandings with minimal teacher handholding. Level 3 reflects big ideas inthe form of powerful generalizations. They are transferable across situations, places and times. They are constructed in the mind ofthe learner through the processes of inquiry, inference and rethinking. They are most appropriately assessed through performancetasks requiring one or more facets of understanding such as application and understanding. Understandings cannot merely becovered by the teacher; they must be uncovered or discovered by the students by exploring essential questions, wrestling withchallenging problems or debating a complex issue.

Examples:1. Compare consumer actions and analyze how these actions impact the environment.2. Analyze or evaluate the effectiveness of literary elements e.g., characterization, setting, point of view, conflict and

resolution and/or plot structures.3. Solve a multiple step problem and provide support with a mathematical explanation that justifies the answer.4. Develop a scientific model for a complex idea.5. Propose and evaluate solutions for an economic problem.6. Explain, generalize or connect ideas using supporting evidence from a text or source.7. Create a dance that represents the characteristics of a culture.

Level 4: TRANSFER - Extended ThinkingLevel 4 requires high cognitive demand and is very complex. Students must make connections; relate ideas within the content oramong content areas and select or devise one approach among many alternatives on how the situation can be solved. Level 4Outcomes and items often require an extended period of time for completion since they have high complexity of cognitive demand.Level 4 requires application of information and knowledge in new and different situations. It requires a thoughtful assessment ofwhich prior learning applies to the specific situation. Students must apply their learning autonomously without the coaching or aid ofthe teacher. Students must use habits of mind: good judgment, persistence and self-discipline along with academic understanding topersist in the task and perfect the final product.

Examples:1. Gather, analyze, organize and interpret information from multiple print and nonprint sources to draft a reasoned report on

a world situation, a societal issue or a research topic.2. Analyze the author’s craft, i.e., style, bias, literary technique or point of view.3. Create an exercise plan applying the FITT Principle: Frequency, Intensity, Time and Type for yourself.4. Write effectively in various genres for various audiences.5. Make healthful choices and decisions regarding diet, exercise, stress management and alcohol and drug use.6. Read and respond to various types of text.7. Create and perform an original work in a selected medium to express ideas and evoke emotion.8. Communicate effectively in the target language, in various situations with differing challenges such as speed, accent and

over the telephone.


UNIT/MODULE STUDENT PERFORMANCE TASKSPerformance assessment is a method that requires students to perform a taskdesigned to judge students' abilities to use specific knowledge and skills and actively demonstrate what they know rather tharecognize or recall answers to questions. Performance assessment is sometimestasks in an authentic or real-life context or a context that simulates a realengage the student in a simulation of a real-life problem that they must solvecourse. A single project can be structured to assess both mastery of course content and attainment of program or major goalswell as certain general education goals such as communication skills, lieducation values.

Performance or authentic assessment is especially useful when it involvesnot have a clear-cut prescribed solution. Assessments designed around illvariety of strategies, and the implementation of

Grant Wiggins suggests that an assessment is authentic if

it is realistic, replicating the ways in which a person's knowledge and abilities are "tested" in the real

requires judgment and innovation by requiring the student to use knowledge and skills wisely and effectively to solve

unstructured or ill-defined problems

simulates contexts that mirror the workplace or other real

assesses the student's ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex

task. (Wiggins, pp. 22 -24)

The criteria or standards for evaluating student learning in performance and authentic assessments may take the form of a rubric. Arubric is a set of scoring guidelines for evaluating students' work. Typically a rubricon a continuum of quality or mastery. Descriptors provide standards or criteria for judging the work and assigning it to a particularplace on the continuum. Rubrics make explicit the standards by which a student's work is to be judged and the criteria on whijudgment is based.


UNIT/MODULE STUDENT PERFORMANCE TASKSPerformance assessment is a method that requires students to perform a task rather than take a test. Performance assessment isdesigned to judge students' abilities to use specific knowledge and skills and actively demonstrate what they know rather tharecognize or recall answers to questions. Performance assessment is sometimes called authentic assessment because it involves

life context or a context that simulates a real-life context. Authentic assessments are designed tolife problem that they must solve using the knowledge and skills they have gained in the

course. A single project can be structured to assess both mastery of course content and attainment of program or major goalswell as certain general education goals such as communication skills, life-long learning skills, critical thinking skills and social and

Performance or authentic assessment is especially useful when it involves ill-structured or ill-defined problemsAssessments designed around ill-defined problems require judgment, planning, the use of a

variety of strategies, and the implementation of previously learned skill repertories.

authentic if

eplicating the ways in which a person's knowledge and abilities are "tested" in the real


tes contexts that mirror the workplace or other real-life contexts


ating student learning in performance and authentic assessments may take the form of a rubric. Arubric is a set of scoring guidelines for evaluating students' work. Typically a rubric consists of a scale used to score students' work

ity or mastery. Descriptors provide standards or criteria for judging the work and assigning it to a particularplace on the continuum. Rubrics make explicit the standards by which a student's work is to be judged and the criteria on whi

of 42

rather than take a test. Performance assessment isdesigned to judge students' abilities to use specific knowledge and skills and actively demonstrate what they know rather than

called authentic assessment because it involveslife context. Authentic assessments are designed to

using the knowledge and skills they have gained in thecourse. A single project can be structured to assess both mastery of course content and attainment of program or major goals as

long learning skills, critical thinking skills and social and

defined problems, problems that dodefined problems require judgment, planning, the use of a

eplicating the ways in which a person's knowledge and abilities are "tested" in the real-world



ating student learning in performance and authentic assessments may take the form of a rubric. Aa scale used to score students' work

ity or mastery. Descriptors provide standards or criteria for judging the work and assigning it to a particularplace on the continuum. Rubrics make explicit the standards by which a student's work is to be judged and the criteria on which that


ATTRIBUTES OF TRADITIONAL ASSESSMENTS AND PERFORMANCE ASSESSMENTS

ATTRIBUTE TRADITIONAL ASSESSMENT PERFORMANCE ASSESSMENT

Assessment Activity Selecting a response Performing a task

Nature of Activity Contrived activity Activity emulates real life

Cognitive Level Knowledge/comprehension Application/analysis/synthesis

Development of Solution Teacher-structured Student-structured

Objectivity of Scoring Easily achieved Difficult to achieve

Evidence of Mastery Indirect evidence Direct evidence

UNIT/MODULE INSTRUCTIONAL PROCEDURES & ACTIVITIES

W help the students know WHERE the unit is going and what is expected? Help the teacher know where the students arecoming from (prior knowledge, interests)?

H HOOK all students and hold their interest?

E EQUIP students, help them experience the key ideas, and explore the issues?

R provide opportunities to RETHINK and REVISE their understandings and work?

E allow students to EVALUATE their work and its implications?

T be TAILORED/personalized to the different needs, interests, abilities of learners

O be ORGANIZED to maximize initial and sustained engagement as well as effective learning?

UNIT/MODULE PA OR US COMMON CORE STANDARDS TAB WITHIN EDINSIGHT CURRICULUM MANAGERSchools in Pennsylvania are obligated to reference and include the PA Common Core Standards in Curriculum Maps. You may also,but are not obligated to include, the Assessment Anchors and the Eligible Content as appropriate for your Course Curriculum Map.There is no obligation to use the Big Ideas, Enduring Understandings or Essential Questions in Curriculum Maps that are suggestedon the PDE SAS website. The Standards are the science of teaching. The Big Ideas, Essential Questions, Activities, Strategies andother aspects of teaching make up the artistry of teaching.

There is also an Edit Standards tab at the top of each Unit. If you click on the Edit Standards tab, you will see a drop down menu thatallows you to select a level of mastery for each Standard. Choose the most appropriate level from these options: Advanced,Intermediate, Introduced, Introductory, Mastered, Practiced, and Reinforced. Soon PDE will identify FOCUS STANDARDS. Whenthe Focus Standards are released, the term Focus will then be included as an additional descriptor in the drop down menu. Althoughall teachers must teach all the PA Common Core Standards identified as appropriate to their content area and grade level, the FocusStandards will be indicators of the significant, key shifts concepts that will result in changes in instructional practice

Click on the Standards Tab at the top of the page/screen within the Unit in the EdInsight Curriculum Manager to access the PACommon Core Standards or dozens of other Standards from the dropdown menu.

UNIT/MODULE FYI ONLY: RUBRICS TAB WITHIN EDINSIGHT CURRICULUM MANAGERThis field is listed so that you know it is available. There is no need to do anything with this field at the current time. Here are somewebsites for the development of rubrics if you have an interest in visiting them for your own information.

www.rubrics4teachers.com/

www.teach-nology.com/tutorials/teaching/rubrics/

www.teach-nology.com/web_tools/rubrics/

www.school.discoveryeducation.com/schrockguide/assess.html

UNIT/MODULE FYI ONLY: RESOURCES TAB WITHIN EDINSIGHT CURRICULUM MANAGERThis field is listed so that you know it is available. There is no need to do anything with this field at the current time. When you clickon the Resources Tab within EdInsight you can view other resources that are available. If you create your own resources or hotlinksto useful websites indicate whether you are willing to share them with others in the OnHand Schools Community. You can uploaddocuments into the Resources and save them so you can access them at another time.

UNIT/MODULE MATERIALS, SUPPLIES OR EQUIPMENT THAT WILL BE USED IN THIS PARTICULAR UNITInclude all items, including technology, laboratory equipment and other instructional materials that are useful and necessary toteach this unit.


UNIT/MODULE ASSIGNMENTSTeachers may choose to include Unit Assignments in this section if there are common assignments across a grade level ordepartment level. Do not put daily assignments in this field. They are part of your Lesson Plan which is also available in the EdInsightCurriculum Manager. This is not a required field. It is included for the convenience of teachers who wish to identify assignments,long term projects, research papers and other such items by Unit.

UNIT/MODULE NOTESNotes is an appropriate field to include information, such as, but not limited to, specific websites that are relevant, titles of DVD orCD that are applicable to this Unit, names and contact information of guest speakers that might be available to present informationto students on a particular aspect of the course.

3. CORE - LESSON - SCIENCE OF TEACHING (all other field plus the dynamic fields)All of the Fields from the Unit/Module, including the Standards, are easily rolled over into the Core Lessons through a simple copyingprocess.

CORE LESSON AND TEACHER’S LESSON PLAN DIFFERENTIATED INSTRUCTION: Accommodations, Adaptations/Modifications,Enrichment/Extensions. There is no need to address these dynamic fields in the Course, Unit or Core Lesson. They should beaddressed only in the Teacher’s Lesson Plan.Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning thatgives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theorybased on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students inclassrooms (Tomlinson, 2001). The model of differentiated instruction requires teachers to be flexible in their approach to teachingand adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for thecurriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping morestudents in diverse classroom settings experience success.

To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learningand interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differingabilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success bymeeting each student where he or she is and assisting in the learning process. Equity is not giving all students the same thing; it iswhen all students are getting exactly what they need.

Identifying Components/FeaturesAccording to the authors of differentiated instruction, several key elements guide differentiation in the education environment.Tomlinson (2001) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products (Figure 1).These are described in the following three sections, which are followed by several additional guidelines for forming anunderstanding of and developing ideas around differentiated instruction.

ContentSeveral elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles,attitudes, and skills. The variation seen in a differentiated classroom is most frequently in the manner in which students gain accessto important learning. Access to the content is seen as key.

Align tasks and Objectives/Outcomes to learning goals. Designers of differentiated instruction view the alignment of tasks withinstructional goals and Objectives/Outcomes as essential. Goals are most frequently assessed by many state-level, high-stakes testsand frequently administered standardized measures. Objectives/Outcomes are frequently written in incremental steps resulting in acontinuum of skills-building tasks. An Objectives/Outcomes-driven menu makes it easier to find the next instructional step forlearners entering at varying levels.

Instruction is concept-focused and principle-driven. The instructional concepts should be broad-based, not focused on minutedetails or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content ofinstruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverselearners.


ProcessFlexible grouping is consistently used. Strategies for flexible grouping are essential. Learners are expected to interact and worktogether as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content bigideas followed by small group or paired work. Student groups may be coached from within or by the teacher to complete assignedtasks. Grouping of students is not fixed. As one of the foundations of differentiated instruction, grouping and regrouping must be adynamic process, changing with the content, project, and on-going evaluations. Classroom management benefits students andteachers. To effectively operate a classroom using differentiated instruction, teachers must carefully select organization andinstructional delivery strategies. In her text, How to Differentiate Instruction in Mixed-Ability Classrooms (Chapter 7), CarolTomlinson (2001), identifies 17 key strategies for teachers to successfully meet the challenge of designing and managingdifferentiated instruction.

ProductsInitial and on-going assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads tofunctional and successful differentiation. Incorporating pre and on-going assessment informs teachers so that they can betterprovide a menu of approaches, choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diversestudents. Assessments may be formal or informal, including interviews, surveys, performance assessments, and more formalevaluation procedures.Students are active and responsible explorers. Teachers respect that each task put before the learner will be interesting, engaging,and accessible to essential understanding and skills. Each child should feel challenged most of the time.

Vary expectations and requirements for student responses. Items to which students respond may be differentiated so that differentstudents can demonstrate or express their knowledge and understanding in different ways. A well-designed student product allowsvaried means of expression and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring.

Additional Guidelines That Make Differentiation Possible for Teachers to AttainClarify key concepts and generalizations. Ensure that all learners gain powerful understandings that can serve as the foundation forfuture learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure that all learnerscomprehend. Use assessment as a teaching tool to extend rather than merely measure instruction.

Assessment should occur before, during, and following the instructional episode, and it should be used to help pose questionsregarding student needs and optimal learning.Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should requirethat they understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, orequipment for different students in the classroom.

Engaging all learners is essential. Teachers are encouraged to strive for the development of lessons that are engaging and motivatingfor a diverse class of students. Vary tasks within instruction as well as across students. In other words, an entire session for studentsshould not consist of all drill and practice, or any single structure or activity.Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiatedclassroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachersshould ensure that students have choices in their learning.

AccommodationsAccommodations are services or supports used to enable a student to fully access the subject matter and instruction. Anaccommodation does not alter the content or expectations; instead it is an adjustment to instructional methods. Accommodationsshould be specified in a student's IEP. Accommodations are changes in instructional strategy or process that help studentsovercome or work around the disability. Examples include extra time, oral response instead of written, preferential seating, use ofword prediction software assistive technology, instructional technology, technology applications, books on CD, contentenhancements and allowing additional time to take a test.

Accommodations are designed to help children do the same work as their peers. The following strategies will help ensure successfor students by differentiating material based on varying learning styles.

Size- Reduce the number of items required in an assignment or the scope and breadth of an assignment.

Time- Adjust or extend the amount of time the child is given to complete tasks.


Input- Teaching strategies that are used that help children to understand what they are learning such as, but not limited to: video,computer programs, visual aids, graphic organizers.

Level of Support- Organizing cooperative groups, peer buddy, a mentor or a paraeducator employed to help children studyand learn.Difficulty- Skills are varied, different levels and processes are used to help children to understand such as, but not limited to: using acalculator, reading to the child, using manipulatives.

Output- Ways children can demonstrate what they have learned such as, but not limited to: saying answers to tests or assignmentsorally instead of in writing, typing instead of handwriting, using the child’s modality preference, such as auditory, visual ortactile/kinesthetic, using the child’s multiple intelligence strengths; verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and/or naturalistic.

Adaptations involve an adjustment to the instructional content or performance expectations of students with disabilities from whatis expected or taught to students in general education. Adaptations are usually included as part of a student's IEP. Adaptations caninclude decreasing the number of exercises the student is expected to complete, assignment of different reading materials, or use ofa calculator instead of working out problems by hand.

After you’ve clicked on the radio buttons in the dynamic field to indicate which Accommodations you use, there is no need to typethem in anywhere else.

Adaptations and Modifications are designed to help children to do similar, but different work as their peers. Because the IEP or GIEPlearning goals may differ, the expectations and outcomes may differ.Primary Types of Modifications:

Participation- Adjust the degree to which children are expected to participate which may be different from that of other students atthe same age and/or grade level.

Alternate Goals- Modify the outcomes, products or projects that are expected of the student for example, a child may copyinformation instead of composing information.Substitute Curriculum- Use an alternative textbook or workbook that may be more or less challenging for the student. Otherexamples include second language exemption, involvement in same unit of study, but use of different activities with differentexpectations.

Enrichment is a form of differentiation, as is extension. They can, of course, overlap, though each has its own essentialcharacteristics. Enrichment might be said to involve staying with a theme, subject or skill and developing it in depth; rounding out the basic curriculum subjects with a wider context; relating learning to new areas; providing pupils with experiences outside the regular curriculum and thus increasing the breadth of the curriculum. Enrichment is also described as a higher quality of work thanthe norm for the age group. Enrichment is sometimes seen in terms of the development of certain qualities of mind. These includeproblem solving, creative thinking, initiative and self-direction, discovery, higher order thinking skills, profound personal interests,self-acceptance and the courage to be different. Opportunities for these kinds of enrichment should be created throughout thecurriculum, as well as beyond lesson time – and both in school and outside it. An important feature of enrichment is that it mustenhance the curriculum and the student’s general learning experience. This applies both to work done in the classroom and toactivities outside school.

Extensions, on the other hand, gives students opportunities for accelerated progress and access to new, more challenging conceptsor content beyond their assigned grade level. Most evidence supports the use of both enrichment and extension as appropriate tothe learner who might be more able in one or more content areas. Extension means that the subject matter is covered in moredepth; broadening of the learning experience; promoting a higher level of thinking; inclusion of additional subject areas and/oractivities and/or use of supplementary materials beyond the normal range of resources.

CORE LESSON AND TEACHER’S LESSON PLAN DIFFERENTIATED ASSESSMENT Summative Evaluation, Formative Assessment,Benchmark Assessment, Diagnostic Assessment. There is no need to address these dynamic fields in the Course, Unit or CoreLesson. They should be addressed only in the Teacher’s Lesson Plan.Summative Evaluationshttp://www.pdesas.org/Assessment/AboutPDE says that summative evaluation seeks to make an overall judgment of progress made at the end of a defined period ofinstruction. They occur at the end of a school level, grade, or course, or are administered at certain grades for purposes of state or


local accountability. These are considered high-stakes assessments and the results are often used in conjunction with No Child LeftBehind (NCLB) and Adequate Yearly Progress (AYP). They are designed to produce clear data on the student’s accomplishments atkey points in his or her academic career. Scores on these assessments usually become part of the student’s permanent record andare statements as to whether or not the student has fallen short of, met, or exceeded the expected standards. Whereas the resultsof formative assessments are primarily of interest to students and the teachers, the results of summative evaluations are also ofgreat interest to parents, the faculty as a whole, the central administration, the press and the public at large. It is the data fromsummative evaluations on which public accountability systems are based. If the results of these evaluations are reported withreference to standards and individual students, they can be used as diagnostic tools by teachers to plan instruction and guide theleadership team in developing strategies that help improve student achievement. Examples of summative evaluations are PSSA,Terra Nova, Iowa Test of Basic Skills, Educational Records Bureau (ERB) Tests or Stanford Achievement Tests. Other examplesinclude, but are not limited to, Keystone Exams, Final or Semester Course Exams, Unit Exams and Chapter Tests.

Formative, Informative (Informs Instructional Practice), Assessmentshttp://www.pdesas.org/Assessment/AboutPDE says that formative assessment is a process used by teachers and students during instruction that provides feedback to adjustongoing teaching and learning to improve students’ achievement of intended instructional outcomes. The primary purpose of theformative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to informinstruction and learning during the teaching/learning process. Effective formative assessment involves collecting evidence abouthow student learning is progressing during the course of instruction so that necessary instructional adjustments can be made toclose the gap between students’ current understanding and the desired goals. Formative assessment is not an adjunct to teachingbut, rather, integrated into instruction and learning with teachers and students receiving frequent feedback. One key feature of thisdefinition is its requirement that formative assessment should be regarded as a process rather than a particular kind of assessment.In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that canbe implemented during classroom instruction. These range from informal observations and conversations to purposefully plannedinstructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction. A secondimportant part of the definition is its unequivocal requirement that the formative assessment process involve both teachers andstudents. The students must be actively involved in the systematic process intended to improve their learning. The process requiresthe teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.

In Pennsylvania formative assessment is defined as classroom based assessment that allows teachers to monitor and adjust theirinstructional practice in order to meet the individual needs of their students. Formative assessment can consist of formalinstruments or informal observations. The key is how the results are used. Results should be used to shape teaching and learning. Itis recommended that information from formative assessment should NOT be used for grading purposes. Black and William (1998)define formative assessment broadly to include instructional formats that teachers utilize in order to get information that whenused diagnostically alter instructional practices and have a direct impact student learning and achievement. Under this definition,formative assessment encompasses questioning strategies, active engagement check-ins, (such as response cards, white boards,random selection, think-pair-share, popsicle sticks for open-ended questions, and numbered heads) and analysis of student workbased on set rubrics and standards including homework and tests.Assessments are formative when the information is used to adapt instructional practices to meet individual student needs as well asproviding individual students corrective feedback that allows them to “reach” set goals and targets. Ongoing formative assessment isan integral part of effective instructional routines that provide teachers with the information they need to differentiate and makeadjustments to instructional practice in order to meet the needs of individual students. When teachers know how students areprogressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such asre-teaching, trying alternative instructional approaches, or offering more opportunities for practice. The use of ongoing formativeclassroom assessment data is an imperative. Effective teachers seamlessly integrate formative assessment strategies into their dailyinstructional routines.

Benchmark Assessmentshttp://pdesas.org/Assessment/AboutBenchmark Assessments are designed to provide feedback to both the teacher and the student about how the student isprogressing towards demonstrating proficiency on grade level standards. Well-designed benchmark assessments and standards-based assessments measure the degree to which a student has mastered a given concept; measure concepts, skills, and/orapplications; reported by referencing the standards, not other students’ performance; serve as a test to which teachers want toteach; and measure performance regularly, not only at a single moment in time.

School or district wide benchmark assessments are a supplement to classroom assessments and provide consistency acrossclassrooms and grade levels. Benchmark assessments sometimes call for performance tasks but more commonly use standardizedadministration and scoring procedures to help maintain validity, reliability, and fairness. Vertical teams within one subject area (such


as history) use common assessments to provide consistency between grade levels. Vertical—or grade-level—teams include allteachers from one grade level. These teams often function as small learning communities and meet regularly to integrate lessons.For example, coordinate a reading selection to complement a lesson in history and to discuss supports for struggling students ontheir team.

Similarly, horizontal, departmental, grade-level content teams include all teachers from one subject area. These teams meetregularly to ensure that the grade-level curriculum builds on knowledge and skills from one year to the next. They may also meetwith feeder elementary and destination high school content teachers to discuss articulation of curricula between schools. They usecommon assessments to ensure consistency between classrooms. For example, all seventh-grade history students take the samebenchmark test during the same week.

Typically, teachers administer common benchmark assessments to all students in the same course and grade level in the district atprescribed intervals—usually every six weeks, at the end of a unit of study, or at the end of a quarter. Common assessmentinstruments measure proficiency on subsets of standards and might include writing samples, literary responses, oral reports,demonstrations showing understanding of how-to-manuals, dramatizations, open-ended mathematics problems, memory maps,laboratory investigations, keyboarding or typing tests, and projects using specialized software in the school’s computer lab.Through these uniform benchmark assessments, teachers can evaluate how well their students are doing relative to the selectedstandards in not only their classrooms but also other grade-level classrooms in the district. These benchmark assessments providevaluable information for classroom practice and school and district wide decision making. They are a powerful extension of thelearning process. (Link to the guide for developing benchmark assessments from the original Taking Center Stage. 4Sight is anexample of a benchmark assessment. Another is Dynamic Indicators of Basic Early Learning Skills (DIBELS).

Diagnostic Assessmentshttp://pdesas.org/Assessment/AboutDiagnostic assessments ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills. Establishingthese permits the instructor to remediate students and adjust the curriculum to meet pupils’ unique needs.

Diagnostic assessments (also known as pre-assessments or pre-tests) provide instructors with information about student's priorknowledge and misconceptions before beginning a learning activity. They also provide a baseline for understanding how muchlearning has taken place after the learning activity is completed. Instructors usually build concepts sequentially throughout a course.For example, the Coriolis Effect may be taught prior to a unit on ocean currents. A diagnostic pre-assessment given after the CoriolisEffect activity but before the ocean current activity will provide an opportunity to determine if students remember the conceptsthey need. If some students don't remember, then a refresher will make the ocean current activity more meaningful to yourstudents. Diagnostic assessment data may be gleaned from: assessment data may be gleaned from: summative assessments of theprevious learning activity and/or short assessments that focus on key knowledge and concepts. Some examples of diagnosticassessments are Classroom Diagnostic Tests (CDT), Developmental Reading Assessment (DRA), running records, Group ReadingAssessment and Diagnostic Evaluation (GRADE), and/or Group Mathematics Assessment and Diagnostic Evaluation (GMADE) and/orOtis Lennon School Ability Test (OLSAT).

TEACHER’S LESSON PLAN DATA-BASED INSTRUCTIONAL PRACTICES: References to Robert Marzano’s and John Hattie’s Effectiveinstructional practices. There is no need to address these dynamic fields in the Course, Unit or Core Lesson. They should beaddressed only in the Teacher’s Lesson Plan.

Adapted from Robert Marzano’s Ten Effective Research-Based Instructional StrategiesMarzano, R. (2000). What Works in Classroom Instruction. Alexandria VA ASCD

1. Identifying Similarities and Differences, Comparing, contrasting, classifying, analogies, and metaphors. These processesare connected as each requires students to analyze two or more elements in terms of their similarities and differences inone or more characteristics. This strategy has the greatest effect size on student learning. Techniques vary by age level.45%ile points increase

2. Summarizing and note-taking. To summarize is to fill in missing information and translate information into a synthesized,brief form. Note-taking is the process of students’ using notes as a work in progress and/or teachers’ preparing notes toguide instruction. 34%ile points increase

3. Reinforcing effort, giving praise and providing recognition. Simply teaching many students that added effort will pay off interms of achievement actually increases student achievement more than techniques for time management andcomprehension of new material. Praise, when recognizing students for legitimate achievements, is also effective. 29%ilepoints increase


4. Homework and practice. These provide students with opportunities to deepen their understanding and skills relative topresented content. Effectiveness depends on quality and frequency of teacher feedback, among other factors. 28%ilepoints increase

5. Presenting knowledge through non-linguistic representations. Knowledge is generally stored in two forms— linguisticform and imagery. Simple yet powerful non-linguistic instructional techniques such as graphic organizers, pictures andpictographs, concrete representations, and creating mental images improve learning. 27%ile points increase

6. Organizing students into cooperative learning groups. Effective when used right; ineffective when overused. Students stillneed time to practice skills and processes independently. 27%ile points increase

7. Setting Objectives/Outcomes and providing feedback. Goal setting is the process of establishing direction and purpose.Providing frequent and specific feedback related to learning Objectives/Outcomes is one of the most effective strategies toincrease student achievement.23%ile points increase

8. Generating and testing hypotheses. Involves students directly in applying knowledge to a specific situation. Deductivethinking (making a prediction about a future action or event) is more effective than inductive thinking (drawing conclusionsbased on information known or presented.) Both are valuable. 23%ile points increase

9. Cues, questions, and advanced organizers. These strategies help students retrieve what they already know on a topic.Cues are straight-forward ways of activating prior knowledge; questions help students to identify missing information;advanced organizers are organizational frameworks presented in advance of learning. 22%ile points increase

10. Specific types of knowledge.

Vocabulary: Research indicates that student achievement will increase by 12 percentile points when students aretaught 10-12 words a week; 33 percentile points when vocabulary is focused on specific words important to whatstudents are learning. Requires specific approaches. 32 percentile points increase

Details: Teach specific pieces of information including facts, time sequences, cause and effect and episodes.Dramatic enactment of details has the strongest effect on students’ learning.

Organizing Ideas: Teach generalizations and principles as ways to make sense of related ideas and knowledge.

Skills and Processes: Both of these produce some form of result or product. Should be learned to level ofautomaticity.

4. TEACHER’S LESSON PLAN - ART OF TEACHINGDistrict Administration decides whether or not to use Component #4: The Lesson Planner tool of the EdInsight Curriculum Managerand which fields should be included. Any combination of the fields listed in the Curriculum Map: Course, Units/Modules or CoreLessons may be included or excluded in the Teacher’s Lesson Plan. Other District-customized fields may also be included in theTeacher’s Lesson Plan as requested by the District.


HOW TO COPY FIELDS AND STANDARDS FROM THE UNITS TO THE CORE LESSONS

TO COPY FIELDS FROM THE UNIT TO THE CORE LESSON, FOLLOW THESE INSTRUCTIONS:

1 Log in under your own name and your own password

2 Click on the top dark green tab Curriculum Maps

3 Click on the top light green tab Edit Curriculum

4 Click the drop down button to locate the subject of your curriculum/course

5 The courses within the curriculum will automatically populate

6 Select the curriculum map that you want to use

7 Click on the Build/Edit link to the curriculum map you want to use

8 Select Unit in the blue column on the left side of your screen

9 Select Topic/Core Lesson in blue column on the left side of your screen

10 Click the green button Copy from Curriculum

11 See the Drop Down Menu

12 In the Drop Down Menu:

Select the SubjectSelect the CourseSelect the Unit NameDo not select a Topic

13 Click the green button Fill Grid

14 See 2 side-by-side columnsCopy From Copy To

15 In the left column select the fields you want to Copy From

16 In the right column select the field that you want to Copy To

17 Click on green button Append Data

18 See the green saved message at top of screen under the orange Curriculum Map Search

19 Click on the green button Close

TO COPY STANDARDS FROM THE UNIT TO THE CORE LESSON, FOLLOW THESE INSTRUCTIONS:

1 Click on the gray tab Standards

2 Click on the green tab Show Standards

3 A dialogue box will pop up already populated with the course information

4 Click on green tab Use As Search Filter

5 All Standards that have been identified for the Unit will populate the grid below

6 2 side-by-side columns will appear below

7 Review the Standards in the column on the left side of the screen

8 Click on the Standards that you want to copy from the Unit to the Core Lesson

9 Click on the tab Add Standards for the Checked Rows

10 The Standards that are in the Unit will now appear in the Core Lesson

11 In the Core Lesson, select only the Standard(s) that are applicable to the Core Lesson.


CURRICULUM MAPPING RESOURCES

# NOTES WEBSITE1. Achieve http://www.achieve.org/achieving-common-core

2. America Achieves http://commoncore.americaachieves.org/

3. Association for Supervision andCurriculum Development

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

4. California Mathematics Council http://www.cmc-math.org/resources/core.html

5. Common Core Standards www.commoncore.org

6. Common Core Standards www.corestandards.org

7. Educore http://educore.ascd.org/default.aspx

8. Edudemic Library of CongressResources

http://edudemic.com/2012/10/library-of-congress-unveils-massive-common-core-resource-center/

9. Edutopia Common Core Resources http://www.edutopia.org/common-core-state-standards-resources

10. Engage New York www.engageny.org

11. Granite Utah School District http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/languageartsk6/Pages/default.aspx

12. Hunt Institute http://www.youtube.com/user/TheHuntInstitute

13. Hunt Institute http://www.hunt-institute.org/

14. Illustrative Mathematics http://www.illustrativemathematics.org/

15. Introduction to Understanding byDesign PowerPoint

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

16. Iowa State University Center forExcellence in Learning & Teaching

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

17. Literacy Design Collaborative (LDC) www.literacydesigncollaborative.org

18. Mathematics Assessment Project http://map.mathshell.org/materials/mdc/index.php

19. Mathematics Design Collaborative(MDC)

http://www.mygroupgenius.org/mathematics

20. Mentoring MindsFlip Books make great resources

http://www.mentoringminds.com/?gclid=CPrxtYjForcCFUKd4Aod1DgAbQ

21. National Council of Teachers ofEnglish

www.ncte.org

22. National Council of Teachers ofMathematics

www.nctm.org


23. OnHandSchools1501 Reedsdale Street Suite 5000Pittsburgh PA [email protected]

www.onhandschools.com

24. Partnership for 21st

Century Skills http://www.p21.org/tools-and-resources/publications/p21-common-core-toolkit

25. Partnership for Assessment ofReadiness for College & Careers

http://www.parcconline.org/

26. Paula’s Wiki…check it out anddownload anything that strikes yourfancy!

https://drpaulasprescriptions4pd.wikispaces.com

27. Pearson Publications http://www.pearsonubd.com/

28. PA Department of EducationStandards Aligned System

www.pdesas.org

29. PA Department of EducationStandards Aligned System: Checkout this link to the PA Common CoreTraining Modules

http://www.pdesas.org/standard/CommonCore

30. Pinterest http://pinterest.com/lianec/common-core-resources/

Science Next Generation Standards http://www.nextgenscience.org/search-standards-dci

31. Share My Lesson http://www.sharemylesson.com/article.aspx?storyCode=50000148

32. Social Studies Standards http://www.nchs.ucla.edu/Standards/historical-thinking-standards-1

33. Social Studies 10 Themes http://www.socialstudies.org/standards/strands

34. Smarter Balanced AssessmentConsortium

http://www.smarterbalanced.org/k-12-education/common-core-state-standards-tools-resources/

35. Teach Thought: 50 Common CoreResources

http://www.teachthought.com/teaching/50-common-core-resources-for-teachers/

36. Teaching Channel http://www.sharemylesson.com/article.aspx?storyCode=50000148

37. Thinkfinity http://www.thinkfinity.org/welcome

38. Understanding by Design Exchange http://www.ubdexchange.org/

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

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

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

42. Webb’s Depth of Knowledge http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

43. Grant Wiggins’ Website http://www.grantwiggins.org/ubd/ubd.lassowww.essentialquestions.org


1501 Reedsdale Street, Suite 5000, Pittsburgh, PA 15233

website: www.onhandschools.com

cell: [412] 334.3107


NOTES AND REMINDERS

Contact Information

Paula A. Calabrese, Ph.D.OnHand Schools | Consultant

1501 Reedsdale Street, Suite 5000, Pittsburgh, PA 15233-2350

www.onhandschools.com | email: [email protected]

[412] 334.3107 | wiki: http:drpaulasprescriptions4pd.wikispaces.com

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