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Please reply to any two classmates EXCEPT CARL MILLER. Some have posted their responses in a video which is provided. Please respond using 150+ words and also provide a follow up question in your post.
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Collapse SubdiscussionDeisy Kirn
Deisy Kirn
MondayFeb 8 at 12:45pm
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https://mobap.instructure.com/files/2721519/download?download_frd=1&verifier=yD
2PRgr0vlZuqQh0ZOGKZJcSTJXHvKvQ2TaCrufQ
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Collapse SubdiscussionDeisy Kirn
Deisy Kirn
MondayFeb 8 at 12:48pm
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Hello class,
I just want to warn you that I talk like I am talking to my kinders at points during the
video. The question that I have is whether you think I should add or take away
columns in my curriculum map ?
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Collapse SubdiscussionKit McConnell
Kit McConnell
TuesdayFeb 9 at 10:16am
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Hi Deisy!
I like that you are really referencing your district while creating your curriculum map.
That is what we are most familiar with and what we are constantly using so using
that could be a way to enhance your classroom lesson/units for the future. I love that
you are adding a skills area. I would of never thought to include that. Could you
possibly give a specific example of that? I wonder if you need the standards listed in
your map. Since you are choosing standards to align with your map they could
possibly be listed somewhere else and used as reference? Just a thought, but it is
your map so what works best for you to align, understand and keep track of for your
unit/lessons is most important!
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Collapse SubdiscussionDeisy Kirn
Deisy Kirn
TuesdayFeb 9 at 11:26am
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Kit,
You are so clever because I actually changed my mind last night while putting
together the basic layout of my curriculum and decided to make another table at the
top of my map with the priority/power standards. I also decided to add at the bottom
of the map the first grade power standards according to my schools first grade CLT
leader. It was quite interesting seeeing how the skills they need are lessons that I
could actually expand on.
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Collapse SubdiscussionKit McConnell
Kit McConnell
TuesdayFeb 9 at 10:04am
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Kit McConnell/ Northwest R-1/ Special Education PK
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What grade and subject(s) are you mapping in your final curriculum map
project?
My grade is Pre-K and my subject is Language and Literacy.
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How are you starting the process of constructing your Curriculum Year
Overview, which will provide your “year at a glance†for your curriculum?
Which model(s) in our texts (or from elsewhere, if you’ve found another
model that suits your curriculum better) are you using as a guide for
setting up your CYO?
To start the process of constructing my CYO, I am first, reading through all the
standards involved in that subject area. In the Missouri Early Learning Goals, they
are broken down for two age groups: infant/toddler and then Preschool. I am just
going to be looking at the Preschool age section. The section of Language and
Literacy is also broken up into two sections: Communication and Language and
Literacy. In Mapping the Big Picture (Jacobs, 2004), I really liked the example of
Map A:Kindergarten Curriculum Map and Map I: Cartographer Samples. I would like
to use one that provides a bit more detail though so I think I would use Map I as a
guide. I also really like my building´s map, so I might use a combination of the two as
a guide.
Building curriculum map:
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Which group of standards are you using as the foundation for your map
(e.g., CCSS / MLS, NGSS, McREL, other subject standards – include subject
and grade level)? (I will add new links to our External Links tab for
everyone’s ease of access.)
I am using the Missouri Early Learning Goals:
https://dese.mo.gov/sites/default/files/eel-el-2013-MELGoals.pdf
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How are you determining which standards will qualify as your “power
standards†vs. supporting standards for your year of curriculum on your
map?
As mentioned before, the Missouri Early Learning Goals is broken up in two age
groups: infant/toddler and Preschool. So my first choice while determining what will
qualify as power standards will be making sure that they are the Preschool age level
standards. After that, I would want to see what can be observed skills and what are
skills I can measure by assessments/data. For example, IV.B1.a is Listening to
others. That one would be a little hard to track data wise. So after dividing them up
that way I then would choose the essential standards first then supporting standards.
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As you begin your detailed map (which should include all units for the
year, in calendar order), what columns do you plan to include? What will
“drive†how your map is organized: guiding / essential questions, skills,
content or topic, standards, assessments, or something else? (Remember
that maps can be organized in many ways, depending upon what your
school / district chooses as the primary impetus or focus.)
The curriculum map in my building does not currently have when subject areas are
the focus. For example, there is not a label for what subject is being utilized. For me,
I would like that as a visual. Columns I plan to include are: Week, Unit, Theme,
Subject areas, Essential questions, assessments, Letters, Numbers, Shapes and
Colors. The last four are great to have in there so I know when we are focusing on
the specific letters, colors, number and shapes and then opportunities I have to reintroduce/review them.
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How will you specifically show evidence of horizontal and vertical
alignment?
I will refer back to my map. Showing the subject areas in each unit gives me the
opportunity to clearly identify which subjects and units are being taught. For
example, horizontal and vertical alignment occurs during social/emotional and social
studies in the Unit of Family and Friends.
o
And to prompt further thought, answer this question, as EQs should be
part of your final mapping process: In our text Mapping the Big Picture,
Heidi Hayes Jacobs provided us with five or more examples of what
essential questions truly are, or function as. What are your thoughts on
these defining qualities? If you could add one more definition, or purpose,
for essential questions what would it be? You can find these qualifiers
from pg. 26-28 but here they are for easy reference.
I think these are excellent defining qualities of Essential Questions. The one that
stands out to me the most is the Organizer quality. The EQ´s really are organizing
our unit/lesson and, if done correctly, allowing somewhat of a flow of learning to
occur. What I mean by that is if the EQ´s are in a certain order, naturally, students
will already be starting to question and wonder the next EQ on their own throughout
the lesson/unit. If I could add one more definition or purpose for essential questions
it would be that essential questions are experiences. Our goal is for students to
connect to our learning and experience it. I think EQ´s add the foundation for that.
Resources
Lainie. “Missouri Early Learning Goals.†Missouri Department of Elementary and
Secondary Education, 7 Aug. 2019, dese.mo.gov/early-extended-learning/earlylearning/missouri-early-learning-goals.
Jacobs, Heidi Hayes. Mapping the Big Picture: Integrating Curriculum &
Assessment, K-12. Association for Supervision and Curriculum Development, 1997.
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Collapse SubdiscussionKit McConnell
Kit McConnell
TuesdayFeb 9 at 10:07am
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Follow up question: Did you use your building´s curriculum map to help you
through the process? I did and now looking at it after all of our reading and work in
this class there are some areas I wish I could suggest changing it. Are any of you on
your curriculum team? Do you see things you would like to change in your
curriculum map at your building?
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Collapse SubdiscussionDeisy Kirn
Deisy Kirn
TuesdayFeb 9 at 11:38am
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Kit,
Gosh, I miss preschool so much! I agree with you with building a curriculum for
preschool can be quite difficult especially when I taught in the project construct
model. We are not really supposed to map our curriculum because the projects and
unit of study is child-based and we voted on our unit of study. Are you finding it
difficult to being your curriculum map? I know some districts have a designated
theme but in Parkway we did not. I felt as if each year I was basically putting
together thematic units based on the project that was chose. One year our project
was to create a garden that would allow us to eat healthier and more naturally. It
was the best project but it was child-led and nothing like that had been done before.
It was quite inspiring and it became a huge project that all of our preschoolers
worked on together and taught them so many valuable lessons. Now, that I think
back , I think that I sat down and came up with Eq’s and essential understandings
and skills I wanted my students to get from the experience but the experience itself
was child-led and chosen.
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Collapse SubdiscussionKit McConnell
Kit McConnell
WednesdayFeb 10 at 3:52pm
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Deisy, I know they just melt your heart don´t they? And yes I do find it difficult
creating this map. My building switched to a new curriculum this year, but previously
our curriculum was all themed. The units are essentially still ´themed´ but it is not as
obvious. Our building is still working through how to use the curriculum the best way
to still give the thematic fun to it! We do have break downs of when we are pausing
on curriculum work on our map to focus on a theme. For example, we are currently
working on Unit 7, but this week (if it we did not have all this snow at least, I have
had snow days since Monday) we were focusing on the theme of Chinese New Year
and Valentines Day.
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Collapse SubdiscussionCarl Miller
Carl Miller
WednesdayFeb 10 at 2:34pm
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Carl Miller- Week 5 Discussion
Earle School District/ Virtual Facilitator/ Coach
For the final curriculum map project, I will prepare a curriculum map for grade
four for the subject of English. In constructing the Curriculum Year Overview, I will
adopt the learner-centered curriculum design approach model. As Stutt (2018)
indicates, this model focuses on the students’ goals, interests, and needs. It
recognizes the distinctions that exist between students, engages and motivates the
students. The group of standards I will adopt are Common Core State Standards
which define the skills and knowledge at different educational levels (University of
Illinois Board of Trustees, 2020). The choice of CCSS standards as the course’s
power standards is informed that they are a national initiative that provides a
consistent and clear framework that a teacher can adopt to prepare children for their
educational and professional goals. Further, since there are diverse standards and
can all not form the power standards, the rest will serve as the supporting standards.
My detailed map for the social studies subject will contain columns on the
month, the unit, the content of topics, learning outcomes, essential questions,
assessments, and standards.
I will show evidence for horizontal and vertical alignment through the students’ ability
to perform and demonstrate skills acquired and a demonstration of the unit/ subject
outcome.
Indeed essentials questions need to be answered in the learning process; they
serve as organizers for the learning process and are creative choices. They also
serve to ensure conceptual commitment in the learning process and capture the
skills that need to be encouraged in the student. I also believe that they represent
the student’s knowledge at the end of the learning process.
Reference
Stutt, A. (2018). Curriculum Development and The 3 Models Explained. Retrieved
from https://tophat.com/blog/curriculum-development-models-design/ (Links to an
external site.)
University of Illinois Board of Trustees (2020). Education Standards. Retrieved
from https://www.library.illinois.edu/sshel/education/edustandards/ (Links to an
external site.)
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Collapse SubdiscussionCarl Miller
Carl Miller
YesterdayFeb 11 at 12:57am
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Carl Miller- Week 5 Discussion
Earle School District/ Virtual Facilitator/ Coach
Follow-up Question: What is the best strategy for determining the standards to
use as the power standards and those that will serve as the supporting standards?
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Collapse SubdiscussionKit McConnell
Kit McConnell
YesterdayFeb 11 at 12:36pm
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Carl, I think our readings have best described determining choosing power
standards as the essentials of what our students need to have mastered to move on
to the next level of specific subject areas. I have thought it was a little hard at first
since I am covering all subject areas for my grade level. But for example, middle and
high schools are usually only covering one subject area. So I think it just really
depends how you have to approach subject areas as well. Also, making sure you
are communicating with different teachers and grade levels to know what skills they
are going to be expected to have to build off of. I like that you involve your learning
outcome in your curriculum map.
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Collapse SubdiscussionMary Robinson
Mary Robinson
7:17amFeb 12 at 7:17am
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https://mobap.instructure.com/files/2729956/download?download_frd=1&verifier=Ar1fe
R2kJDXvIQSbYsUtBrM3B4CESYqajXCnUb2e
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Collapse SubdiscussionMary Robinson
Mary Robinson
7:18amFeb 12 at 7:18am
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Follow up question. Has anyone been through this process in their school? Do you
have any advice to give?
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