WELCOME

• Find a place to sit

• Greet those around you

• Reflect upon what you enjoy doing

• Expect to learn ways to make connections through curriculum mapping

CURRICULUM MAPPING

First Step Toward Connected Teaching

Presented by Jill HaySEE 2010

GETTING CONNECTED

• The leader will stand and tell you one thing they enjoy

• If you can connect to what was said come up and loop arms with that person

• This continues until all participants are connected

• Reflection: What connections were made most frequently? What does this say about the group?

AGENDA

CURRICULUM MAPPING

1. BRAIN AS A PATTERN SEEKER

2. LOOKING FOR A CONCEPT

3. BEGINNING WITH THE STUDENTTO ORGANIZE YOUR STANDARDS

4. KNOWLEDGEAND SKILLS

5. MEANINGFULSKILL INSTRUCTION

6. REFLECTION

A Definition of Learning

Step 1: Pattern Seeking

a) Identifying patterns

b) Making meaning/understanding

•Link to prior experience•Builds on shared experience(Full sensory input through being there)

Step 2: Program Development

c) Able to use with support

•Guided Practice

•Inquiries needing immediate feedback

•Mechanical level of use

As a class

As a Learning Club

Individual

group

d) Ability to use the learning becomes automatic

•When homework is assigned it starts here

A Definition of Learning

•Long-term memory

Purpose of a Concept

GUTS Succinct

UnderstandableTransferable

Generalizable

EE 13.3-4

What – define the Big Idea with accurate information

Why – how this knowledge will make us better citizens

• adaptation • balance • cause/effect • citizenship• communication • conflict • change • courage• cycles • dependence • democracy • discovery • development • diversity • duty • ecology• economics • exploration • family • form/func.• foundation • freedom • function • habitat• identity • interdependence • institution • judgment• independence • justice • legacies • power• perspective • principle • progress • relationship• stewardship • survival • symbolism • universality

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.6

CONCEPTUAL ORGANIZERS for a YEAR LONG THEME

2.11

• art • beauty • celebrations • community• conformity • conservation • culture curiosity• force/motion • global health • imagination • law• liberty • medicine • nature • quality• quest • truth • truth • trust• war/peace • vision • wellness • curiosity

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.6

CONCEPTUAL ORGANIZERS for a YEAR LONG THEME

2.11

Understands that people in communities affect the environment as they meet their needs and wants.

Explains how people affect their environment by clearing land or developing farm land to meet their need for homes and businesses.Explains how people affect the community’s environment by making parks for recreation.

SOCIAL STUDIESKnowledge

Ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air. Identify at least four ways that ecosystems support life (e.g., by providing fresh water, generating oxygen, removing toxic pollutants, and providing sources of useful materials).

All ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of these changes are beneficial for the plants and animals, some are harmful, and some have no effect. Describe three or more of the changes that occur in an ecosystem or a model of a natural ecosystem (e.g., aquarium, terrarium) over time, as well as how these changes may affect the plants and animals living there.*a

Some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans. Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, and volcanic eruptions). Explain the consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, reduction or increase in yearly rainfall).

Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems. Describe a change that humans are making in a particular ecosystem and predict how that change could harm or improve conditions for a given type of plant or animal.*b

Propose a plan to protect or improve an ecosystem.

SCIENCEKnowledge

HET - The Center for Effective Learning

SIX KINDS OF SENSORY INPUTSIX KINDS OF SENSORY INPUT

BEING THERE

IMMERSION

HANDS ON with the real thing

HANDS ONof representational items

S Y M B O L I C E = MC2 Adverbs

2nd HAND

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.9

Mathematics Connections •Collect, organize, represent, and interpret data in bar graphs and picture graphs. •Construct and analyze pictographs. •Make and test conjectures based on data (or information) collected from explorations and experiments

Writing Connections•Groups related ideas, sometimes inparagraphs.•Uses transitions frequently (e.g., next,first, after).•Organizes narrative chronologicallyand sequentially.•Organizes procedural writingsequentially.•Organizes informational writing using categories

Reading Connections•Create a summary including the mainidea and the most important text-basedfacts, details, and/or ideas from informational/expository text.•Organize summary information for informational/expository text and/or literary/narrative text into a self-created•Use a graphic organizer to enhance text summary

SKILLS

In the HET model, assessment is based on two questions:

What do you want students to understand? (Pattern = Key

Point)What do you want students to do with what they

understand?(Program = Inquiries)

© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, Ch.16

CONCEPTUAL KEY POINTS

THREE KINDS OF KEY POINTS

GLOBAL big ideas that transfer understanding to other locations or situations and are true for the future, present, as well as the past.

EE 13.4-7

Conceptual Key Point

Change is the process by which something becomes different or replaces something. It is important to understand change since it is always happening and because the results can be positive or negative to humans and their environment.

Provide specific LOCAL details vital for a full understanding of the patterns embedded within the conceptual key point. Usually Science and Social Studies content.

SIGNIFICANT KNOWLEDGE KEY POINTS

CONCEPTUAL KEY POINTS

THREE KINDS OF KEY POINTS

GLOBAL big ideas that transfer understanding to other locations or situations and are true for the future, present, as well as the past.

EE 13.4-7

SIGNIFICANT KNOWLEDGE KEY POINT

Look closely all around. This ecosystem has either gone through change or will in the future. To meet their needs and wants, humans make daily choices that can change an ecosystem in a positive or negative way. Natural forces such as storms, floods, droughts, volcanic eruptions, and extreme temperatures can changes an ecosystem. Responsible citizens make positive changes and work to protect ecosystems.

In the HET model, assessment is based on two questions:

What do you want students to understand? (Pattern = Key

Point)What do you want students to do with what they

understand?(Program = Inquiries)

© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, Ch.16

ABCD’S of EFFECTIVE INQUIRIES

Always start with a process verb, an action in mind

Be specific, picture the outcomeConnect to the Key Point Develop a product that is meaningful

Stretch to connect more than one intelligence

EE 13.9

Gardner’s MULTIPLE INTELLIGENCES

Logical-Mathematical

(logic/number smart) LMLinguistic

(word smart) L

Spatial

(picture smart) SBodily-Kinesthetic

(body smart) BK

Musical

(music smart) M

Intrapersonal(self smart)

Interpersonal(people smart)

Naturalist

(nature smart) N

© Exceeding Expectations, Susan Kovalik & Karen D. Olsen, Ch. 3 EE Ch. 3

INQUIRIES

1.Take a picture of an ecosystem that you see while on our “being there”. Use the picture to create a drawing of how it could change in a positive or negative way. You can use a change caused by humans or natural forces. Write a paragraphusing the words first, next and last to describe the order in which the changes would occur.

2. Read the section about needs and wants in your social studies book. Summarize to your partner the definition and examples of needs and wants. Together brainstorm a need and want that both of you have. Draw a picture of how your needs and wants could cause positive or negative changes in an ecosystem.

INQUIRIES3.View examples of your assigned natural force on the internet. Notice how it changed the ecosystem. You and your Learning Club members use the materials to create a visual that depicts the natural force and the change it made to the ecosystem. Add your visual to the class immersion board. Individually, write the process you and your Learning Club used to create your visual. Use the words first, next and last in writing your paragraph.

4.Take a walk through the neighborhood picking up litter. Bringwhat you found in a bag and be ready to tally the items for the class bar graph. After the bar graph has been completed be readyto answer the following questions:

What was the most type of litter found?

What was the least type of litter found?Write a paragraph summarizing your feelings about making a positive change to your neighborhood.

Good-bye

• What new connections have you made?

• Tell the people around you good-bye

• Tidy your area

• Have a safe trip home