Educational programs Mapping Overview

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Educational programs Mapping Review. Taking into account the work of Heidi Hayes Jacobs, Ph.D and Susan Udelhofen, Ph.D . Introduced by Area 3 ESA Staff. Research-Based Standards of A Compelling Learning Environment. Joint effort Reflection Shared Vision for Expert Development Understudy Learning

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Educational programs Mapping Overview Based on the work of Heidi Hayes Jacobs, Ph.D and Susan Udelhofen, Ph.D Presented by Region 3 ESA Staff

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Research-Based Principles of An Effective Learning Environment Collaboration Reflection Shared Vision for Professional Growth Student Learning The procedure of educational modules mapping fuses every one of these standards and unites teachers to gain from their practice as they share their bits of knowledge to make a positive, successful learning condition for understudies.

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What is Curriculum?

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Paradigm Shift on Two Fronts Curriculum is no longer an individual decision or activity – singular educational programs maps are Made open Shared Changed Modified Curriculum is never "completed" – rather it is the start of a dynamic procedure

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What is Mapping? Timetable based Process for gathering information illustrative of the operational (genuine) educational modules in a school and additionally locale Susan Udelhofen/SU-Consulting

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Types of Curriculum Maps Journal Map (journal)- mapping as you go Projection Map-outline you did last year–use it to arrange or extend during the current year Consensus Map-area choice to guide when and what things are instructed in the classroom. The "how" is the singularity.

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Curriculum Mapping is a procedure which starts… With the educator posting content (who knows better) When it is being instructed (how much time is spent) What abilities are use to show content We then include state norms (makes it clear what measures are not being tended to) Schools/instructors turn out to be more mindful of the stream of the educational programs on a level plane (all classrooms in evaluations 1-12) and vertically (review to review) teachers need to remember the necessities of the understudies.

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The Mapping Process Can Improve School Culture Shared feeling of reason Opportunity to SHARE what you do in the classroom (joint effort) Time to reflect Builds learning groups Increased Test Scores Make what understudies realize in one review associate with what they will realize in the following evaluation Accountability to self, understudies, and guardians

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Curriculum Map Is a Tool for… Communication (between all partners) Planning (educational programs, appraisals, changes) Pacing direction after some time Differentiating guideline to meet "Michael's" particular needs - (by substance, by process, by item, by learning condition) Staying centered -(what's useful for "Michael or Susie"?) Resource designation - (space, time, materials, staff advancement)

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Why Create Curriculum Maps? Correspondence and Reflection We once in a while have these discussions! distinguish what happens all through the whole school year a photo of understudies' understanding from review to review educator desires to guardians and understudies Locates holes, redundancies, ranges for reconciliation, evaluations Authentic arrangement to principles Accountability New instructors Defines desires Susan Udelhofen/SU-Consulting

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Ask Yourself These Questions What do I need every one of my understudies to know or do accordingly of my instructing? By what means will I judge the nature of my understudy's work? By what method will I know my understudies have learned? How does my practice affect understudy accomplishment? In light of information, what do I think about my understudies'? How do my schools' objectives and change arrange affect my educating? How might I enhance or fortify my practice?

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"Give me the D and we should get on with it.. Understudies frequently consider instruction to be something that transpires neglect to see the significance in their lives don't see HOW they learn figure out how to "play the diversion" or learning quits being fun increment the meticulousness and pertinence!!

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What data is gathered on the guide? Content (What is educated) Skills (What understudies will do) Assessments (This is the manner by which you see whether they truly know) Standards (Meet by showing abilities) Essential Questions*-(larger question) Susan Udelhofen/SU-Consulting

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Sample Curriculum Map Template

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Content can be: train - concentrate on particular information, or substance range interdisciplinary – mix of maybe a couple orders to look at a typical concentration Example: Measurement Susan Udelhofen/SU-Consulting

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Skills exact aptitudes can be surveyed , watched and depicted in particular terms – not at all like general procedures – and associated with evaluations and principles this is frequently the most difficult part of mapping. the abilities are what the children do to take in the substance! take a gander at arrangements of activity verbs to help you as you set up your maps. Illustration: Balance a concoction condition Susan Udelhofen/SU-Consulting

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Assessment Data: Include all Assessments Crucial segment of the maps Often the minimum created, comprehensive or adjusted Formative Assessment (day by day/on-going) Summative Assessments that are on-going during the time Example: Unit test, educator perception, Dakota Step Susan Udelhofen/SU-Consulting

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Standards Available Agriculture Education Business, Computer and Marketing Reading Standards/Communications/Arts FACS Fine Arts Health Education Health Occupations Math Standards (being overhauled) Physical Education Science (at present taking a gander at principles) Social Studies Special Education Functional Standards Technology Education Trade/Industrial Education World Language

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Essential Questions Answers are more than "just" actualities Brings substance "to life" and makes it important Helps understudies and instructors "dive deep" into the substance Avoids action with small significance a method for arranging content Answers the "why" for learning "What was the impact of the Civil War?" can be changed to, "Is the Civil War as yet going on?" ARE NOT LEARNING OBJECTIVES

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What's Next? Administration Team Three days of mapping Follow-up days to finish handle Cycle starts once more

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Curriculum Overview made by: Sara Fridley Kristi Hilzendeger Roxane Leber Sylvia Street Kathleen West

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Contact Information Region 3 ESA 337-2636 (Platte office) Have you gone to our site recently?