PowerPoint from Heidi Hayes Jacobs workshop 8/23/10

5. Class of 2024- this year’s preschool

6. Are children and youth processing information differently?

7. Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Changing World ( edited by HH Jacobs), ASCD, 2010 Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com

10. We are using 21 st century tools to Navigate teaching and learning. Abundant web resources for teachers and administrators: NO EXCUSES

11. Global Learning Communities- NINGS – “exporting and importing” curriculum units and resources

12. NINGS

14. CTAUN Cyber School Bus

16. CCSSO- Global Competency Matrix

17. So….what do we do at our school?

19. Curriculum 21 TEAMS- provocation, invigoration, and replacement

22. VLM: Virtual Learning Magnets

23. Global Educators Online

24. NESA – Virtual Science Fair

27. What are the basic elements in designing curriculum that need upgrading?

33. Digital Portfolios

38. Olivia personalizes the Global

41. Upgrading applies to the all of us as professionals as well…

44. Revising and upgrading skills in the curriculum Planting lifelong capacity: Digital Literacy Global Literacy Media Literacy Cultural Literacy

48. www.visualthesaurus.com

50. A new habit for meetings….

51. Google Wonder Wheels

53. This leads us to Curriculum Mapping

55. FOUR PHASE MODEL

63. Content: The subject matter itself: key concepts, facts, events, which may be presented with a map in three formats :

64. Content Formats Discipline-Based Focus on subjects: math, science, social studies, literature, arts, physical education, etc. Should be active: students as “scientists”; as “artists” Interdisciplinary Focus on connections between two or more subjects examining common organizing center Rigorous; avoiding potpourri Student- Centered Focus on student- developed interests Emerges directly from learner

72. SELECTED RESPONSE: Multiple Choice 50-Q M.C. Quiz

73. Constructed- Response Questioning? 10-Q Short-Answer Test

79. Essential questions provide focus and direction to engage learners in fulfilling the mission

87. Essential Questions as an Organizer

90. MAPQUEST: Type of map matches the level of information needed

109. If your school is mapping based on standards…..

118. QUALITY Define... What do exemplary maps look like?

138. #2 Low Technology High CM. Language #1 High Technology High CM. Language #4 Low Technology Low CM. Language #3 High Technology Low CM. Language TECHNOLOGY CM. LANGUAGE LOW HIGH HIGH LOW

145. How do we weave our individual maps into a meaningful design that will benefit all students?

147. Policy concerning… Where is consistency critical for our students’ learning? Where is flexibility equally as important ?

149. Two Basic Approaches :

150. Each discipline presents different considerations when wrestling with consensus .

157. There are cross-disciplinary literacy in every map:

161. - Formal inquiry vs conversation

165. No common end of unit assessments Teach units when choose Free choice of instructional materials Common end of unit assessments Teach units within quarters Free choice of instructional materials Common end of unit assessments Teach units in required order & month Limited choice of instructional materials Common end of unit and during unit assessments Teach units in required order and month Common lesson plans & instructional materials Flexible Consistent Hamburg, NY Glendale Unified HS District, AZ Kau Keaau Pahoa, HI

166. Cornerstone Assessments unit 5 Overarching Essential Question(s) Overarching Understanding(s) Content Standards Program Area unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 unit 1 unit 2 unit 3 unit 4 unit 5 Course 1 Course 3 Course 4 Course 2