Adapting Curriculum Maps Intro to Module 1 Grade
- Slides: 79
Adapting Curriculum Maps & Intro to Module 1, Grade 7 February 2016 1
ADAPTING CURRICULUM MAPS (GRADE 7) Welcome Back! 2
ADAPTING CURRICULUM MAPS (GRADE 7) Introduction: Who I Am Insert photo Name 1 • • Name 2 • • • 3
ADAPTING CURRICULUM MAPS (GRADE 7) Introduction: Who You Are Raise your hand if… • you are a math teacher coach • you hold a different role • you teach in a district school • you teach in a charter school • you teach or work in a different type of school or organization 4
ADAPTING CURRICULUM MAPS (GRADE 7) Thank you for your feedback! + 5
ADAPTING CURRICULUM MAPS (GRADE 7) Norms That Support Our Learning • Take responsibility for yourself as a learner • Honor timeframes (start, end, activity) • Be an active and hands-on learner • Use technology to enhance learning • Strive for equity of voice • Contribute to a learning environment in which it is “safe to not know” 6
ADAPTING CURRICULUM MAPS (GRADE 7) At a Glance Day Ideas Wednesday Focus and Coherence Thursday Rigor and Instructional Practice Friday Adapting Curriculum Maps and Intro to Module 1 Saturday Adapting and Teaching Lessons 8: 30 -4: 00 8: 30 -2: 30 Learning math content Website: www. standardsinstitutes. org 7
ADAPTING CURRICULUM MAPS (GRADE 7) Sessions Today and Tomorrow Today • Morning: Adapting the Grade 7 Curriculum Map • Afternoon: Intro to Module 1 • Module 1 Assessments • Proportional Relationships (Topic A) Tomorrow: • Morning: Unit Rate and Constant of Proportionality (Topic B) • Afternoon: Ratios and Rates Involving Fractions (Topic C) 8
ADAPTING CURRICULUM MAPS (GRADE 7) Morning: Adapting the Grade 7 Curriculum Map Participants will be able to: • Analyze a curriculum map through the lens of the standards and shifts • Describe ways of adapting a curriculum map for students below grade level 9
ADAPTING CURRICULUM MAPS (GRADE 7) Morning Agenda I. (Re)-Introductions II. Curriculum Map Scavenger Hunt III. Adapting a Scope and Sequence 10
I. (Re)-Introductions 11
ADAPTING CURRICULUM MAPS (GRADE 7) Facilitators Design Intro Activity 12
ADAPTING CURRICULUM MAPS (GRADE 7) II. Curriculum Map Scavenger Hunt! You’ll look at: • The curriculum map for the year • Titles of each module • The standards associated with each module • (If time) Lessons and assessment items in Modules 1 and 2 13
ADAPTING CURRICULUM MAPS (GRADE 7) Scavenger Hunt! Scope and Sequence: 1. 2. 3. 4. How many modules focus on major work? How many days of instruction is this? What percent of the instructional year is this? Name all modules that include both major work and supporting content. Name all modules that primarily include additional content. 5. Beyond! 1. Find a lesson that begins by engaging students in content from a previous grade. 2. Find an assessment item that connects a supporting cluster to a major one. 3. Find a lesson with a learning objective that uses language based on a cluster heading. 14
ADAPTING CURRICULUM MAPS (GRADE 7) III. Adapting a Curriculum Map What should our approach be if we have students with gaps? 15
ADAPTING CURRICULUM MAPS (GRADE 7) From the Appendix to Publisher’s Criteria “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking. ” 16
ADAPTING CURRICULUM MAPS (GRADE 7) What We’re Trying to Avoid: “Blanket Review” 17
ADAPTING CURRICULUM MAPS (GRADE 7) Percentage of 8 th Grade Math Lessons That Were Entirely Review By Country (1999) 18
ADAPTING CURRICULUM MAPS (GRADE 7) Adaptation Process: Scope and Sequences Use the progressions to add prerequisite standards from prior grades to all units. + X. 1, Y. 2 + X. 1, Z. 5 + Z. 2 + X. 3 + X. 1, Z. 5 + X. 1, Y. 5 + X. 4, Y. 5, Z. 6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. Major Content 19
ADAPTING CURRICULUM MAPS (GRADE 7) Adaptation Process: Lessons The prerequisite standards we associate with each unit allow us to adapt lessons and additional lessons. Adapt lessons to include prerequisite content in the context of grade-level objectives. Consider adding additional lessons that address prerequisite content where necessary and appropriate. 1 2 3 4 5 6 7 20
ADAPTING CURRICULUM MAPS (GRADE 7) The 3 C’s Coherent Content in Context 21
ADAPTING CURRICULUM MAPS (GRADE 7) Coherent Content 22
ADAPTING CURRICULUM MAPS (GRADE 7) Now You Try: Adaptation At your tables: 1. Look for two modules in Grade 7 that you might spend more time on. Why these modules? 2. What, in your experience, will students struggle with related to that content? 3. What are the prerequisite standards you'd use to adapt those modules? 23
Share Out 24
SESSION 1 (111 M): Rigor– Calibrating Common Core (6 – 8) BREAK Lunch 25
INTRO TO MODULE 1 (GRADE 7) Sessions Today and Tomorrow Today • Morning: Adapting the Grade 7 Curriculum Map • Afternoon: Intro to Module 1 • Module 1 Assessment • Proportional Relationships (Topic A) • Tomorrow: Adapting and Teaching Lessons in Module 1 • Morning: Unit Rate and Constant of Proportionality (Topic B) • Afternoon: Ratios and Rates Involving Fractions (Topic C) 26
INTRO TO MODULE 1 (GRADE 7) Afternoon: Intro to Module 1 in Grade 7 Participants will be able to: • analyze curriculum through the lens of the standards and shifts. • use the lens of shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. • anticipate student misunderstandings and support them instructionally. 27
INTRO TO MODULE 1 (GRADE 7) Afternoon: Agenda I. Assessing the Assessments II. Highlights From Topic A III. Exploring the Lessons and Sequence of Content for Topic A IV. Implications for Practice 28
INTRO TO MODULE 1 (GRADE 7) I. Assessing the Assessments • What aspects of rigor are highlighted in these standards? • Bonus: What kinds of problems and tasks do you expect to see on the assessment? 29
INTRO TO MODULE 1 (GRADE 7) Let’s “Do the Math” for Some Assessment Items Mid-Module Assessment: #1 and #2 End-of-Module Assessment: #1 30
INTRO TO MODULE 1 (GRADE 7) At Your Table: Assessing the Assessments For each assessment item: 1. What standards are evident in this item and how do you know? 2. What aspects of rigor are highlighted in this item and how do you know? Also consider: 3. Compare the mid-module assessment to the end-of-module assessment. How does learning progress across the module? 31
II. Highlights from Topic A 32
INTRO TO MODULE 1 (GRADE 7) Topic A Overview 33
INTRO TO MODULE 1 (GRADE 7) Topic Highlight: Lesson 4 34
III. Exploring Lessons and the Sequence of Content for Topic A 35
INTRO TO MODULE 1 (GRADE 7) Sequence of Content • Do the Exit Tickets for Topic A. • Describe the sequence of content to your neighbor. Cite examples of rigor. • What are the expectations for prior knowledge/skills? • Where would you add supplementary lessons? On which standards? 36
INTRO TO MODULE 1 (GRADE 7) Digging Deep, Lesson by Lesson • Content and connections • Implications for practice • Key moments • Other parts 37
INTRO TO MODULE 1 (GRADE 7) Content in the Key Moment: Lesson 1 • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? 38
INTRO TO MODULE 1 (GRADE 7) Implications for Practice: Lesson 1 • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? 39
INTRO TO MODULE 1 (GRADE 7) Other Parts: Lesson 1 • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt these problems to meet student needs? 40
INTRO TO MODULE 1 (GRADE 7) Content in the Key Moment: Lesson 2 • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? 41
INTRO TO MODULE 1 (GRADE 7) Implications for Practice: Lesson 2 • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? 42
INTRO TO MODULE 1 (GRADE 7) Other Parts: Lesson 2 • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt these problems to meet student needs? 43
INTRO TO MODULE 1 (GRADE 7) Lessons 3 and 4 Content in the Key Moments: • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? Other Parts: • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt or supplement these problems to meet student needs? Implications for Practice: • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? 44
INTRO TO MODULE 1 (GRADE 7) At Your Table: Lessons 5 and 6 Content in the Key Moments: • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? Other Parts: • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt or supplement these problems to meet student needs? Implications for Practice: • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? 45
INTRO TO MODULE 1 (GRADE 7) IV. Implications for Practice • Reflect on Topic A. What is the focus content, and how does instruction support student understanding of that content? • What are the essential student learning experiences that support the focus content? • How will you adapt or supplement this sequence of lessons to meet student needs? 46
Submit online via our website: www. standardsinstitutes. org
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Welcome Back! 48
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Thank you for your feedback! + 49
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Norms That Support Our Learning • Take responsibility for yourself as a learner • Honor timeframes (start, end, activity) • Be an active and hands-on learner • Use technology to enhance learning • Strive for equity of voice • Contribute to a learning environment in which it is “safe to not know” 50
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) At a Glance Day Ideas Wednesday Focus and Coherence Thursday Rigor and Instructional Practice Friday Adapting Curriculum Maps and Intro to Module 1 Saturday Adapting and Teaching Lessons in Module 1 8: 30 -4: 00 8: 30 -2: 30 Learning math content Website: www. standardsinstitutes. org 51
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Sessions Yesterday and Today Yesterday • Morning: Adapting the Grade 7 Curriculum Maps • Afternoon: Intro to Module 1 • Module 1 Assessment • Proportional Relationships (Topic A) Today: • Morning: Unit Rate and Constant of Proportionality (Topic B) • Afternoon: Ratios and Rates Involving Fractions (Topic C) 52
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Morning: Unit Rate and Constant of Proportionality Participants will be able to: • analyze curriculum through the lens of the standards and shifts. • deliver lessons using the core actions in the IPG. • use the lens of shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. 53
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Morning: Agenda I. Highlights from Topic B II. Exploring Lessons and the Sequence of Content for Topic B III. Buddy Teaching with the IPG IV. Implications For Practice 54
I. Highlights from Topic B 55
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Topic B Overview 56
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Topic Highlight: Lesson 7 57
II. Exploring Lessons and the Sequence of Content for Topic B 58
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Sequence of Content • Do the Exit Tickets for Topic B. • Describe the sequence of content to your neighbor. Cite examples of rigor. • What are the expectations for prior knowledge/skills? • Where would you add supplementary lessons? On which standards? 59
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) III. Buddy Teaching with the IPG As you prepare, think about: • Framing your objective in the context of Topic B. What content came before? • What are students doing during the lesson? • As the teacher, what will you be doing? 60
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Summary of Core Actions 61
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Table Teaching Ground Rules • Teachers go “all in” for their roles. Stay in character through any trouble spots. • Students are “middle of the class. ” Follow directions, practice, don’t “know it all. ” • Teach the lesson through to the end of the discussion portion. • Stick to the time limits so everyone has a chance to teach. 62
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) After Teaching • The team to the left of the teachers gives one “glow” (something successful) and one “grow” (a question or comment) for the lesson. • Teachers briefly describe their planning processes for the lesson: • How did the problem and discussion advance the key concept of the lesson? • How would you adapt these problems to meet student needs? 63
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) IV. Implications for Practice • Reflect on Topic B. What is the focus content, and how does instruction support student understanding of that content? • What are the essential student learning experiences that support the focus content? • How will you adapt or supplement this sequence of lessons to meet student needs? 64
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Afternoon: Ratios and Rates Involving Fractions Participants will be able to: • analyze curriculum through the lens of the standards and shifts. • analyze and adapt the sequence of content for Topic C of Module 1. • adapt lessons for English Language Learners. 65
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Afternoon: Agenda I. Highlights from Topic C II. Exploring Lessons and the Sequence of Content for Topic C III. Adaptations for English Language Learners IV. Implications For Practice 66
I. Highlights from Topic C
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Topic C Overview 68
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Topic Highlight: Lesson 15 69
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) II. Exploring Lessons and the Sequence of Content for Topic C 70
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Sequence of Content • Do the Exit Tickets for Topic C. • Describe the sequence of content to your neighbor. Cite examples of rigor. • What are the expectations for prior knowledge/skills? • Where would you add supplementary lessons? On which standards? 71
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Digging Deep: Jigsaw With your group, consider: • The content in the key moment (opening example and discussion) of your lesson. • Implications for teaching practice in the key moment. • The significance of the other parts (further examples, problem set). 72
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Jigsaw: Things to Consider Content in the Key Moments: • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? Other Parts: • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt or supplement these problems to meet student needs? Implications for Practice: • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? 73
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) III. Adaptations for English Language Learners 74
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) Adaptations for English Language Learners • Focus on Lesson 11. • Find two strategies from the resource guide that you could use with that lesson specifically. 75
ADAPTING AND TEACHING LESSONS IN MODULE 1 (GRADE 7) IV. Implications for Practice • Reflect on Topic C. What is the focus content, and how does instruction support student understanding of that content? • What are the essential student learning experiences that support the focus content? • How will you adapt or supplement this sequence of lessons to meet student needs? 76
Submit online via our website: www. standardsinstitutes. org
References Slide # Source 13 http: //www. engageny. org 16 http: //commoncoretools. me/2012/02/16/the-structure-is-the-standards/ 18 https: //nces. ed. gov/pubs 2003/timssvideo/3 A. asp? Nav=3 22 http: //achievethecore. org/page/844/ccssm-wiring-diagram 29 – 30, 33, 34, 37 – 38, 40 – 41, 43 – 45, 56 – 57, 61, 68 – 69, 73 https: //www. engageny. org 74 https: //www. engageny. org/resource/scaffolding-instruction-english-languagelearners-resource-guides-english-language-arts-and
Image References Slide # Name and Photographer 2 “Welcome” by Prayitno (Flickr) 11 “Meet and Greet” by Andy Morffew (Flickr) 15 “Mind the Gap” by CGP Grey (Flickr) 24 “Sharing” by ryancr (Flickr) 25 “Coffee Break” by Sam Carpenter (Flickr) 32 “highlights” by Bruce Aldridge (Flickr) 35 “I am the river {explored #1}” by M Reza Faisal (Flickrriver) 48 “Welcome” by Bob Duan (Flickr) 55 “the highlight of my day!” by Kate Ter Haar 58 “NOAA Ocean Explorer: NOAA Ship Okeanos Explorer: INDEX 2012 ‘Gulf of Mexico’” (flickr) 67 “Hellsgeriatric” by Vit C Rainbow (flickr) 70 “Eclipse Sequence” by Robert Adams (flickr)
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