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Science Across the Curriculum: Integrated Mapping

Science Across the Curriculum: Integrated Mapping. Presented by: Veronica Sandoval TELLAS Institute 2010. Video Clip- Why Change?. During the video: Jot down 3 things that made you think. Think about….

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Science Across the Curriculum: Integrated Mapping

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  1. Science Across the Curriculum: Integrated Mapping Presented by: Veronica Sandoval TELLAS Institute 2010

  2. Video Clip- Why Change? • During the video: Jot down 3 things that made you think

  3. Think about…. • What am I doing in the classroom that is going to prepare my students for the 21st Century job market?

  4. What is “Integrated Mapping”? • Visually articulating what happens in a classroom through the use of graphic representation of skills, activities and learning across content areas. • A conceptual framework that can be used to guide planning, learning and evaluation. • Includes a “Big Idea” or a “Concept”

  5. A combination of… • Concept Mapping (H. Lynn Erickson) • Island Mapping (Lin Kuzmich) • Understanding by Design-Backward Design (Wiggins and McTicghe) • Curriculum Mapping (Heidi Hayes Jacobs)

  6. Teaching is a means to an end. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction. -Stephen R. Covey

  7. Stages of Backward Design • Identify Desired Results • Determine Acceptable Evidence • Plan Learning Experiences and Instruction Having a clear goal helps to focus our planning and guide purposeful action toward the intended results. -Wiggins and McTighe

  8. Stage 1: Identify Desired Results • Look at standards • Identify gaps and repetition • Identify Potential Areas for Integration • Match assessment with standards • Review Timelines

  9. Keep in mind…. • State Standards • District’s Scope and Sequence • Time Frame • District-wide initiatives • School-Wide initiatives

  10. What is a “Big Idea”? • Broad and abstract • Represented by one or two words • Universal in application • Timeless- carry through the ages • Represented by different examples that share common attributes. H. Lynn Erickson

  11. Examples of “Big Ideas”/Concepts • Abundance • Balance • Change/Continuity • Cycles • Discovery • Environment • Exploration • Migration • Patterns • Survival • System • Technology • Variance/Variable

  12. Stage 2: Determine Acceptable Evidence • Determine how we will know if students have achieved desired results. • What types of products will we accept as evidence of understanding and proficiency. • How are you going to assess?

  13. “Milstead Mile Stones” • We used: • Formal / informal assessment • Authentic performance tasks • Observations • Quizzes • Journals • Student reflections • Projects (using technology) • Flip Charts (Smart Board) • Video

  14. Stage 3: Plan Learning Experiences and Instruction • Think about the enabling knowledge and skills students will need in order to perform effectively and achieve desired results. • Instructional planning: • Choices about teaching methods • Sequence of lessons • Resources and materials

  15. “Lesson Plans” • Help guide students through the unit • Provide expectations • Hook their interest • Technology Integration • Differentiate learning • Grouping

  16. Milstead Middle School Sample

  17. BIG IDEA / CONCEPT:Systems and Structures

  18. Why Change? Because our students deserve learning organizations that match the times in which we live.

  19. In Summary…. • Mind shifts do not come easily, as they require letting go of old habits, old beliefs, and old traditions. • Growth and change are found in disequilibrium, not balance. It takes some time getting used to.  -Heidi Hayes Jacobs

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