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WELCOME TO MRS. DAVIS'S MUSIC SPACE!
Gill Hall & McClellan Elementary Schools
West Jefferson Hills School District




5th Graders show the form of the song, "The Pink Panther," through creative movement sections with partners:

UPCOMING EVENTS



ANNOUNCEMENTSACCENT MUSIC & THEATER PROGRAM
Visit accentmusicpgh.com or call 412-653-3340 for more information!


Neighborhood Training Choir


Our non-auditioned Neighborhood Training Choirs are the first stepping-stone to PYC’s choral education .

NTC South – Westminster Presbyterian Church, 2040 Washington Rd, Pittsburgh, PA 15241

Tuesday evenings from 6-7:00 PM with Megan Froehlich
Spring Session: February 13 through May 1, 2018
http://www.pittsburghyouthchorus.org/choirs/neighborhood-training-choir/






LETTERS/FORMS
Welcome Letter 2017
Recorder Order Form 2017 (4th-5th Grade)
Chorus Membership Form 2017-18 (4th-5th Grade)
Chorus T-shirt Order Forms


MUSIC ROOM EXPECTATIONS

M = Make good choices.U = Use kind words.S = Show respect.I = Involve yourself.C = Care for our room and instruments.
GROUP REWARDS/CONSEQUENCES
+ Students within each class will work collectively to progress through the different-colored guitar frets on their behavior chart based on their weekly performance in class. The class within each grade level that progresses the furthest by the end of the 2nd and 4th quarters will receive a Music Reward Day, on which the students will vote for their favorite music games to play.

INDIVIDUAL REWARDS/CONSEQUENCES
+ Students may receive a Magnificent Music Maker certificate for outstanding classroom performance! At the end of each month, students who have earned a slip will be eligible to choose an item from the music room prize box (1 student per class, name pulled at random).
- Students may receive an Oops form for failing to follow the classroom expectations after several reminders within a given class period.This form will describe the student's specific off-task behavior and will require a parent signature to be returned the following day.Parents may be contacted by phone after 3 Oops forms have been issued.



NATIONAL STANDARDS FOR MUSIC EDUCATION
1. Singing, alone and with others, a varied repertoire of music2. Performing on instruments, alone and with others, a varied repertoire of music3. Improvising melodies, variations, and accompaniments4. Composing and arranging music within specified guidelines5. Reading and notating music6. Listening to, analyzing, and describing music7. Evaluating music and music performances8. Understanding relationships between music, the other arts, and disciplines outside the arts9. Understanding music in relation to history and culture



GRADING
Music grades are determined based on the following components:
3rd-5th Grade:1.Informal and formal assessments (verbal, singing, playing)2.Written assignments/quizzes3. Projects4. Preparation (bringing recorder materials to class)
5. Participation
1st-2nd Grade:1. Informal and formal assessments (verbal, singing, playing)2. Written in-school assignments/quizzes3. Participation


OLWEUS ANTI-BULLYING RULES
1. We will not bully others.2. We will try to help students who are bullied.3. We will try to include students who are left out.4. If we know that somebody is being bullied, we will tell an adult at school or an adult at home.

TECHNOLOGY
FREE MUSIC APPS:Soundrop, Singing Fingers, Guitar Virtuoso, Pluto Plays Piano,Drum Kit, Simon Says, MusicTabs, PIY 4 HD (Play It Yourself),Music Sparkle, Music Instruments, Flash Music, WI Orchestra,Spell Music,Funky Instruments, Simple Music, Sing Free

FUN MUSIC WEBSITES:Disney Information: http:www.justdisney.com/walt_DisneyPractice music theory & print staff paper to compose your own music: http://www.musictheory.netCompose your own music and play it back for free: http://www.finalemusic.com/notepadDownload inexpensive sheet music in a variety of keys: http://musicnotes.comDownload you favorite songs and load them onto your ipod: http://www.apple.com/itunes/
Play music games and activities:http://dsokids.comhttp:playmusic.orghttp:yoa.comhttp:makingmusicfun.nethttp:www.sfskids.orghttp:www.nyphkids.orghttp:www.childrensmusic.org


ABOUT YOUR MUSIC TEACHER
I am a 2008 graduate of Duquesne University in Pittsburgh, PA, where I earned a B.S. in Music Education. I studied piano under David Allen Wehr, took additional lessons in jazz voice and organ, and was very active in the choral program which allowed me the opportunity to perform in a European tour my senior year. I began my teaching career as the Elementary General Music and Chorus Teacher at Charleroi Area Elementary Center in the Fall of 2008. I also served as Vocal Director and Piano Accompanist for Charleroi High School's annual spring musicals. I earned a Level I Certification in Orff-Schulwerk Pedagogy at Carnegie Mellon University in the summer of 2012, and a Masters of Elementary Education at California University of Pennsylvania in May 2015. I love teaching and making music with children, and am enjoying my fifth school year teaching in the West Jefferson Hills School District at McClellan and Gill Hall Elementary Schools!


CONTACT INFORMATION
Feel free to contact me at any time:
EDavis@wjhsd.net











Presentation on theme: "to Advance Teaching & Learning"— Presentation transcript:

1 to Advance Teaching & Learning
Curriculum Mappingto Advance Teaching & LearningIntroduction to the Big Ideas, Essential Questions & Student Learning Objectives in the Content AreasGrades 9-12

2 About OnHandSchools: The EdInsight Instructional Management System (IMS) includes:
EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basis from the district student information system such as: ProSoft, CSIU, EdLine or PowerSchoolEdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS.EdInsight Curriculum Management System – is a curriculum mapper & online lesson planner.  Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally.  Various analysis reports may be used to measure the effectiveness of the curriculum.EdInsight Assessment Builder – users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended.  They can write their own test questions or select questions from an item bank.

3 About OnHandSchools: The EdInsight Instructional Management System (IMS) includes:
EdInsight RtII Software – with the Response to Instruction & Intervention Software module educators can tier students based on the data in the EdInsight Instructional Management System. They can assign academic or behavioral interventions based on the student data. Users can execute RtII Progress Monitoring plans based on district benchmarks. The RtII software has a complete set of reports from RtII intervention log to a complete flow chart to document the RtII Response to Intervention & Instruction process.EdInsight Mobile APPS – teacher observation software tools enabling users to create custom forms that collect data with any mobile device.  For example a principal could use her iPad or Tablet to do a classroom walkthrough or teacher observation. The results are collected & analyzed via a series of reports. Using these results an administrator can make objective data-informed instructional decisions.

4 Today’s Agenda 9:00 am Welcome & Introductions 9:15 am
TIMETOPIC9:00 amWelcome & Introductions9:15 amBeginning with the End in Mind10:00 amReview of Understanding by Design, Backwards Design10:15 am10:30 amBig Ideas, Essential Questions, Student Learning Objectives11:30 amLunch12:30 pmDiscussion & Practice2:00 pm

5 Begin With the End In Mind
“To begin with the end in mind means to start with a clear understanding of your destination.It means to know where you’re going so thatyou better understandwhere you are nowso that the steps you take are always in the right direction.”~ Stephen R. CoveyThe 7 Habits of Highly Effective Peoplehttps://www.stephencovey.com/

6 If you don’t know where you’re going,
Where are we going?If you don’t know where you’re going,any roadwill get you there.If you don’t know where you’re going,you’ll probablyend up somewhere else.

7 The Curriculum Map: Course, Units, Core Lessons & Teacher Lesson Plans
COMPONENT #1: MAP COURSE THE SCIENCE (WHAT) OF TEACHING – 3 required fieldsEach Course may include from 2 – 12 must teach Units.Course Title & NumberCourse DescriptionCourse Textbooks, Workbooks, Materials CitationsCourse Interdisciplinary Connections (Optional)Pacing Calendar (Optional for Elementary usually)Course Notes (Optional)COMPONENT #2: UNIT THE SCIENCE (WHAT) OF TEACHING – 7 required fieldsEach Unit may include from 5-10 must teach Core Lesson depending on the amount of content& length of Course.Unit NameUnit Description (Trifold Common Core Standards Cluster Heading Matrix posted onUnit Big Ideas (www.pdesas.org Voluntary Model Curriculum)Unit Essential Questions (www.pdesas.org Voluntary Model Curriculum)Unit Key Terminology & DefinitionsUnit Student Learning Objectives (www.pdesas.org Concepts & Competencies Voluntary Curriculum Model)Unit PA Common Core Standards (Select From Curriculum Manager Drop Down Menu)Unit Materials (Optional)Unit Assignments (Optional)Unit Notes (Optional)COMPONENT #3: TOPIC CORE LESSON THE SCIENCE (WHAT) OF TEACHING – 8 required fieldsEach Core Lesson may result in 5 to 20 Teacher’s Lesson Plans depending on the amount of content & length ofCourse. Fields within each Core Lesson may be copied directly from the Unit fields.Core Lesson Name (Select a couple descriptive words from the Assessment Anchor)Core Lesson Description (Use the Assessment Anchor)Core Lesson Big Ideas (Copy from the Unit. Delete the non-applicable ones)Core Lesson Essential Questions (Copy from the Unit. Delete the non-applicable ones)Core Lesson Key Terminology & Definitions (Copy from the Unit. Delete the non-applicable ones)Core Lesson PA Common Core Standards (Copy from the Unit. Delete the non-applicable ones)Core Lesson Student Learning Objectives (Copy from the Unit. Delete the non-applicable ones)Core Lesson Materials (Copy from the Unit. Delete the non-applicable ones)Core Lesson Notes (Optional)Differentiated Instruction: Accommodations, Adaptations/Modifications, Enrichment/Extensions (Differentiated Assessment: Summative Evaluation, Formative Assessment, Benchmark Assessment Diagnostic AssessmentData-Based Instructional Practices: References to Robert Marzano’s & John Hattie’s Effective Instructional PracticesCOMPONENT #4: LESSON TEACHER’S LESSON PLAN THE ART (HOW) OF TEACHINGFields within each of the Teacher’s Lesson Plans may be copied from the Core Lesson fields. District Administration decides whether or not to use Component #4:Teacher’s Lesson Plan of the EdInsight Curriculum Manager Tool. Selection of fieldswithin Component 4 is a local decision.

8 So what’s included in a Curriculum Map? (The Science of Teaching)
WJHSD UbD Curriculum MappingSo what’s included in a Curriculum Map? (The Science of Teaching)1/9/2012Course Fields (The Science of Teaching) WHAT?Unit Fields (The Science of Teaching) WHAT?Core Lesson Fields (The Science of Teaching) WHAT?Teacher Lesson Plan Fields(The Art & of Teaching) HOW?Courses of StudyA course of study is a subset of both a program of study and a field of study. It is a set of organized learning experiences, within a field of study, offered over a specified period of time (such as a year, a semester, or a quarter) for which the student ordinarily receives academic credit. The course of study is usually given a title and a grade level or numerical designation. Thus, “third-grade science” and “English II” are courses of study. At the college level, courses of study seem to be the most salient component for both students and faculty: “I’m taking Economics I this term”; “I’m offering Elizabethan Literature this quarter.”Units of StudyA unit of study is a subset of a course of study. It is an organized set of related learning experiences offered as part of a course of study, usually lasting from 1 to 3 weeks. Many units are organized around a single overarching concept, such as “Mythical Creatures” or “The Nature of Conflict.” Units of study generally follow established standards. Unfortunately, these same standards often evolve through consensus that can be unfamiliar to teachers (Rose, 2010). Thus, not all teachers think about standards and units as they plan. Many high school teachers simply aggregate lessons: “I’ll have a spelling lesson tomorrow and a grammar lesson on the next day.” As college instructors conceptualize their courses, they often seem to think about a sequence of lectures rather than a unit of study.LessonsA lesson is a set of related learning experiences typically lasting 20 to 90 minutes, focusing on a relatively small number of objectives. Ordinarily, a lesson is a subset of a unit, although, as noted above, the unit level is sometimes omitted by teachers while planning for instruction.These distinctions among the several components of curriculum have an importance that transcends the need for conceptual clarity. Each seems to involve some rather different planning processes. Thus, to speak generally about “curriculum planning,” without differentiating between planning a program of studies and planning a course of studies, is to make a rather serious mistake.Improving and enhancing lessons based on current brain research and curriculum design is becoming a critical component in the search for best practices. Marzano and his colleagues (2001) identified nine categories of strategies that have a strong effect on student achievement. They are as follows:1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Questions, cues, and advance organizersThe Big Ideas Behind UbD

9 So what’s included in a Course? (The Science of Teaching)
Course Title & NumberCourse DescriptionCourse Textbooks, Workbooks & Materials CitationsCourse Interdisciplinary Connections; Project-Based LearningCourse NotesMultiple Units of Study

10 So what’s included in a Unit? (The Science of Teaching)
Unit DescriptionUnit Big IdeasUnit Essential QuestionsUnit Student Learning ObjectivesUnit Common Core StandardsUnit Key Terminology & DefinitionsUnit MaterialsUnit AssignmentsUnit NotesMultiple Topics/Core Lessons

11 So what’s included in a Core Lesson? (The Science of Teaching)
Core Lesson DescriptionCore Lesson Student Learning ObjectivesCore Lesson Big Ideas (Rollover from Unit)Core Lesson Essential Questions (Rollover from Unit)Core Lesson Common Core Standards (Rollover from Unit)Core Lesson Instructional Procedures & ActivitiesCore Lesson Key Terminology & DefinitionsCore Lesson MaterialsCore Lesson AssignmentsCore Lesson NotesDifferentiated Instruction (Choices)Differentiated Assessment (Choices)Data-Based Instructional Practices (References to Robert Marzano & John Hattie’s Effective Instructional Practices)Multiple Teacher Lessons

12 So what’s included in a Teacher’s Lesson Plan? (The Art of Teaching)
The Teacher Lesson Plan fields are determined by the school or district. It may include any & all fields that are desired by the school or district. The Teacher Lesson Plan fields are completely customizable.

13 Example of an Almost Completed
Curriculum Map in Hard Copy PDF

14 Example of an Almost Completed
Curriculum Map Electronic Version

15

16

17 Articulating the content & courses horizontally across grade levels
What are we doing?Mapping the curriculum to ensure congruence among the written, taught & tested subject matterArticulating the content & courses horizontally across grade levelsAligning curriculum content & courses vertically with PA Common Core Standards, National Common Core Standards & NCEA Standards

18 Hub for connecting all aspects of the teaching & learning program
What is curriculum mapping?Systematic process for collecting & maintaining a database of the operational curriculum in a school districtHub for connecting all aspects of the teaching & learning programProcedure for creating a culture of continuous learning & improvement of student achievement

19 What is curriculum mapping?
Discussion & ReflectionDocumentation, Alignment, Articulation ofRecommended – Common CoreWritten – PA Common Core, LEA GoalsSupported – Materials & ResourcesTaught – Content actually delivered by teachersTested – PSSA, KeystonesLearned – Content actually learned by students

20 What is curriculum mapping?
Process to develop a product that is a:Pathway to student achievementGuideline for consistencyPlan for accountabilityDocument for school community

21 3 basic reasons to map the curriculum:
Why map the curriculum?3 basic reasons to map the curriculum:Issue motivatedLow test scoresAddress specific teaching & learning problemsGrassroots motivatedBelief that it will help students improve & succeedRecognize gaps, redundancies & inconsistenciesContinuous improvement motivatedDesire to remain competitivePlan to increase professional dialogue

22 To plan programs, resources & materials
Why map the curriculum?To plan programs, resources & materialsTo communicate internally & externallyTo focus on learning outcomesTo align with PA Common CoreTo mesh written, taught, tested contentTo articulate within & across grade levelsTo expand instructional timeTo promote student achievement

23 Promote increased student achievement Gather system-wide data
Why are we doing this?Promote increased student achievementGather system-wide dataAnalyze instructional gaps & mend themKeep current with evidence-based teaching & learning practicesIncrease professional conversations & reflective practiceDefine the science of teachingIntegrate the natural connections between disciplines & classrooms

24 Eliminate duplication of effort, waste of time & resources
Why are we doing this?Eliminate duplication of effort, waste of time & resourcesReplace duplication with spiralingReduce overlaps of topics and materialsEnsure consistency/horizontal articulation & continuity/vertical alignmentCreate a legacy from experienced teachersEstablish a roadmap for new hires

25 TEACHERS because they are the subject matter, content, course experts
Who is doing this?TEACHERS because they are the subject matter, content, course expertsTEACHERS because they know instruction & what works in their classrooms & schoolsTEACHERS because they understand their students & their needs

26 Conditions for Successful Implementation
How are we doing this?

27 A course, a route, a path run in small steps
Curriculum =A course, a route, a path run in small stepsConsider Johnny’s K-12experience:Flotilla of teachers;Experiences vary by teacherContent varies by teacherInstruction varies by teacherCommunication among teachersis limitedNeed a common pathway = curriculumJacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye On Education. pp

28 Empty Chair = student-centered teaching & learning
Picture a struggling student in thatempty chairConsider what that student needsto become successful in schoolMake every teaching & learningdecision based on that student’s needsForecast how your decisions will affect that student positively or negativelyModify instruction for that student’s needsBecome student-centeredLevel the playing field; make a difference in a student’s life

29 Today’s Big IdeasA Standards Aligned System integrates Standards, Assessment, Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment.PA Common Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities.Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement.Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary.Mapping the English Language Arts & Mathematics content will focus teaching strategies, target learning goals & enhance student achievement.Curriculum mapping creates a legacy for those who follow.

30

31 Let’s take a lookPA Common Core StandardsCreate an accountLocate the PA Common Core StandardsCheck out the crosswalks & resources

32 Let’s take a look Common Core Standards The Hunt Institute
The Hunt InstituteLocate the PA Common Core StandardsCommon Core Standards: A New Foundation for Student Success

33 Old Terms vs New Terms in curriculum mapping
OLD CURRICULUM TERMSNEW CURRICULUM TERMSScope & Sequence ChartCurriculum Map: Course, Units, Core Lessons, Learning PlansGoalsBig IdeasEnduring UnderstandingsEssential QuestionsObjectivesBehavioral ObjectivesStudent Learning Objectives: Skills/Concepts & Knowledge/CompetenciesLesson PlansLearning PlanTestsAssessments: Summative, Formative, Benchmark, Diagnostic Evidence of LearningMaterialsResources

34 Getting into the “zone”
21st Century StudentsImportant knowledge todayMaking C.I.A. connectionsWritten, taught, testedIntended, implemented, attained/achievedCurriculum mapping:Alignment – vertically with PA Common CoreArticulation – horizontally within & betweengrade levelsTextbook is curriculum NOT!

35 Past Practice…Lesson Planning Traditional Approach: Started with teacher inputs
What material must be “covered” in each course during each period & quarter & semester?What activities should be incorporated into the daily lessons?What homework should be assigned to students?What questions should be on the test?

36 The Bottom Line…

37 Is 1 period enough time? 18 actual school days per year per course
45 minutes per day per course180 day per year =135 hours per year per course =135/ 6.5 hours per day21 school days per course20% estimated time lost based on10% time lost for school events;assemblies, testing10% time lost for class interruptions18 actual school daysper year per courseMake the most of the time available for teaching & learning…FOCUS on the PA Common Core Standards!

38 Curriculum Mapping Focuses Instruction

39 Best Practice…Backwards Design Non-Traditional Approach:
Starts with student outputsWhat Big Ideas in this contentarea/course must students master?What Essential Questions willprovoke students’ thinking &learning?What instructional strategies &learning experiences must engagestudents so they demonstratewhat they know & are able to do?

40 Understanding by Design (UbD)
Builds curriculum through a groundbreaking, but commonsense approachEstablishes a framework for designing curriculum units, performance assessments & instruction that lead students to deep understanding of the content taughtExpands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, & have self-knowledge about a given topicIdentifies what students must know & be able to do to be college & career ready

41 UbD Researchers Jay McTighe & Grant Wiggins
Understanding by Design: Professional Development Workbook.Jay McTighe & Grant Wiggins. ASCD: Alexandria VA. 2004

42 Paula’s Poll Think about your first day of teaching…
Did you receive a copy of the curriculum you were expected to teach?Did you know the learning objectives that your students needed to attain?Did you know what kinds of assessments your students would be taking?

43 3 Stages of UbD: Overview
1. Desired Results (Course & Units)PA Common Core StandardsBig Ideas/Enduring UnderstandingsEssential QuestionsStudent Learning ObjectivesBloom’s Revised TaxonomyWebb’s Depth of Knowledge2. Evidence/AssessmentsPerformance Assessment DesignG.R.A.S.P.3. Lesson/Learning PlanLesson PlansLesson NameDifferentiated InstructionDifferentiated AssessmentInstructional Procedures & ActivitiesLesson Materials, Supplies, EquipmentHomework AssignmentW.H.E.R.E.T.O.

44 3 Stages of UbD: Overview
1. Desired resultsWhat content is worthy ?2. EvidenceWhat is the evidence needed to determine the extent to which students have achieved the desired results in Stage 1?3. Learning PlanWhat are the instructional strategies & learning experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?

45 Stage 1: Desired Results
#1

46 Stage 1: Desired Results What content is worthy?
What are the relevant Standards?What Big Ideas do we want students to come to understand?What Essential Questions will stimulate inquiry among students?What Knowledge & Skills must students demonstrate?

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