Curriculum+Design+&+Mapping

=Curriculum Design=

Curriculum: 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.' (quoted in Kelly 1983: 10; see also, Kelly 1999). [|http://www.infed.org/biblio/b-curric.htm]

 **Instructional Design Theory Database Project:**  []

[] see page 6 Curriculum Design Model

=**Curriculum Design**=
 * Focus on what we want them to learn. [What, Where, When, Why, Who]

=**Curriculum Practice**=
 * How will we teach our students. [How]

media type="youtube" key="VxqeppeGFQY" height="313" width="384" []

=**What is** **Curriculum Mapping :**= The current Curriculum Mapping model is based on the work of Dr. Heidi Hayes Jacobs (1997). Curriculum Mapping emphasizes the requisite that teachers and administrators focus on the balance between what really took place in individual classrooms with what was individually or collaboratively planned. This data is measured in real time: recorded by months or grading periods. Most types of curriculum maps are recorded monthly. Teachers record what has taken place, or is planned, individually at a school-site level (Diary Map, Projected Map); collaboratively planned curriculum at a school-site level (Consensus Map, oftentimes referred to as a Core Map, Master Map, or Benchmark Map); or collaboratively planned curriculum at a district level (Essential Map).  []

 **[|Glossary of Mapping Terms]**: []

=**4 Phases of Curriculum Mapping (Dr. Heidi Hayes Jacobs):**= media type="youtube" key="lLWl7nYRY0w" height="313" width="384" []
 * 1) laying the foundation, getting ready... []
 * 2) launching the mapping initiative, how to organize... []
 * 3) sustaining and integrating mapping into the system, becomes the way people share information... []
 * 4) mapping into the future, refining the maps... []

=**Types of Curriculum Maps:**= media type="youtube" key="WG9OAr0nmp4" height="313" width="384" []
 * Essential (school program wide map, organized by semester or month, developed by group project)
 * Consensus (site map, organized by month, developed by group project)
 * Projected/Diary (single teacher's map, organized real time, session by session, developed by the teacher)

=**What are the typical elements of a Curriculum Map:**= media type="youtube" key="Th88hBXeFvM" height="385" width="480"[]
 * Grade Level
 * Unit Name
 * Goal/Essential Question
 * Time Frame
 * Resources/Text/Materials
 * Student Activities
 * Assessments

**__Sample__ **__Lesson Plan__**** [|Lesson Plan template.doc] = =
 * 1) Objectives/Goals
 * 2) Resources
 * 3) Direct Instruction
 * 4) Independent Project/Activity/Homework
 * 5) Assessment

**Sample Curriculum Maps**
 * Needham, Mass
 * French 1... []
 * Massachusetts Curriculum Framework
 * []
 * []
 * Olentangy, Ohio
 * Foreign Language Course []
 * French 1, Novice.... []
 * French 2, Beginning Intermediate ....[]
 * Spanish 1, Novice... []
 * Spanish AP... []
 * Ohio Dept of Education Foreign Language Curriculum Mapping [[file:Mapping_Foreign_Language_Curriculum.ppt]]
 * Gilroy, California
 * French 1... []
 * Spanish 4-AP...[]
 * Long Beach Unified, California
 * Spanish 1 Pacing Guide []
 * North Tonawanda, NY
 * French 3... []

** http://www.primarylanguages.org.uk/teaching_and_learning.aspx **
The Primary Languages website is a national gateway to advice, information, support and training for primary languages teaching and learning. The site is owned and operated by CILT, the National Centre for Languages, the government’s recognised centre of expertise on languages. Active Learning...[] Embedding...[]Community Languages...[] Progression and Continuity...[] Planning...[] Assessment and recording...[]

CARLA’s Content Based Instruction Materials
[]  The Center for Advanced Research and Language Acquisition (CARLA) specializes in research and application of using content-based instruction (CBI) to develop students’ foreign language acquisition. CARLA’s website, Content-Based Language Teaching with Technology (CoBaLTT), can be found at: @http://www.carla.umn.edu/cobaltt/. This site presents 1) a description of what CBI is and why it is effective, 2) instructional modules using CoBaLTT, 3) CBI-based lesson plans and units, 4) a CoBaLTT unit template, 5) CoBaLTT Bibliographies, and 6) general CoBaLTT Project Information


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 * |||||||| ==**PRIVATE NON-COMMERCIAL WEB SITES**== ||
 * |||||||| **Anacleta's Spanish & World Language / Culture Resources** by Kathy Siddons - A comprehensive website with great activites, links and ideas for classroom instruction from a Connecticut teacher! ||
 * |||||||| **"Bilingual Families Connect"** By Emily Serna - the site to find tips and advice from other parents who are raising bilingual children. ||
 * |||||||| **Foreign Language Lesson Plans and Resources - Mary Levine** - The Foreign Language Lesson Plans and Resources page of Mary Levine contains an extensive list of links to lesson-plans, language teacher organizations, FL programs, online courses, resource databases, language learning software, and other FL resources. ||
 * |||||||| **Hispanic Kids Directory** - A site that provides links in English and Spanish for K-8 teachers. ||
 * |||||||| **Learning Language** - A site that contains an article "Neuroscientists have discovered why children excel at learning languages." and some resources about language learning and Neuroscience. ||
 * |||||||| **Language Study and the Brain** - A site created by Teresa J. Kennedy that provides resources about language learning and the brain research. ||
 * |||||||| **Mis Cositas** A site created by Lori Langer de Ramírez that contains information on multicultural education, Spanish language, and French Language. ||
 * |||||||| ==**RESOURCES FOR PRE-K LANGUAGE LEARNING**== ||
 * |||||||| **Benefits of Starting Language Learning Early** A collection or articles by the Center of Applied Linguistics (Ñandutí project). ||
 * |||||||| **"Bilingual Kids not Slowed by Second Tongue" **By The News in Science ||
 * |||||||| **"Bilingual Acquisition"** By Fred Genesee ||
 * |||||||| **Brain Research: Implications for Second Language Learning** By Fred Genesee, McGill University, December 2000 ||
 * |||||||| **Brain Research: Implications for L2 Learning** Fred Genesee, McGill University ||
 * |||||||| "**Can Preschool Children Be Taught a Second Language?**" By Jeanette Vos Ed.D. ||
 * |||||||| **Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning** Patricia K. Kuhl [|*], Feng-Ming Tsao and Huei-Mei Liu. Center for Mind, Brain, and Learning, and Depart ment of Speech and Hearing Sciences, University of Washington, Seattle, WA. ||
 * |||||||| **Fostering Second Language Development in Young Children** This Digest is based on a report published by the National Center for Research on Cultural Diversity and Second Language Learning, //Fostering Second Language Development in Young Children: Principles and Practices// (1995), by Barry McLaughlin. ||
 * |||||||| **Helping Families From Other Cultures Decide on How to Talk To Their Child with Language Delays** By Claire Watson, Senior S-LP, The Hanen Centre ||
 * |||||||| "**Raising Bilingual Children: Common Parental Concerns and Current Research**" By Kendall King and Lyn Fogle, 2006. ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||
 * |||||||| **Language Study and the Brain** - A site created by Teresa J. Kennedy that provides resources about language learning and the brain research. ||
 * |||||||| **Mis Cositas** A site created by Lori Langer de Ramírez that contains information on multicultural education, Spanish language, and French Language. ||
 * |||||||| ==**RESOURCES FOR PRE-K LANGUAGE LEARNING**== ||
 * |||||||| **Benefits of Starting Language Learning Early** A collection or articles by the Center of Applied Linguistics (Ñandutí project). ||
 * |||||||| **"Bilingual Kids not Slowed by Second Tongue" **By The News in Science ||
 * |||||||| **"Bilingual Acquisition"** By Fred Genesee ||
 * |||||||| **Brain Research: Implications for Second Language Learning** By Fred Genesee, McGill University, December 2000 ||
 * |||||||| **Brain Research: Implications for L2 Learning** Fred Genesee, McGill University ||
 * |||||||| "**Can Preschool Children Be Taught a Second Language?**" By Jeanette Vos Ed.D. ||
 * |||||||| **Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning** Patricia K. Kuhl [|*], Feng-Ming Tsao and Huei-Mei Liu. Center for Mind, Brain, and Learning, and Depart ment of Speech and Hearing Sciences, University of Washington, Seattle, WA. ||
 * |||||||| **Fostering Second Language Development in Young Children** This Digest is based on a report published by the National Center for Research on Cultural Diversity and Second Language Learning, //Fostering Second Language Development in Young Children: Principles and Practices// (1995), by Barry McLaughlin. ||
 * |||||||| **Helping Families From Other Cultures Decide on How to Talk To Their Child with Language Delays** By Claire Watson, Senior S-LP, The Hanen Centre ||
 * |||||||| "**Raising Bilingual Children: Common Parental Concerns and Current Research**" By Kendall King and Lyn Fogle, 2006. ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||
 * |||||||| **Brain Research: Implications for L2 Learning** Fred Genesee, McGill University ||
 * |||||||| "**Can Preschool Children Be Taught a Second Language?**" By Jeanette Vos Ed.D. ||
 * |||||||| **Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning** Patricia K. Kuhl [|*], Feng-Ming Tsao and Huei-Mei Liu. Center for Mind, Brain, and Learning, and Depart ment of Speech and Hearing Sciences, University of Washington, Seattle, WA. ||
 * |||||||| **Fostering Second Language Development in Young Children** This Digest is based on a report published by the National Center for Research on Cultural Diversity and Second Language Learning, //Fostering Second Language Development in Young Children: Principles and Practices// (1995), by Barry McLaughlin. ||
 * |||||||| **Helping Families From Other Cultures Decide on How to Talk To Their Child with Language Delays** By Claire Watson, Senior S-LP, The Hanen Centre ||
 * |||||||| "**Raising Bilingual Children: Common Parental Concerns and Current Research**" By Kendall King and Lyn Fogle, 2006. ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||
 * |||||||| **Helping Families From Other Cultures Decide on How to Talk To Their Child with Language Delays** By Claire Watson, Senior S-LP, The Hanen Centre ||
 * |||||||| "**Raising Bilingual Children: Common Parental Concerns and Current Research**" By Kendall King and Lyn Fogle, 2006. ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||
 * |||||||| "**Raising Bilingual Children: Common Parental Concerns and Current Research**" By Kendall King and Lyn Fogle, 2006. ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||
 * |||||||| " **Two or More Languages in Early Childhood.** " By Annick De Houwer, University of Antwerp and Science Foundation of Flanders, Belgium ||