Curriculum Mapping September 2006 Based on the work of Heidi Hayes Jacobs

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Curriculum MappingSeptember 2006 Based on the
work of Heidi Hayes Jacobs
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Agenda

• Overview What is mapping?
• Why Map?
• What goes in a map?
• Reading through maps

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KWL

• What do you already know about mapping?
• What are your questions about mapping?

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Effective Schools Provide Time to

• Collaborate
• Reflect about teaching practice
• Share Vision for Professional Growth
• Talk about student learning
• The process of curriculum mapping
  incorporates all these principles and brings
  educators together to learn from their practice
  as they share their insights to create a
  positive, effective learning environment for
  students.

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Curriculum Mapping Requires a Shift in Our
Thinking About Curriculum

• Curriculum is no longer an individual choice or
  action individual curriculum maps are made
  public
• Curriculum is never finished rather it is an
  on-going dynamic process

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What is mapping?

• calendar based curriculum mapping is a process
  for collecting data representative of the
  operational (real) curriculum in a school and/or
  district in real time
• curriculum maps provide the basis for examination
  and analysis of the data base (real curriculum)
• The maps are a tool to house the data
• The process gets us to think about what we are
  teaching, why we are teaching specific content,
  skills, why we assess as we do, if what we teach
  is in the best interest of our students.

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Seven Phases of Curriculum Mapping Mapping the
Big PictureIntegrating Curriculum and Assessment
K-12 H.H Jacobs Association for Supervision and
Curriculum Development

• Phase 1 Collecting the Data
• Content, Skills, Assessment
• Phase 2 The First Read-Through
• Teachers read other maps to gain info. and look
  for gaps
• Phase 3 Mixed-Group Review
• Small group of teachers meet, share and list
  findings

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• Phase 4 Large Group Review
• All members of faculty meet to share findings
• Phase 5 Determine Points that can be revised
  immediately
• Address changes that can be made w/o study
• Phase 6 Determine Points that require Long-Term
  Research
• A task force is formed to do research
• Phase 7 Review Cycle Continues
• Review and revision continue to keep maps timely

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Curriculum Data

• What do we collect?
• Essential Questions
• Content
• Skills
• Assessments
• Lessons
• Alignment to Standards

DATA - collected in mapping software
Our initial focus is on content, skills and
assessments
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Content can be

• discipline - focus on specific knowledge, or
  content area
• interdisciplinary combination of one or two
  disciplines to examine a common focus

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Skills

• precise skills can be assessed, observed and
  described in specific terms unlike general
  processes and connected to assessments and
  standards
• This is often the most challenging aspect of
  mapping.
• The skills are what the kids do to learn the
  content!
• Look at lists of action verbs to help you as you
  prepare your maps. (See Packet 2)

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AssessmentsDemonstrations of Learning

• assessments are products or performances
• assessments must be nouns
• all assessments should be included on the maps
• assessments match the skills
• deep analysis.How do I know my students have
  learned?
• connection between what were teaching and whats
  being tested

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Look at the curriculum map samples provided in
Packet 2
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What We Learn From Analyzing the Real
Curriculum Data

• To recognize the difference between meaningless
  repetitions and redundancies
• To identify where we spiral the curriculum

• To identify gaps in
• -content
• -skills
• -standards
• -assessments

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Areas for integration

• identify areas for integration of content,
  skills/standards and assessment
• Technology
• Literacy
• Higher-order thinking
• Problem-solving
• Research skills
• Study skills

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Standards Analysis

• To identify the standards that are or are not
  being taught and assessed
• Define what alignment really means
• Provide forum for discussion of crucial standards

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Match assessment with desired skills and outcomes

• to match our desired outcomes with what students
  write, say, produce, design, compute
• to identify repetitive assessment methods
• to identify evidence of growth and mastery
• to target assessments through the course of the
  year forces deeper accountability and teacher
  responsibility
• What is the evidence?
• Have we given our students the opportunity to
  learn?

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Research Standard

• Students define and investigate self-selected or
  assigned issues, topics and problems. They
  locate, select and make use of relevant
  information from a variety of media, reference
  and technological sources. Students use an
  appropriate form to communicate their findings.

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By the end of K-2

• Generate questions for investigation and gather
  information from a variety of sources.
• Retell important details and findings.

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Step 1 Collecting the data

• Each teacher completes a map individually
• In real time
• All teachers follow the same format
• Record content, skills, assessments and standards
  / Learning Targets
• (not copying the textbook)
• Use computers they
  simplify data collection,
  analysis and revision
• This is the first draft
• Essential questions can be added at
  anytime during this process
• Why we dont start with the Standards/Learning
  Targets .

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Examples of Contentconcepts, issues, problems,
themes, topics

• Units of study or topics
• Dinosaurs
• Energy
• Community
• Bears
• Specific books A Tale of Two Cities
• Poetry
• Measurement
• Estimation

• Bill of Rights
• Paragraphs
• Phonics
• Biology Ecosystems
• Geometry
• If-then statements
• Converses
• Postulates

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Content by Subject

• Math estimation, integers, addition and
  subtraction
• Language Arts paragraph writing, poetry, short
  stories
• Social Studies progressive era, environment,
  communities
• Science cells, photosynthesis, scientific
  notation

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Content

• Consider your curriculum and list one area of
  content that you teach in September and enter it
  on the content column of the worksheet provided
  in Packet 2.

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Skills

• Are Precise
• Can be assessed, observed and described in
  specific terms unlike general processes and
  connected to assessments and standards
• Are described with action words

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Skill or Activity?

• Form a poetry circle
• Bring in pictures of different types of food
• Create a salt dough map
• Put together a puzzle of the continents
• Visit Pendarvis and Bevans mine and view video
  tapes of other mining areas

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Analyzing the Skills Poetry Example

• Skill
• Use an organizer to plan and write an end rhyme
  poem using good organization and word choice

• Rewritten to reflect more precise skills
• Use Venn diagram or web to organize poem ideas
• Demonstrate organization when writing end rhyme
  poem
• Apply appropriate word choice
• Write an end rhyme poem

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Examples of Precise Skills

• Explain the difference between fact and opinion
• Locate and Identify parts of a book title
  page, table of contents, index and glossary
• Compare and contrast the benefits, costs
  and limitations of nuclear power
• Define the hypothesis and conclusion of an
  if-then statement
• Analyze six primary documents written by Martin
  Luther
• Tell time to the minute

• Find main idea and supporting details
• Estimate sums and differences using rounding
  techniques to the nearest 1000.
• Alphabetize to the second letter
• Interpret data represented in a bar graph
• Identify root words, suffixes and prefixes
• Label the parts of a friendly letter

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Skills

• On the curriculum mapping worksheet list the
  skills that would accompany the content that you
  listed.
• Look at the action verb skill list to help you.
• It may help you to put the word independently
  after each skill.

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Optional
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Optional
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• Identify the skills you have listed on your map
• Highlight those at the lower end of the taxonomy
  and those at the higher end of the taxonomy

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Assessments Tangible Products

• Anecdotal records
• Book reviews
• Checklists
• Diagrams
• Essays creative, persuasive, descriptive,
  expository
• Exhibits
• Journals
• Lab reports
• Posters

• Research papers
• Tests essay, objective, short answer
• Performance assessments
• Letters personal, business
• Speeches
• Worksheets
• Story maps
• Graphic organizers

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Assessments Examples

• Persuasive essay use district writing rubric to
  assess
• Photosynthesis lab report
• Written paragraph with correctly placed commas
• Model of circulatory system with written
  description
• Role play Nixon / Kennedy debate scored using
  oral presentation rubric
• Comparison paper of the movies Othello and O
• Spreadsheet of school store inventory,
  profits/expenses
• Original sentences using chapter vocabulary words
• Documented observations
• Friendly letter
• Math addition and subtraction facts (0-20) timed
  test
• Essay exam

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Connecting Content, Skills and Assessments Freshma
n English Fundamentals (Grade Nine)
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Assessment

• On the curriculum mapping worksheet add the
  assessment that would provide the feedback for
  the listed skills.

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Reflection

• After thinking about your curriculum today, what
  do you now know about mapping?
• What questions do you have?
• How will you find resources to answer your
  questions?