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CURRICULUM

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Title: CURRICULUM


1
CURRICULUM
MAPPING
AN OVERVIEW
Presentation Created By
Janet Hale, Curriculum
Mapping Consultant www.CurriculumMapping101.com
2
All that is shared in this slideshow is based on
the work of Dr. Heidi Hayes Jacobs
Mapping the Big Picture 1997,
ASCD
Getting Results with Curriculum
Mapping
2004, ASCD
Active Literacy Across the Curriculum
2006, Eye On Education

and
3
Keys to Curriculum Mapping Strategies and Tools
to Make It Work Susan
Udelhofen 2005, Corwin Press
4
A Guide To Curriculum Mapping Planning,
Implementing, and Sustaining the Process Janet
Hale December, 2007 Corwin Press

5
Ten Tenets of Curriculum Mapping
1. Curriculum mapping is a multifaceted, ongoing
process designed to improve student learning. 2.
All curricular decisions are data-driven and
in the students' best interest. 3. Curriculum
maps represent both the planned and operational
learning. 4. Curriculum maps are created and
accessible using 21st century technology. 5.
Teachers are leaders in curriculum design and
curricular decision-making processes.
6
Ten Tenets of Curriculum Mapping
6. Administrators encourage and support
teacher-leader environments. 7. Curriculum
reviews are conducted on an ongoing and regular
basis. 8. Collaborative inquiry and dialogue
are based on curriculum maps and other data
sources. 9. Action plans aid in designing,
revising, and refining maps. 10. Curriculum
mapping intra-organizations facilitate
sustainability.
Hale, J. (2007). A guide to curriculum mapping
Planning, implementing, and sustaining the
process. Thousand Oaks, CA Corwin Press.
7
Curriculum mapping is a
calendar-based process
for collecting and maintaining
an
ongoing database
of the operational
and planned curriculum
in a learning organization. Curricul
um mapping encourages teachers to
be curriculum designers via authentic
examination, collaborative/collegial
conversation, and
student-centered decision making.

8
Two CM Guidelines
The Empty Chair Whenever teams or entire staffs
meet in person, there is literally or
figuratively an empty chair placed
front-and-center in the room. This chair
represents all of the students in a school or a
district. Usually, the student in
the chair is referred to as Chris.
  • Data-driven Reviews and Collaborations
  • If it is in Chris best interest to
    change, modify, stop, start,
    or maintain a
    practice or other school/District-related issue,
    there must be data-based proof.
  • Maps are a form of data!

9
Mapping is a continuous cycle of reviewing what
has actually happened (Diary Maps) compared and
contrasted with curriculum planning (other Types
of Maps) through ongoing
curricular dialogue.
Why Map?
State/Other Standards Proficiency
Targets
Types of Maps (Monthly) Essential Consensus
Projected
Diary
ON-GOING PROCESS
(Daily) Lesson Plans
Reality
10
  • Four Types of
  • Curriculum Maps
  • Diary Map
  • Projected Map
  • Consensus Map
  • Essential Map

11
The Essence of Curriculum
Mapping
  • Diary Map (Recorded
    Monthly)
  • A personalized map recorded by an individual
    person that contains data reflecting what REALLY
    took place during a month of learning and
    instruction
  • Commonly due by the 7th of the next month
  • There is no such thing as team diary
    mapping.

I am a data- collection portal
12
The Nuts N
Bolts of
Mapping Language
  • Projected Map
  • A map that has been created by an individual
    person for a discipline or course before the
    actual yearly testing out of its planned
    itinerary

Projected Map
Diary Map
These two types of maps are, in actually, the
same map. Differentiation is based on the current
month of the year.
13
  • Consensus Map (An Entire School Year Of Months)
  • A map designed by two or more educators wherein
    all designers have come to agreement on the
    course learning based on standards and serves as
    the planned-learning map wherein all who teach
    the course use the Consensus Map as a foundation
    for his or her course learning and instruction
  • Flexibility in additional learning, length
    of learning, assessments, resources, and how
    learning is executed is up to the discretion of
    each teacher teaching the course and is reflected
    in his or her Projected Map/Diary Map.
  • SCHOOL-SITE LEVEL MAPS

14
The Nuts N
Bolts of
Mapping Language
  • Essential Map
    (An Entire School Year Of
    Learning Usually Recorded By Grading Periods)
  • A map created via a team of educators (Task
    Force) that is representative of District
    learning expectations. The Essential Map serves
    as the base-instruction map wherein all who teach
    the course use the map to plan learning and
    create collaborative, Consensus Maps and/or
    personal Projected Maps
  • There needs to two or more like schools or
    courses offered to warrant creation and use
    Essential Maps.
  • DISTRICT LEVEL MAPS

15
When we travel, road maps become more
distinctive the closer we get to the main
destination.
Quote By Dr.
Heidi Hayes Jacobs Keynote Presentation,
2005 National Curriculum Mapping Institute.
16
"Levels" of Maps
Base DETAIL
Bergenfield School District
Grade 1 Essential Maps
Lincoln Elementary School
ConsensusMap Grade 1
Math Janet Biggins Nicki McGrane Susan McGuire
More DETAIL
Diary Map Janet Biggins Grade 1 Math
Most (Monthly) DETAIL
Much More Specific Day By Day DETAIL
Weekly/Daily Lesson Plans
17
Diary Map
Cliffs Notes
Diary Map Janet Biggins Grade 1 Math
A Months Worth Of Learning

18
  • We will all become Stepford Teachers?
  • No. Mapping focuses on
    Fair Access and Equitable Education
    for ALL students
  • Mapping Establishes
    Consistency
    (Essential/Consensus Maps)
    and Flexibility (Projected/Diary Maps)

19
What Curriculum Mapping is NOT
  • Set in Cement
  • State Standards Documents
  • Curriculum Guides
  • Scope and Sequences
  • A Syllabus
  • A Forgotten List Of What We Do Or Did

Curriculum mapping is ongoing collaboration and
reflection on the realities of what is planned
and happening in each classroom--
each month and each year!
20
Maps equal data Data equals facts and
figures Facts and figures show trends And
with this knowledge, we can give all the above
meaning by looking at the trends and comparing it
to other data bases. Curriculum Mapping
Conference, 2003
Evidence Vs Claim
21
Curriculum mapping is
ITS ONGOING!
  • NOT STATIC

Curriculum maps serve as the living, breathing,
ever-changing, archived and
current history
of your learning organization!
22
Curriculum Mapping Systemic Second-Order Change
It is all about
doing business differently.
Please realize up front
that teachers and administrators will be
learners for some time. As with all
learners, new knowledge is best presented in
small steps
Curriculum A Path Run In Small Steps
23
Sustained, systemic change takes
3 to 5 years to fully implement!
Curriculum Mapping is an ongoing
process, not a program!
And remember
24
Curriculum mapping is not something you add to
what you already do. It is a replacement model
that means learning a new way of conducting the
professional business of
teachers improving student learning by designing
rigorous, vertically aligned curriculum. The
beauty of starting off and moving
forward slow, steady, and in
small steps is that there will
never be an epilogue. (Jacobs,
Getting Results
with Curriculum Mapping,
2004).
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