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Curriculum Mapping Agenda


Rubicon Atlas Logging In. The Toolbar. Develop. Practice ... Online manual available. Use this as a key tool! Communities. View maps from other districts ... – PowerPoint PPT presentation

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Title: Curriculum Mapping Agenda

Curriculum Mapping Agenda
  • Goals for the Day
  • Curriculum Mappingthe How and Why
  • Rubicon AtlasLogging In
  • The Toolbar
  • Develop
  • Practice
  • Questions
  • Evaluation

Goal for the Day
  • Teachers will be able to
  • log in to the curriculum mapping software
  • change their password
  • input information into a diary map
  • access resource section when needed
  • have an understanding of curriculum mapping
    expectations for the Spring and the Fall

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.
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
Hale, J. (2007). A guide to curriculum mapping
Planning, implementing, and sustaining the
process. Thousand Oaks, CA Corwin Press.
Curriculum mapping is a
calendar-based process
for collecting and maintaining
ongoing database of the operational
and planned curriculum
in a learning
organization. Curriculum mapping encourages
teachers to be curriculum designers via
authentic examination,
collaborative/collegial conversation, and
student-centered decision making.

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!

  • Four Types of
  • Curriculum Maps
  • Diary Map
  • Projected Map
  • Consensus Map
  • Essential Map

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.

Curriculum Mapping
  • Log In
  • http//
  • Find name and input password place
  • Change password Click here to change your users
  • access resource section when needed

The Toolbar
  • Search Keyword search to identify where
    curriculum is taught. Works similarly to Google
  • Develop Only place in the system where
    Curriculum Mapping can be inputted.
  • Browse Examine any other teachers map in the
  • Analyze Reporting capabilities (scope/sequence,
    standards analysis, how students are assessed).
    Want to betransparent look at S/S vertically
    K-12 so sequence is done by discipline. However,
    integration can occur by examination of material.

The Toolbar
  • References
  • Always opens up in a new window
  • Mapping expectations
  • Links to other sites
  • Skills link verb usage of Blooms Taxonomy
  • White background Formatted for printing.
  • Glossaryvocabulary information
  • Info section
  • Self-Help section
  • Online manual available. Use this as a key tool!
  • Communities
  • View maps from other districts

  • Month Month in which the content will be taught.
  • Concept/Essential Question The name of the
    topic/unit that will be taught the concept
  • and/or essential question(s) can be placed under
    the topic name (i.e. Engineeringimpact
    EngineeringWhy is it important to understand how
    different parts work together to make a device?
  • Key Points/Content The intended content taught
    for this topic. Specific content students need to
    know and be able to apply to master the topic. A
    Key Point is the answer(s) to essential
    question(s). NOTE This column is not expected to
    be completed until training has been provided to

  • Skills Content area skills needed to master in
    order to achieve the necessary outcomes in
    understanding the Key Points (or content) of the
    topic intended to be taught. Simply stated, the
    skills are written beginning with a verb (Blooms
    Taxonomy) and are measurable.
  • Inquiries/Activities The investigations and/or
    experiences students are engaged in to help
    learn, reinforce, and/or deepen their
    understanding of both Skills and Key Points (or
  • Assessments The formative or summative tools
    used to assess a students understanding of
    Skills and Key Points (or content) taught
    through the inquiries(or activities).
  • Standards The Indiana State Standard
    indicator(s) guiding the instruction of the unit.

  • Take the unit you have just completed, and input
    the content into your lesson.

  • Take the unit you have just completed, and input
    the content into your lesson.

  • Click on Info
  • Click on Training Checklists and Evaluations
  • Click on Your Training Event
  • Complete the Fundamentals
  • Complete the Evaluation
  • Be sure to hit Save Continue