Curriculum Mapping

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Curriculum Mapping

• Winner School District
• June 1 and 2, 2006

Facilitated by ESA 6
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Why do Curriculum Mapping?
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Its whats best for________!

• measurable improvement in student performance
  in targeted areas
• -Getting Results with Curriculum Mapping
• Heidi Hayes Jacobs
• Mapping the curriculum brings teachers out of
  isolation and provides a focused, reflective, and
  collaborative process that has a positive impact
  on all stakeholders- most important, on
  students
• -Keys to Curriculum Mapping
• Susan Udelhofen

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Its whats best forstudents!

• measurable improvement in student performance
  in targeted areas
• -Getting Results with Curriculum Mapping
• Heidi Hayes Jacobs
• Mapping the curriculum brings teachers out of
  isolation and provides a focused, reflective, and
  collaborative process that has a positive impact
  on all stakeholders- most important, on
  students
• -Keys to Curriculum Mapping
• Susan Udelhofen

5
What Information is Collected on the Map?

• Map body (reading the column headings from left
  to right)
• ___ Name
• Essential Questions
• _______
• ______
• Assessments
• Lessons
• _________

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What Information is Collected on the Map?

• Map body (reading the column headings from left
  to right)
• Unit Name
• Essential Questions
• _______
• ______
• Assessments
• Lessons
• _________

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What Information is Collected on the Map?

• Map body (reading the column headings from left
  to right)
• Unit Name
• Essential Questions
• Content
• ______
• Assessments
• Lessons
• _________

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What Information is Collected on the Map?

• Map body (reading the column headings from left
  to right)
• Unit Name
• Essential Questions
• Content
• Skills
• Assessments
• Lessons
• _________

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What Information is Collected on the Map?

• Map body (reading the column headings from left
  to right)
• Unit Name
• Essential Questions
• Content
• Skills
• Assessments
• Lessons
• Standards

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Content

• What are you teaching?
• Not just discipline/ subject- focus on specific
  knowledge or content area

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Skills

• Precise skills that can be assessed, observed and
  described in specific terms
• Connected to assessments and standards
• Use ______ verbs!

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Skills

• Precise skills that can be assessed, observed and
  described in specific terms
• Connected to assessments and standards
• Use action verbs!

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Assessments

• Products or performances
• Nouns
• All assessments should be included on the maps
• Assessments match the ______ (hint what other
  column?)
• Identify evidence of growth and mastery

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Assessments

• Products or performances
• Nouns
• All assessments should be included on the maps
• Assessments match the skills
• Identify evidence of growth and mastery

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Standards

• South Dakota State, District or ______ Standards

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Standards

• South Dakota State, District or National Standards

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The Curriculum Mapping Process

• Step 1 __________ the individual maps
• Step 2 _________ groups of maps
• Step 3 _______ reviews with colleagues
• Step 4 Large group sharing
• Step 5 Develop an action plan
• Step 6 Implementing the action plan and beyond
  (review/ revise)

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The Curriculum Mapping Process

• Step 1 Completing the individual maps
• Step 2 _________ groups of maps
• Step 3 _______ reviews with colleagues
• Step 4 Large group sharing
• Step 5 Develop an action plan
• Step 6 Implementing the action plan and beyond
  (review/ revise)

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The Curriculum Mapping Process

• Step 1 Completing the individual maps
• Step 2 Reviewing groups of maps
• Step 3 _______ reviews with colleagues
• Step 4 Large group sharing
• Step 5 Develop an action plan
• Step 6 Implementing the action plan and beyond
  (review/ revise)

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The Curriculum Mapping Process

• Step 1 Completing the individual maps
• Step 2 Reviewing groups of maps
• Step 3 Sharing reviews with colleagues
• Step 4 Large group sharing
• Step 5 Develop an action plan
• Step 6 Implementing the action plan and beyond
  (review/ revise)

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Step 1 Collecting the Data

• Each teacher completes a map ____________
• All teachers follow the same format
• Record by month content, skills, assessments and
  standards
• What you ________ teach

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Step 1 Collecting the Data

• Each teacher completes a map individually
• All teachers follow the same format
• Record by month content, skills, assessments and
  standards
• What you ________ teach

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Step 1 Collecting the Data

• Each teacher completes a map individually
• All teachers follow the same format
• Record by month content, skills, assessments and
  standards
• What you actually teach

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Step 2 The First Read-Through

• Teachers read each others maps to gain
  information and look for ____, _________,
  meaningful assessments, matches with standards,
  potential areas for integration and timeliness.
• During our time together we will limit this step
  to the following categories
• A-has (What was something you learned?)
• Possible repetitions
• Possible gaps
• Questions that need to be addressed about the map

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Step 2 The First Read-Through

• Teachers read each others maps to gain
  information and look for gaps, _________,
  meaningful assessments, matches with standards,
  potential areas for integration and timeliness.
• During our time together we will limit this step
  to the following categories
• A-has (What was something you learned?)
• Possible repetitions
• Possible gaps
• Questions that need to be addressed about the map

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Step 2 The First Read-Through

• Teachers read each others maps to gain
  information and look for gaps, repetitions,
  meaningful assessments, matches with standards,
  potential areas for integration and timeliness.
• During our time together we will limit this step
  to the following categories
• A-has (What was something you learned?)
• Possible repetitions
• Possible gaps
• Questions that need to be addressed about the map

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Step 3 Mixed-Group Review

• A small group of people from different grade
  levels shares and lists findings from the first
  read-through.
• Remember It is important to be critical
  friends dont be afraid to share your findings
  but do it in a professional manner.

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Questions/ Concerns?

• Thank you for your time!
• Roxanne Everhard
• ___ _
• 669-3279
• 430-4467Cell
• reverhard_at_tie.net

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Questions/ Concerns?

• Thank you for your time!
• Roxanne Everhard
• ESA 6
• 669-3279
• 430-4467Cell
• reverhard_at_tie.net