Developing Consensus Maps

1
Developing Consensus Maps
Ways to adapt the mapping process developed by
Heidi Hayes Jacobs
Curriculum Mapping Best Practices Des Moines,
IA March 1-3, 2005
Earl Nicholas Curriculum Mapping
Consultant ALPHA/MICRO/OMEGA Software
Consultants, Inc. earl_at_amosoftware.com Based
upon the collaborative works of Heidi Hayes
Jacobs and Bena Kallick
AMO R. 2005.02.27
2
Why map?
This is the ultimate Essential Question!
3
How can we assure a meaningful set of
learning experiences for Trevor, Logan, Mary, and
ALL their friends?
4
Essential Question How can we assure a
meaningful set of learning experiences for
Trevor, Logan and Mary? Content Consensus
Maps, CORE Maps, Essential Maps, Master Maps,
Group Promected Maps Skills Describe what a
Consensus Map actually is Differentiate between
core and enrichment Visualize examples of
consensus building Assessment Group discussion
draft plans for consensus
5

• Curriculum and Instruction
• Curriculum is the vehicle by which we facilitate
  student learning. Effective implementation
  results in student accomplishment of state and
  district commencement outcomes. To serve that
  purpose, the curriculum must be relevant and
  meaningful to the students to whom it is taught.
• - taken from the Canandaigua Curriculum and
  Instruction
• Procedures Manual
• Adopted 2003.09.25

6

• What elements do we want on Consensus Maps?
• Content
• Skills
• Benchmark Assessments Only
• Aligned Standards
• Essential Questions should come later (unless)
• No lesson plans or teacher-made assessments
• (more on slides on pages 39-45 of the conference
  packet.)

7
Content

• The large chunks of your subject, expressed as
  nouns
• focus on the integrity of knowledge within the
  discipline
• identify specific problem solving tools (such as
  equations)

8
Skills

• Skills are expressed as action verbs
• Precise skills are
• Assessed
• Observed
• Described in specific terms
• and always associated with content

9
SCAFFOLDING CONTENT AND SKILLS

• WHAT IS THE PRE-REQUISITE CONTENT YOU ASSUME?
• WHAT ARE THE PRE-REQUISITE SKILLS YOU ASSUME?

10

• Skills across the disciplines
• Editing and revising skills in ALL work
• Organizational skills
• Reading for decoding
• Reading for text integration
• Speaking skills in a range of forums
• Instructional Technology Expectations
• Character Ed Connections
• Service Learning Outcomes

- Canandaigua City Schools, 2004
11
Assessments Measure performance

• Assessments are demonstrations of learning
• Assessments provide observable evidence of
  performance
• Assessments should be directly linked to skills.

12
Criteria for Essential Questions
Highlight conceptual priorities Fufills
outcomes Language for organizing Non-repetitive
set POSTED by all
Connects a range of disciplines Logical
sequence Understood by each child Open for
investigation Distinct selection
13
Essential Questions are global in nature. They
are NOT Lesson or Unit questions. American
History (7th Grade)

• What is the significance of the red stripes on
  the American Flag?
• What is the significance of the white stripes on
  the American Flag?
• What is the significance of the Uncle Sam
  character point his finger at you?
• Which way is the eagles head facing on American
  paper money and why?
• What is the Essential Question?

14

• The original steps of the mapping process
• Collect Data (EVERYONE must map)
• First Read Through
• Mixed Peer Review
• Large Group Review
• Determine areas for immediate revision
• Determine areas for long term planning
• Continue the cycle

15

• Ways to reach consensus and develop Essential
  Maps
• Original Model Steps 3 5
• Backwards Mapping from existing curriculum
• Backwards Mapping from Standards
• Backwards Mapping from Lesson Plans

16
Create a naming convention so that Consensus or
CORE maps can be easily identified and
copied through search functions.
17
Develop a system to identify which of
the elements are core.
18

• The Original (pure) Model
• Analyze common elements from teacher maps.
• First alone, then on teams (Mixed Peer Review).
• Next by building (Large Group Review).
• Finally by region or district.

19
As you analyze your maps, you can also begin to
see where content and skills appear on individual
maps.
20

• Backwards Mapping from
• Existing Curriculum (Prefabricated)
• Agree upon definitions (content objectives,
  skills,strategies, etc).
• Develop a common labeling scheme.
• Create and enter Core Maps.
• Skip to Step 4 Large Group Review.
• Teachers copy the Core Maps and expand them
  (everyone maps).

21

• The Canandaigua/Moon Area Model
• Input existing core curriculum into computer
  database.
• Flag core skills and common benchmark
  assessments.
• Each teacher copies core map and expands.
• Revised curriculum revision committees (Mixed
  Peer Review committees)
• Collect data and analyze consolidated maps.
• Modifications are made to core maps (everyone
  maps).

22

• Backwards Mapping from
• Standards and Benchmarks.
• Analyze standards and assessments.
• Identify Power Standards.
• Develop skills with matching terms.
• Create and enter Core Maps.
• Skip to Step 4 Large Group Review
• Teachers copy the Core Maps and expand them
  (everyone maps).

23
(No Transcript)
24
(No Transcript)
25
VERBS FROM THE STANDARDS
ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST D
ESCRIBE DISCUSS ELABORATE
EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE O
RGANIZE PARAPHRASE PREDICT
RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY
SOLVE SUMMARIZE SIMPLIFY
When, where, and how should these be taught?
26
ENGAGE SPECIFIC COGNITIVE OPERATIONS
Input
Process
Output
Recall Define Describe Identify Name List
Compare Contrast Infer Analyze Sequence Synthesize
Predict Evaluate Speculate Imagine Envision Hypoth
esize
Could we group those testing verbs into
levels? Could we have our kids do the same?
27

• Backwards Mapping from
• Lesson Plans
• Enter skills from individual lesson plans.
• These skills will become the Core Maps.
• Skip to Step 4 Large Group Review.
• Teachers copy the Core Maps and expand them
  (everyone maps).

28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
The 16 Habits of Mind

• Persisting
• Managing Impulsivity
• Listening with understanding empathy
• Thinking flexibly
• Thinking about thinking
• Striving for accuracy
• Questioning posing problems
• Applying past knowledge to new situations

• hhinking communicating with clarity and
  precision
• Gathering data thru all senses
• Creating, imagining, innovating
• Responding with wonderment and awe
• Taking responsible risks
• Finding humor
• Thinking interdependently
• Remaining open to continuous learning

36
LEARNING ACTIVITIES THAT REQUIRE SKILLFUL
THINKING ASSESSMENT TASKS THAT
DEMONSTRATE LEARNING
THINKING SKILLS WHAT YOUR STUDENTS WILL BE
ABLE TO DO
HABITS OF MIND
CONTENT WHAT YOUR STUDENTS WILL KNOW
37
Resources
Heidi Hayes Jacobs www.curriculumdesigners.com M
apping the Big Picture Integrating Curriculum
and Assessment K-12, ASCD (1997) Getting
Results With Curriculum Mapping, ASCD
(2004) Bena Kallick www.techpaths.com Assessme
nt Strategies for Self-directed Learning,
Corwin Press (with Art Costa, 2003) Susan
Udelhofen www.su-consulting.com Keys to
Curriculum Mapping  Strategies and Tools
to Make It Work, Corwin Press (2005)
Earl Nicholas, ALPHA MICRO/OMEGA Software
Consultants, Inc. www.amosoftware.com