Developing Consensus Maps

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Developing Consensus Maps
Ways to adapt the mapping process developed by
Heidi Hayes Jacobs
Curriculum Mapping Training of
Trainers Indianapolis, IN June 12 - 13, 2007
Earl Nicholas Director of Communications curriculu
mdesigners, Inc. earl_at_curriculumdesigners.com Bas
ed upon the collaborative works of Heidi Hayes
Jacobs and Bena Kallick
AMO R. 2007.02.02
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Why map?
This is the ultimate Essential Question!
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Additional EQs How can we assure a meaningful
set of learning experiences for Trevor, Eva, and
ALL their friends?
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• When is consensus critical for Trevors progress?
• When is flexibility equally important?

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Essential Question How can we assure a
meaningful set of learning experiences for
Trevor and Eva? Content Consensus Maps, CORE
Maps, Essential Maps, Master Maps, Group
Projected 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
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It is ALL about building consensus
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consensus agreement acknowledgement accepting
of truths
Latin con cen tre
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• 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

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Critical junctures for CONSENSUS

• Focusing on various levels of Curriculum Maps
  and using clear terminology at each level
• Viewing Assessment data as the DIAGNOSIS
• Curriculum Maps as the PRESCRIPTION
• Navigating the Big Picture and generating maps
  to chart a course for a 21st century learning.

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At what levels can and should consensus be
reached for both curriculum and assessment?

• National proposed menu of national curriculum
  options SAT, PSAT, AP exams
• State- benchmark maps State testing is far too
  wide ranging.
• District or Independent School Level Counterpart-
  standards, internal assessments based on
  diagnoses
• Building- Performance data for specific students
  in terms of pace and revisions entered on EACH
  TEACHERS MAP
• Department- Common Terms Spiraling Assessments
  K-12
• Grade level- Common EQs short term assessments
  for ongoing review
• Classroom- Individualized and group assessment
  based on direct classroom curriculum

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• 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.)

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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)

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Skills

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

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Scaffolding Content and Skills

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

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• 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
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Assessments Measure performance

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

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Dont do it the old-fashioned way!
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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
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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?

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• 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

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• 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

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

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

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• 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).

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• 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).

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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?
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Engage Specific Cognitive Operations
parrot
process
prognosticate
Recall
Compare
Predict
Could we group those testing verbs into
levels? Could we have our kids do the same?
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Engage Specific Cognitive Operations
parrot
process
prognosticate
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?
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• 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).

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The 16 Habits of Mind

• ersisting
• anaging Impulsivity
• istening with
  understanding empathy
• hinking flexibly
• hinking about thinking
• triving for accuracy
• uestioning posing problems
• pplying past knowledge to new situations

• hinking communicating with clarity and
  precision
• athering data thru all senses
• reating, imagining, innovating
• esponding with wonderment and awe
• aking responsible risks
• inding humor
• hinking interdependently
• emaining open to continuous learning

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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
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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
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Cadence Ylise Parscal - May 21, 2007

• Heidi,
• I'm very glad to be involved in a cause I so
  greatly support. As Earl has no doubt explained,
  I was a student that was left constantly
  unprepared for the next grade, despite my ability
  to learn, when schools didn't map their
  curriculum. I feel strongly that your approach to
  solving the most crucial problem facing the
  education system today (in my opinion) is both
  ingenious and desperately needed. I hope I will
  be able to find a school nearby that my daughter
  can attend that will use mapping to make the most
  of her education.
• - - Trevor, May 13, 2007