Curriculum Mapping Agenda

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Curriculum Mapping Agenda

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

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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

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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.
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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.
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Curriculum mapping is a
calendar-based process
for collecting and maintaining
an
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.

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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!

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

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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

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Curriculum Mapping

• Log In
• http//hccsc.rubiconatlas.org/
• Find name and input password place
• Change password Click here to change your users
  settings.
• access resource section when needed

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The Toolbar

• Search Keyword search to identify where
  curriculum is taught. Works similarly to Google
  search
• Develop Only place in the system where
  Curriculum Mapping can be inputted.
• Browse Examine any other teachers map in the
  system.
• 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.

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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

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Develop

• 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
  teachers.

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Develop

• 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
  content).
• 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.

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Practice

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

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Questions?

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

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Evaluation

• 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