Module 3 Curriculum Mapping

1
Module 3Curriculum Mapping
2
NCLB

• Do you hear this at your school?

I use my textbook, its aligned to the
standards. What toolkit? Itll passNCLB will
go away like all the other initiatives.
3
Do you hear this at your school?

• I just average all my chapter tests.
• If they dont get it, I just assign more
  homework.
• Why dont they know?...I taught it to them.
• I cant tell them what is expected that would
  be cheating!
• I didnt know I was flunking until I got my
  report card.

4
Do you hear this at your school?

• I thought you covered that benchmark in _____
  grade.
• What do you mean I cant do my rainforest
  unit?

5
What do you mean there are no more letter
grades? So are there numbers?Does anyone
understand standards based grading?
Do you hear this at your school?
6
(No Transcript)
7
What is curriculum?

• The subject matter that teachers and students
  cover in their studies. It describes and
  specifies the methods, structure, organization,
  balance and presentation of the content.
  www.iteawww.org/TAA/Glossary.htm
• (plural curricula) A plan of instruction that
  details what students are to know, how they are
  to learn it, what the teachers role is, and the
  context in which learning and teaching will take
  place. www.ncrel.org/sdrs/areas/misc/glossary.htm
  
• Curriculum is what students should know, be able
  to do, and be committed to (content), how it is
  taught (instruction), how it is measured
  (assessment), and how the educational system is
  organized (context). www.educ.state.ak.us/tls/fr
  ameworks/arts/8glosary.htm

8

• There can be three kinds of curricula
• Desired Curriculum
• Actual Curriculum (what is taught)
• Achieved Curriculum (what students have learned)
• In our presentation, we will use the term
  curriculum to refer to the content and skills
  taught in a class to achieve the standards.

9
What are standards?

• Standards define what students should know, be
  able to do, and care about.

10
Big Ideas and Essential Questions

• Big Ideas and Essential Questions are organizers
  that serve as the heart of a curriculum.
• Big Ideas and Essential Questions distill the
  content into what is critical to examine,
  explore, and learn.
• Big Ideas and Essential Questions identify the
  knowledge, skills, and attitudes for which
  students will be held accountable.
• Big Ideas and Essential Questions help teachers
  to organize their teaching.

11
Curriculum Mapping
Desired Outcomes

• Participants will be able to
• Define curriculum mapping
• Identify a process to develop a curriculum map
• Use a map to link instruction and assessment in a
  standards-based system
• Explain how curriculum mapping provides evidence
  of a schools curriculum

12
Activity
Reflect on How does this activity relate to
curriculum mapping?
13

As a sophomore in high school, how would you feel
when you are provided with the same reading
material on the American Civil War for the fourth
time in four years?
14

As a sophomore in high school, how would you feel
when given a Geometry assignment, you have no
idea how to find the area of different common
quadrilaterals you still have difficulty
identifying them?
15

As a sophomore in high school, how would you feel
when given a Biology assignment, you can readily
apply what you learned in your earlier science
classes to the assignment?
16
Student Achievement School Improvement

• A Case Study

17
(No Transcript)
18
MEET KEOLA!!!
Keola is a 5th grade student at Aloha
School. Keola has difficulty in multiplying and
dividing. Keola has difficulty with measurements
and geometry and concepts dealing with graphing
and data. What can we do for Keola? Where do
we begin?
Insert Kolas chair somewhere
19
What we know about Keola.
20
(No Transcript)
21
We also know this about Keola and his
classmates..
22

23
(No Transcript)
24
More assessment data--about Aloha School
25
(No Transcript)
26
Developing an action plan for Keola

• Call a meeting
• Review students work
• Identify possible strategies, implement
• If no improvement, refer student for more
  assistance
• Others

27
Developing an action plan for Aloha School

• Form a committee
• Plan professional development
• Look at a new textbook or supplementary
  resources
• Revise SID
• Call the complex area staff
• Others

28
If the only tool you have is a hammer, everything
begins to look like a nail.

29
Do we stop and consider

• Coverage of content by texts?
• Time spent addressing content area?
• Stability/continuity of teaching staff?
• Transience of student?
• Previous school experiences of student?
• Teacher knowledge and experiences?
• Others?

30
Are there alternatives?
Lets look at curriculum mapping as one way to
focus on student achievement, school improvement,
and collaboration among teachers.
31
What if a school had a mechanism in place to
identify

• What each teacher is doing in relation to a
  specific standard?
• When a specific content skill is taught and how
  it is assessed?
• How much time is spent on a skill/standard?
• If there are any gaps or redundancies in the
  curriculum?
• Real time data on the actual curriculum?

32
What if a school could retrieve the following
reports?

• Individual teacher maps
• Consensus maps

33
Transition to Working with Maps

• The rest of the days activities will
• Tell you about the features of a curriculum map.
• Let you know what it is and isnt.
• Show you the steps of the curriculum mapping
  process.
• Give you some experience in creating and
  assessing them.
• Show you how they can guide curricular
  discussions and decisions at school.

34
Curriculum Mapping

• Improving Student Performance

35
Essential Questions(that lead to Big Ideas)

• What is our destination?
• What are the features of a curriculum map?
• How can curriculum mapping help students reach
  the destination?
• How are maps created?

36
The Destination

• Vision of a High School Graduate
• General Learner Outcomes
• Hawaii Content and Performance Standards

37
Features of Curriculum Mapping

• Is teacher-created and collaboratively refined
• Provides a way to analyze assessment data and
  find out what teaching supports data
• Operationalizes the Standards Toolkit
• Focuses teaching on targeted student performance
  outcomes
• Replaces old ways of curriculum decision making

38
Features of a Curriculum Map

• Calendar - based
• Must contain--content, skills and assessment
  tasks
• Teacher created, collaboratively refined
• Focuses on Big Ideas and/or Essential Questions

39
A Curriculum Map contains

• Content
• Nouns
• Found in Scope and Sequence Toolkit Document
• Knowledge, facts, concepts

• What students learn

40
A Curriculum Map contains

• What students do
• (to learn the content)

• Skills
• Verbs
• Found in Grade Level Performance Indicator
  Toolkit Documents
• Precise Use precise language--have a list of
  action words to use.

41
A Curriculum Map contains

• Assessments
• Assessment Tasks
• Suggested Assessment Tasks found in
  theInstructional Guides of the Toolkit
• This is the evidence for standard-based grading
  and reporting

• What evidence there is
• (of student learning)

42
More about ASSESSMENT TASKS

• Examples of Assessment Types
• Products
• Reports, storyboards, dioramas, etc.
• Tests
• Short answer, multiple choice, essay, etc.
• Performances
• Demonstrations, plays, oral reports, etc.

43
Activity

• Use Handouts 9-15.
• Using the features of a curriculum map,
  identify which documents are maps and which
  are not.
• Write down your reasons why some are not maps.

44
Curriculum Mapping Features

• Calendar based
• Records content, skills and assessment
• Can be organized using BIG IDEAS, themes,
  essential questions or other categories
• Teacher created, collaboratively refined
• A procedure for collecting data about actual
  teaching
• Provides a basis for authentic examination of the
  classroom curriculum

45
Activity

• Use a simple web
• Put the question Why map? in the center of
  the web.
• Read chapter 1 of HHJ book.
• Fill in web with reasons for mapping.

46
Why Map?
47
Curriculum Mapping Process-A Preview

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research and
  planning
• Phase 7 Plan for next review cycle

48
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research and
  planning
• Phase 7 Plan for next review cycle

49
Curriculum Mapping

• TEACHER
• Records actual teaching
• Has map reviewed by curriculum map leader (GLC,
  Principal) periodically
• Gets feedback to help make map clearer

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

50
Curriculum Mapping

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research and
  planning
• Phase 7 Plan for next review cycle

• Outcome
• Diary Map
• What is actually taught
• Data regarding the real curriculum
• Requires honesty

51
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

52
First Read-ThroughPhase 2

• TEACHER
• Reviews whole school maps
• Uses guiding questions or map review worksheets
• Gets insights that will guide Phase 3

• Focus
• Classroom
• Instruction

53
First Read-ThroughPhase 2

• PRINCIPAL
• Uses test item analysis or other data to identify
  specific content or skill needs as a focus
• Deals with obstacles by focusing on the
  destination and the maps ability to get students
  there

• Navigator

54
First Read-ThroughPhase 2

• PRINCIPAL
• Has an identified map issue on the agenda of
  every meeting (determined in phase 4-6)
• Enforces timelines for timely decisions
• Plans for celebrating the process

• Keep the Focus on Maps

55
Outcome

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

• Planning Map (also called Projected map)
• Revision of individual maps (diary map)
• Reflect on diary map to change teaching and/or
  improve assessment
• Use the maps to facilitate conversations with
  colleagues

56
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

57
Outcome

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

• Identify redundancies, gaps, questionable or
  inappropriate assessment, misalignment with
  standards, and potential areas for integration.
• Teachers of special populations (SPED, ESLL)
  should be included to see how class maps can be
  revised to accommodate special needs of child.

58
Outcome

• Based on
• Identified Goals

• Short term revisions can be made to individual
  maps.
• Long-term revisions and/or subjects needing
  research become topics for staff development or
  learning teams.

59
Activity

• 4 people to a group
• Number yourselves 1-4
• Group 1 Chapter 2-Intro, Phase 1
• Group 2 Chapter 2-Phase 2
• Group 3 Chapter 2-Phase 3 and 4
• Group 4 Chapter 2-Phase 5,6 and 7
• Expert group then Learning Team

60
DAY 2

• The Curriculum Mapping Process Continued

61
Day 1 Reflection

• Participants are able to
• Define curriculum mapping
• Define the first 3 phases of the curriculum
  mapping process
• Identify the features of a curriculum map
• Use a template to fill in a curriculum map

62
Day 2 Goals

• Participants will be able to
• Describe phases 4-7 of the curriculum mapping
  process
• Describe the link between curriculum mapping and
  an alignment process
• Identify what is necessary to sustain the
  curriculum mapping process
• Identify resources that can support curriculum
  mapping efforts at schools

63
Activity

• Lets Practice
• Grade 1 Health Curriculum Map
• Review relevant standards. What are the content
  skills that need to be taught?
• Determine what assessments will produce evidence
  for that standard(s).
• Specify the time that it would take.
• Whats the big idea the essential question?

64
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research and
  planning
• Phase 7 The cycle continues

65
Activity

• DATA Aloha School Test Scores
• Working together, examine the maps to see if
  there is anything in them that supports the
  data.
• List on chart paper what might need to be
  revised, or what needs more research.
• Also list ah-has that the group has regarding
  the maps and their implications for student
  learning.

66
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

67
Large Group ReviewPhase 4

• All faculty members come together and examine the
  compilation of findings from the smaller groups.
• Session is facilitated by principal and/or
  teacher leader.

• Focus
• Whole School, Complex,
• Complex Area

68
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

69
Areas for Immediate RevisionPhase 5

• Based on
• Identified Needs
• Immediate Goals

• Faculty identifies areas that can be revised by
  the site with relative ease.
• Specific faculty members involved in those
  revisions determine timetable for action.

70
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

71
Areas Requiring Long-term PlanningPhase 6

• Based On
• Identified Long
• Term Goals

• Faculty members identify those areas that have
  implications beyond the department or site (i.e.,
  elementary to middle school transition)
• Task force or learning team can be formed
• Faculty members identify areas to research

72
Outcome of Phases 4-6

• Essential Maps
• (Consensus Maps)

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

73
Essential Maps

• Focused on specific content and/or skills toward
  common goals
• Developed and organized through consensus
• Developed by grade level for a continuum
• Captures only essential standards, content and
  skills entered on this map
• Focused - not intended as the entire curriculum
• Revised continuously through use of data
  (including maps) and research

74
Essential Mapping Process

• Essential Maps used as a framework for course,
  individual teacher maps
• Essential Maps assure attention to appropriate
  content and skills in an agreed upon continuum
• Essential Maps inform individual teacher maps but
  DO NOT prescribe the entire classroom curriculum

75
Activity

• Use Handouts 35-37.
• Looking at the sheet, identify one gap and use
  the worksheet to describe how you might address
  the gap.
• Work with those at your table as if you were a
  mixed group of teachers at a school.

76
Curriculum Mapping Process

• Phase 1 Collecting the data
• Phase 2 First read-through
• Phase 3 Small mixed group review
• Phase 4 Large group comparisons
• Phase 5 Determine immediate revision points
• Phase 6 Determine points requiring research
  and planning
• Phase 7 Plan for next review cycle

77
The Cycle ContinuesPhase 7

• Task force groups report on long-term issues.
• Curriculum mapping groups review the maps
  throughout the course of the year.
• The principal continually revisits data to
  identify new areas of need and to focus
  instructional time on meeting those needs.
• Maps continue to provide data regarding the
  actual curriculum.

78
I dont have to do a Curriculum Map.Our school
has aligned our curriculum.

• Dont mix up alignment and curriculum mapping!

79
Alignment

• n., The correct position or positioning of
  different components relative to one another, so
  that they perform properly.

80
Activity

• In your groups
• Describe what alignment means for each of the
  identified alignment activities

81
Alignment to what?Alignment of what?

• Alignment to
• Tests
• Textbooks
• Standards
• Alignment of
• Curriculum
• Materials
• Instruction
• Assessments

82
Alignment refers to the degree of match

• Between standards and
• Instructional materials
• Hawaii State Assessment
• Classroom assessment
• Units, lessons, activities out-of-class
  learning opportunities

83
Dimensions of Alignment

• Content Match - how well does ______ match the
  HCPS?
• Broad content coverage
• Range of coverage
• Balance of coverage
• Depth Match - How well does ______ match the
  knowledge and skills specified in HCPS in terms
  of cognitive complexity?

84
Why is alignment a key issue?

• Accountability criterion
• Evidence documentation for grading
• Ensures vertical and horizontal continuity
• Provides a pathway for the Vision of the High
  School Graduate

85
Curriculum Mapping

• What will it take?

86
As curriculum leaders

• How will you engage the school/complex in the
  curriculum mapping process?

87
The process

• Links content, skills, assessment to time and
  standards
• Provides a framework to evaluate student work
• Identifies gaps and repetitions in the curriculum
• Brings standards to life in classrooms
• Forges a common vision for teaching and learning
• Facilitates communication, requires collaboration
  
• Offers a systems approach to curriculum planning

88
First Time Mapping Advice

• First time advice
• Concentrate on one discipline or content area
  or strand when first mapping.
• Add others in subsequent years.
• Choose initial focus based on data - identified
  student needs.
• Technology can assist in data collection.

89
Accountability
Opportunity
Equity
90

• ACCOUNTABILITY How can curriculum mapping
  support schools in being accountable for student
  learning?
• EQUITY How can curriculum mapping ensure that
  all students are working toward the same
  standards?
• OPPORTUNITY How can curriculum mapping enable
  all students to have experiences that support
  their attainment of high academic standards?

91
Now that we have a map, what about Keola and his
classmates?

• Do we view Keolas situation differently now?
• How has the idea of curriculum mapping helped us?

92
How can technology assist?

• Some possibilities
• Incorporating (layering) individual, school,
  complex maps
• Aligning with state standards
• Retrieving data from multiple maps, sources
• Sharing different websites
• Visiting and exploring different sites

93
How can technology assist?
Check with vendors regarding

• Search possibilities
• Alignment features with standards
• Lesson plan features
• Hardware requirements
• Ease of use, training/tech support
• Possibilities for hyperlinks
• Means of linking with student performance data
• Upcoming versions and new features

94
TechPaths A Curriculum Mapping System Version
3.00 Software Introduction and User Guide
Created by Earl Nicholas Knowledge Team
Advisor Technology Pathways International Based
upon the collaborative work of Heidi Hayes
Jacobs and Bena Kallick
95
(No Transcript)
96
(No Transcript)
97
TechPaths has detailed templates for both
Assessments and Lesson Plans.
98
Resources Models

• Atlas Curriculum Management System,
  www.rubiconatlas.com/mapping.htm
• The Curriculum Mapper,
• http//www.curriculummapper.com
• http//westjam.com
• Collaborative Design, http//www.cmap.com
• TECHPATHS A Curriculum Mapping System,
  info_at_techpaths.com  
• Others.

99
Resources Online

• NCREL Curriculum Mapping - http//currmap.ncrel.o
  rg/about.htm
• NCREL Notes and Reflections- http//www.ncrel.org/
  info/notes/spring03/tool.htm
• The Curriculum Mapper WestJam -
  www.curriculummapper.com/homesite
• The Curriculum Mapping and Design Tool (CMDT) -
  www.ael.org/cmdtl
• Quality Leadership by Design - www.qld-llc.com/abo
  ut.shtml
• The Santa Rosa County Schools -
  www.santarosa.k12.fl.us/odyssey
• Union Area School District www.union.k12.pa.us/b
  rochure/curriculum.html
• Curriculum Mapping in the Middle School
• Teaching Today Roadmap to Success A
  Curriculum Mapping Primer http//www.glencoe.com
  /sec/teaching today/educationupclose.phtml/35

100
Resources Others

Erickson, H. Lynn (1998). Concept-Based
Curriculum and Instruction. Thousand Oaks
Corwin Press. Jacobs, Heidi Hayes (2003).
Creating a timely curriculum A conversation
with Dr. Heidi Hayes Jacobs. Educational
Leadership. Dec. 2003/Jan 2004,12-17. Jacobs,
Heidi Hayes (2003). Connecting curriculum mapping
and technology Digital forms aid data analysis
and decision making. ASCD Curriculum Technology
Quarterly. 12(3). Jacobs, Heidi Hayes (1997).
Mapping the big picture Integrating curriculum
and assessment K-12. Alexandria ASCD.
101
Curriculum Mapping

• The beginning of a journey