Essential questions:

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Essential questions

• How can curriculum mapping improve student
  performance?
• What are initial mapping tasks?
• How can we structure the school setting to
  conduct mapping?
• What are advanced mapping strategies to sustain
  and expand our work?

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Helping a school become a learning organization
through

• Review
• Revision
• Renewal

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What is mapping?

• Calendar based curriculum mapping is a procedure
  for collecting a data base of the operational
  curriculum in a school and/or district.
• It provides the basis for authentic examination
  of that data base.

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All discussion, debate, and decisions will based
on

• what is in the best interest of our specific
  clients... the students in our setting
• their age
• their stage of development
• their learning characteristics
• their communities
• their aspirations
• their needs

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What information do we collect on the map?

• CONTENT
• ASSESSMENT
• SKILLS

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Content is the subject matter itself critical
concepts, facts, events, works. Content can be
designed in different formats

• Discipline field
• Interdisciplinary
• Student-centered

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Skills are displayed on the map

• Precise skills can be
• assessed
• observed
• described in specific terms
• Skills are always action verbs
• Unlike general processes

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Assessments are the Major Products and
Performances

• Assessment is a demonstration of learning
• Assessment is observable evidence
• They must be nouns.
• Tangible products
• Observable performances

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What is possible with these data?What would you
be able to do if you had these data?

• How would your school be different if you had
  these data available now?

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Editing, auditing, validating, and creative
development tasks

• Gain information
• Avoid repetition
• Identify gaps
• Identify potential areas for integration

• Match with learner standards
• Examine for timeliness
• Edit for coherence

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Gain information

• Identify every place in the map where you learned
  something new about the operational curriculum.
• Identify key people who need to connect to
  information from colleagues.
• This expands the teachers understanding of
  his/her students experience.

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Edit for Repetitions

• Recognize the difference between meaningless
  redundancy and powerful spiraling.

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The Reality of Repetitions
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Edit for Gaps

• Examine maps for gaps in
• Content
• Skills
• Assessments
• Habits of Mind

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Locate potential areas for integration

• Peruse the map and circle areas for integration
  of content, skills, and assessment.
• These can serve as the springboard for curriculum
  planning.

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Validate standards

• Search the maps for places where students are
  completing performance tasks that match your
  standards.
• Identify gaps.

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Applying your standards

• National
• State
• District
• Site

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Edit for timeliness

• Review the maps for timely issues, breakthroughs,
  methods, materials, and new types of assessment.
• Be vigilant about technology.

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Edit for Coherence

• Scrutinize maps for a solid match between the
  choice of content, the featured skills
  processes, and the type of assessment.

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Designing a Staff Development Prologue

• setting up leadership groups in each building to
  create the conditions for success
• structuring conditions that will make a
  difference in our planning
• creating meaningful roles for participants
• carrying out effective R D for mapping/

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Two types of maps

• Projected
• Diary

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Procedures

• 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 some research
  and planning
• PHASE 7 plan for next review cycle

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phase l Collecting the Data

• Each teacher in the building completes a map
• The format is consistent for each teacher but
  reflects the individual nature of each classroom
• Technology simplifies data collection

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Collecting Content Data

• type of focus
• Topics
• Issues
• Works
• Problems
• Themes

• configuration
• Discipline Field based
• Interdisciplinary
• Student-Centered

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Collecting Skill and Assessment Data

• Enter the skills and assessments FOREGROUNDED for
  each unit of study or course
• Precision is the key

• Enter the skills and assessments that are ongoing
  through the course of a year
• Portfolio checks
• Early Childhood assessments

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Time frames

• Elementary approximately 1 hour for content 2-3
  for skills and assessment.
• Secondary approximately 45 minutes for content
  2 hours for skills and assessment per prep.

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phase 2 First Read-Through

• Each teacher reads the entire school map as an
  editor and carried out the tasks.
• Places where new information was gained are
  underlined.
• Places requiring potential revision are circled.

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phase 3Mixed Small Group Review

• Groups of 5 to 8 faculty members are formed.
• Groups should be from diverse configurations
  (i.e... different grade levels and departments)
• Meetings should run approximately 1 1/2 hours
• The goal is to simply share individual findings
• No revisions are suggested

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phase 4 Large Group Review

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

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phase 5Determine areas for immediate revision

• The faculty identifies those areas that can be
  handled by the site with relative ease.
• The specific faculty members involved in those
  revisions determine a timetable for action.

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phase 6Determine those areas requiring long term
planning

• Faculty members identify those areas that have
  implications beyond the site with other sites.
• Faculty members identify those areas where
  research is needed.

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phase 7 The Cycle Continues

• The district cabinet meets 3 times annually for
  review.
• Task forces report on their timetables.
• The site based council continues its review of
  the maps through the course of the year and into
  the next.

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Long term time frame

• Data Collection within 3-5 months
• First reviews within 2 months after initial data
  collection
• First minor revisions immediately after first
  reviews
• Major R D review planned within first year
• Begin ongoing review site councils for second
  year

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Structuring the Decision Making Process

• A Case for the Elimination of Curriculum
  Committees

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Technology is creating a new type of educational
planning
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Task Decision Making for Curriculum-The Status
Quo

• Create a flow chart that reflects the current way
  curriculum decision making occurs in your
  setting.
• Note all external and internal influences on the
  choices that reach the classroom teacher and our
  students.
• Identify if and how assessment data impacts
  decisions.

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table 1 School Curriculum Councils
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Building Curriculum Council

• Meets regularly with maps
• Focus on school based curriculum, assessment, and
  instruction
• Open to all members of school faculty
• Representatives selected with a job description
• Focus for staff development

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table 2 Relationship Between School Councils
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Receiving and Feeder Sites

• Critical to focus on the actual pattern of
  students.
• Larger districts should keep communication
  regularly channeled with feeder pattern.
• In school districts set up in short grade spans,
  feeder pattern also is critical (i.e.. K-2 3-5
  grade levels in one building.)

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table 3 At the District Level
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District Cabinet

• Meets three to four times per year
• Representatives from site councils
• Focus on district level curriculum, assessment,
  and instruction
• When more R D is needed sets up task force.

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table 4 The Task Force
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Task Force

• For specific purposes with action plan
• Time frame is followed
• When work is complete task force is dismantled.
• Shares info with all building councils

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What are advanced tasks for mapping?

• Beyond map maintenance

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Refining the content data

• Revisiting the content section .
• Revisiting it whether it is based on a topic,
  theme, issue, problem, or work.
• REFINING and FOCUSING the content using a set of
  essential questions.

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Design Essential Questions

• Structure the unit around 2 to 5 essential
  questions
• Use questions as the scope and sequence of unit
• Embrace the appropriate standards

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Criteria for Essential Questions

• Highlights conceptual priorities
• Fulfills outcomes
• Language for organizing
• 2 to 5 questions
• Distinct section
• Non-repetitive set

• Realistic set of time
• POSTED by all
• Connects a range of disciplines (if.....)
• Logical sequence
• Understood by each child
• Open for investigation

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Essential Questions as an Organizer
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FLIGHT

• What flies?
• How and why do things in nature fly?
• How does flight impact human beings?
• What is the future of flight?
• Fourth Grade- six week interdisciplinary unit

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INTELLIGENCE

• What is intelligence?
• How has intelligence evolved?
• How is intelligence measured?
• Is intelligence solely a human phenomenon?
• How will intelligence be altered?
• 11th grade-A.P.. Biology -interdisciplinary-four
  week unit

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Multiplication

• How will I ever learn to multiply?
• Where will I ever use multiplication?
• Second and Third Grade (multigrade classroom)-
  three week intensive -discipline based-then
  through year

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Prejudice and Tolerance

• What are the different kinds of human prejudice?
• How can tolerance be taught?
• What has been the impact of individual and group
  prejudice?
• How can I become more tolerant?
• 8th grade-interdisciplinary team-thematic unit- 3
  weeks

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Everyday Physics Transportation Safety

• How can cars, boats, and airplanes becomes safer
  for passengers?
• How can principles of force and motion help
  driver effectiveness and safety?
• Are safety and speed compatible?
• 12th grade -Physics course-seminar model 6 week
  cycle

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ANCIENT EGYPT Land of the Pharaohs

• Why Egypt?
• What were major contributions of the Ancient
  Egyptians?
• What is their legacy?
• Sixth grade- 7 week humanities unit-middle school
  interdisciplinary team unit

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Independent Study Publishing as an Adolescent

• What is the personal story behind my selected
  adolescent authors?
• How do publishing houses make decisions about
  submitted manuscripts?
• What is my plan to get published?
• How can I prepare to make a career in publishing?
• 8th grade student-student centered option-one
  semester

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MONEY

• What are the values of individual coins?
• How many do you need to buy an item?
• Second grade math unit

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FALL SEASON

• How does nature change and adapt to the fall
  season?
• How do people adapt to the fall season?
• Second grade science unit on the fall season

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COMMUNITIES

• What is a community?
• What are the characteristics of a rural,
  suburban, and urban community?
• Second grade science unit on communities

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AMERICAN REVOLUTION

• Why did the American Revolution occur?
• How can we look at the Revolution from alternate
  points of view?
• How were Native Americans Involved in the
  American Revolution?
• Why is Paul Revere more famous than Sybil
  Ludington?
• Why did you do it George?
• Middle School unit on the American Revolution

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How can we assess the development of those skills?

• Assessment is evidence of learning.
• Clarify the differences between
• drill practice
• rehearsal scrimmage
• authentic performance

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Improving Assessment Design

• Editing the maps for a thoughtful application of
  developmental perspectives on the maps.
• Generating BENCHMARK assessments based on item
  analysis of a sites specific student population.

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Assessment is a demonstration of learning

• The focus should be on feedback
• Designed to reveal knowledge and insight into the
  essential questions
• Designed to reveal skill acquisition in the
  examination of those questions

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Assessment is evidence.It can take two
fundamental forms.
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• Tangible Products
• a piece of writing
• a picture
• a spread sheet
• a model
• a photograph
• a puppet
• a blueprint

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• Observable performances
• a speech
• a recital
• a debate
• a game
• a dance
• a reading

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Developmental Stages your learners growth
patterns

• Cognitive
• Affective
• Moral
• Social role taking
• Physical

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K-2

• Sculptures
• Models
• Observation notes
• Captions
• Story boards
• Joke-telling
• Murals
• Diorama
• Graphs
• Charts
• Checklists
• Symbol systems
• Speech to persuade

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-----------------------Grades 3-5

• artifact analysis
• comparative observation
• play performance
• newspaper articles
• math matrix design
• extended research
• reports
• note cards
• interview questions
• short stories
• photo essaytext

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Grades 6-8

• the essay, the essay, the essay....
• hypothesis testing and telling
• issue based forums
• blueprints
• models
• museum text/captions
• four note taking forms
• organizational templates

• original playwriting
• simulations

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Grades 9-10and 11-12

• position papers
• legal briefs
• business plans
• anthologies
• choreography
• game strategy books

• film criticism
• policy statements
• literary criticism
• professional journals
• senior defense project
• workstudy analysis

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Mapping Benchmark Assessments

• Benchmarks can be designed on multiple levels
  state tests, district, classroom tasks.
• A school establishes a common set of skills
  needing development.
• An internally generated benchmark assessment task
  is developed by teachers with the same protocols
  the same timetable.

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Continued...

• The task should merge with the ongoing curriculum
  naturally.
• Student products can then be evaluated both
  vertically and horizontally.
• Revisions in the curriculum map should reflect a
  few targeted skills needing help.
• Revisions should be applied thoughtfully to
  developmental characteristics of the learner.

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The element of SKILLS

• DESIGNERS SHOULD
• identify precision skills for the learner
• describe to learners what can be seen and
  understood in actions.

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Precision is critical to skill development

• THE COACH DOESNT SAY Were working on critical
  playing skills today
• THE COACH DOES SAY Were working on driving
  into the basket.

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Precision Skills within Disciplines In Science
there is the general process of
INQUIRY.precise skills are

• 
  
  
  

• to observe an event in the natural world or space
• to collect and display data
• to cite significant variables
• to pose explanations
• to predict future results

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Skills across the disciplines

• Editing and revising skills in ALL work
• Organizational skills
• Reading for decoding
• Reading for text interaction
• Speaking skills in a range of forums
• Technology for information access
• Technology for production purposes
• Career habits for personal and group work

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Every teacher is a language teacher

• Upgrading language skills Across all curriculum
  areas
• Interdependence of the four language skills.
• EVERY test we give in EVERY subject is language
  based.

• reading
• writing
• speaking
• listening

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Editing and revising across the disciplines

• The student needs to edit NOT the teacher.
• Teach specific editing techniques.
• Revision should be TAUGHT in all subject for all
  types of working writing, drawing, computing,
  building, etc..
• Editing itself should be assessed

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How can we help our students read/write/speak in
the content areas?

• THREE DISTINCTIVE APPROACHES-
• High frequency vocabulary
• Specialized terms
• Embellishment vocabulary

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Editing and Revising for Every Classroom

• Set a common visible policy
• for editing
• for revising
• devise each policy based on developmental
  considerations

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All students in K-2 will

• EDIT for
• end punctuation
• capitals at the beginning of each sentence
• capitals on proper names
• complete sentence by reading aloud

• REVISE for
• replacing one word for a better word.

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Editing and Revising for Every Classroom

• Set a common visible policy
• for editing
• for revising
• devise each policy based on developmental
  considerations

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Students in grades 3-5 will

• EDIT for
• end punctuation
• internal punctuation for commas
• all capitals
• subject/verb agreement
• proper tense
• fuzzy spelling

• REVISE for
• embellished adjectives
• variation in sentence length
• paragraph formation
• engaging openings

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All students in grades 6-7-8 will edit in ALL
subjects for

• end punctuation
• internal punctuation (comma, semi-colon,
  quotation marks)
• all capitalization
• complete sentences
• run-ons/fragments
• subject-verb agreement
• proper tense

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In grades 6-7-8 students will revise in all
subjects

• precise and rich vocabulary with a focus on
  adjectives and adverbs
• sentence variety
• paragraph formation

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All students grades 9-12 will edit in each class
for

• end punctuation
• internal punctuation (comma, semi-colon,
  quotation marks)
• all capitalization
• complete sentences
• run-ons/fragments
• subject-verb agreement
• proper tense

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All students 9-12 will revise for

• precise and rich vocabulary for adjectives,
  adverbs with a focus on verbs
• sentence variety
• paragraph formation and smooth transitions
• expansive openings
• including concessions in arguments
• increased voice and expanded range in genre
  choices

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Developing Speaking Skills

• Raising awareness of the lack of formal
  development.
• Facing and wrestling with cultural issues
  regarding speech.
• Design formal speaking GENRE of performances
  assessments
• Study great models of oratory.........
• Assess as formally as writing in discussion
  events.

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Recognizing the voice as an individual instrument

• Volume
• articulation
• word choice
• eye contact
• body movement
• presence

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Speaking and Listening assessments

• Feedback phrasing
• forums
• round tables
• debates
• question posing
• speeches to persuade
• speeches to dissuade
• town meetings

• work related situations
• Joke telling
• sharing folklore
• interviews
• discussion groups
• dialogues
• paraphrasing
• lectures
• docent guide work
• oral defenses
• facilitating and teaching

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Teachers should observe formally the nature of
discussion

• Exchanges
• Episodes
• Number of participants
• Nature of distribution
• Concentric circles

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Technological skills

• Writing and editing.
• Graphic design.
• Information access.
• Interactive skills.
• Production skills
• INTEGRATED in the
  curriculum.

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Career habits

• Personal patterns for work
  time and task management
  presentation in products
  presentation in interactions
• Group responsibilities
  delegating tasks/ timelines
  utilizing research data
  resolving conflict
  evaluating results
  

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Mapping is a Communication Tool

• Between teachers in a building
• Between teachers in feeding and receiving sites
• For parents
• For students

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