Day 2

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Day 2
2
College Credit

• University of Sioux Falls
• Workshop Name
• Curriculum Mapping Strategies, Tools, Processes
• No
• EDU 544F
• Dates
• Sept. 13-15
• Credit
• 1
• Location
• Lander, Wy

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Day 2 Agenda

• The Cycle of Mapping its an ongoing process
• Initial Read-thru activity
• 3 month map
• a PRINTed report
• a frequency report
• Revise your maps/common content and skills

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Agenda Day 3

• 8am-12noon Mapping work-time with TIE staff
  support
• Make revisions based on the initial read-thru
• Continue projection mapping thru 06-07
• Option for small group/individual consultation.
• 1pm Return to High School
• Bring a PRINTed report (skills and assessment)
• Creating conditions for sustainable change
• The Fremont School District 1 Action Plan
• Wrap-up, Conclusion and Evaluation

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Q A

• Questions from Day 1.
• General questions about the software.
• General questions about the process of mapping.

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Questions

• What happens if I loose my internet connections
  while Im entering data?
• Time??
• Will this help with technology and information
  literacy standards (imbedded)? Also incorporating
  library media.
• Why do we need common language across
  buildings/grades?
• How do we use CM when it is time to buy new
  textbooks/instructional materials?

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More Questions

• Micromanagement of lessons, inhibit creativity?
• Will the maps look different in different
  schools?
• Do we repeat the benchmark under the content box?
  Can I put the standards in first?
• Why cant we do one map per grade level.
• Clarification on diary, projection, when does it
  get changed.

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More Questions

• Why not quarterly standards or by content? Why by
  the month?
• Resolving conflict between content areas using
  CM?
• Can we rewrite standards?

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Fremont County School District 1Curriculum
Mapping
Outcome Participants will gain an understanding
of the cycle of curriculum mapping.
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WAKE UP SLEEPY HEAD

• Mental Calisthenics

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Mental Challenge

• Select a partner.One of you face the
  screen.One of you have your back to the screen.
• The partner facing the screen will give clues-
  like in Catch Phrase.
• The partner with their back to the screen will
  guess the answer.

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FROG
PRACTICE
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Athletic Terms

• Free throw
• Soccer
• Goalie
• League
• Dribble

• Back nine
• Backboard
• Putt
• Charging
• Boxing

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Curriculum Mapping Vocabulary

• Content
• Unit
• Assessment
• TechPaths
• Essential Questions

• Spiral
• Benchmarks
• Reports
• Discussions
• Lesson

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Mapping is a COMMUNICATION TOOL

• among teachers in the building
• among teachers through-out district

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Benefits for Students

• Students get a K-12 curriculum without gaps and
  overlaps.
• The curriculum is focused on essential learning
  experiences.
• Student achievement and performance improve.

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Lets take it one step at a time!
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The Curriculum Mapping Process

• Step 1 Collecting the data each teacher
  individually creates a map
• Step 1a Initial Read-Through Are you doing it
  right?
• Step 2 First read-through teachers read each
  others maps for content
• Step 3 Small group review sharing findings
• Step 4 Large group comparisons sharing
  findings from small group review
• Step 5 Determine immediate revision points
• Step 6 Determine points requiring more research
  and planning
• Step 7 Plan for next review cycle

Susan Udelhofen/SU-Consulting
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Step 1 Collecting the data

• each teacher completes a map - individually
• record content, skills, assessments and standards
• collection, analysis and revision
• This is the first draft

Susan Udelhofen/SU-Consulting
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Remember...

• Your curriculum map reflects
• what actually occurs in your classroom

• May look messy
• May not be a pretty document
• Thats ok!

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Some Guidelines...

• Include enough specifics to make the map
  useful(so it tells you something upon
  reflection)
• Use specific vocabulary vs. vague/generic terms

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More Guidelines...

• Dont write too much!
• No need to write out objectives or complete
  activities

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Step 1a Initial Read-Through Are you doing it
right?

• Are the content, skills, and assessments
  correctly entered?
• Are they aligned to the standards?

Benchmark A quality map is so clear that the
map reader can understand what the map says
without the map writer being present to explain
the maps data.
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Step 2 Editing First Read-Through

• Each teacher individually reads a set of maps (at
  the site)
• Ultimately everyone will be familiar with all
  maps

Susan Udelhofen/SU-Consulting
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What to Look for

• A clear connection between content, skills, and
  assessments
• Clear, concise skills (action verbs)
• A variety of assessments
• Gaps in content and skills
• Meaningless redundancies
• Repetitions (spiraling)

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Curriculum Spirals
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Matching Learners and Assessment Genres

• K-2
• Captions
• Labels
• Simple interviews
• Drawing
• 3-5
• Simple reports
• Short stories
• Photo Essay w/ text
• Comparative observations

• 6-8
• Persuasive essays
• Descriptive essays
• Hypothesis testing
• Original play writing
• 9-12
• Position papers
• Business plans
• Case studies
• Legal briefs

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Step 3 Small Mixed Small Group Review

• groups of 5-6 faculty members are formed
• its best if the groups consist of individuals
  who do not work together
• looking at the big picture
• results are compiled
• Based on open/honest communication

Susan Udelhofen/SU-Consulting
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As a group of teachers of varied grade levels or
varied courses within a department...

• Provides opportunity to collaborate with
  colleagues across grade levels and courses
• Time to discuss findings from individual
  read-through

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Real Conversations About Real Data The Best Part
Susan Udelhofen/SU-Consulting
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Purpose of Subsequent Read-Throughs

• Check for gaps
• Check for redundancies

• Check for literacy
• Check for spiraling of skills

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Step 4 Large Group Review

• small group findings are shared with entire
  faculty
• review findings and identify emerging patterns

Susan Udelhofen/SU-Consulting
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Examples of Group Review Results

• Math
• Fractions at what grade levels are parts and
  whole fractions being introduced? When and how
  is it being assessed?
• How and when are analyzing graphs and charts
  being taught?
• How are basic math facts taught and assessed
  (H.S. math classes still reviewing???)

• Language Arts
• We need a list of core books being taught at
  grades K-8th
• How is mastery of phonics defined?
• How do we as a district assess writing?
• How and when is grammar taught and assessed?
• Social Studies
• We need to address the repetitions as a K-12
  District
• i.e. Civil War
• When are the specific U.S. time periods taught
  at what grade level?

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Using Curriculum Mapping

• To drive discussions and decisions about
  curriculum, teaching, and learning will transform
  your school into a professional learning
  community.

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Step 5 Determine Areas for Immediate Revision

• faculty analyzes results and identifies those
  areas that can be handled by the site with
  relative ease
• a timetable is established for revisions

Susan Udelhofen/SU-Consulting
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Step 6 Determine Areas Requiring Long Term
Planning

• Faculty identifies areas requiring more in-depth
  investigation

Susan Udelhofen/SU-Consulting
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Step 7 The Cycle Continues
Susan Udelhofen/SU-Consulting
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If we dont use the reports to make curricular
decisions, we fail ourselves and we fail our
students.
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Ensuring Student Learning

• What do we want each student to learn?
• How will we know when each student has learned
  it?
• How will we respond when a student experiences
  difficulty in learning?

Richard DuFour--On Common Ground
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SUMMARY

• Curriculum Mapping is an on-going process that
  enables teachers to gather data on what is
  actually being taught and what students are
  actually learning.
• Maps allow teachers to put their instructional
  curriculum into a common format (like a blue
  print) that enables conversations on effective
  teaching and learning.

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Summary (continued)

• Maps continually evolve based on the needs of the
  students
• The purpose of maps is not to create the map it
  is a record of what is actually occurring in
  classrooms.
• Investigating the maps helps align teaching and
  the learning process to standards and have data
  for articulation.

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Maps are never finished they are a work in
progress!
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Never doubt . . .

• a small group of thoughtful committed citizens
  can change the world. Indeed it is the only thing
  that ever has.
• Margaret Mead

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The Curriculum Mapping Process

• Step 1 Collecting the data each teacher
  individually creates a map
• Step 1a Initial Read-Through Are you doing it
  right?
• Step 2 First read-through teachers read each
  others maps for content
• Step 3 Small group review sharing findings
• Step 4 Large group comparisons sharing
  findings from small group review
• Step 5 Determine immediate revision points
• Step 6 Determine points requiring more research
  and planning
• Step 7 Plan for next review cycle

Susan Udelhofen/SU-Consulting
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The Initial Read-Thru

• Initial Read-Through Hale (2005) defines a
  quality map as a map wherein map readers do not
  need the map writer or writers present to
  correctly interpret the maps data.
• During the beginning stages of learning to diary
  map, it is recommended that teachers and
  administrators, as learners, are afforded the
  opportunity to take part in an Initial
  Read-Through.
• It is a unique review in that an individuals
  Diary Map is being reviewed not for a task such
  as finding gaps or repetitions, but rather to
  provide self-reflection on ones abilities to
  synthesize the knowledge of correct format,
  verbiage, and mechanics to insure quality
  mapping..

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Materials you will need

• Three Month Map
• Standard addressed in map with frequency report
• A PRINTed copy of 3 months of your map.
• Initial Read-Thru reporting form (in your folder)

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Directions

• We will be providing each other with feedback
  concerning our initial diary map data.
• We will be looking specifically at content,
  skills, assessment and alignment to standards.
• In other words can you clearly tell what the
  students in this class will be learning and doing?

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What are we looking for?

• Content noun or noun phrase, can you tell what
  the students will know?
• Skills starts with an action verb, can you tell
  what the students will do with the content?
• Assessment only a title
• alignment to standards does the rest of the map
  fit with the standard?

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Friday Homework

• Continue mapping Friday morning in your own
  buildings.
• Return to this auditorium at 1pm with your
  Homework.
• Please bring a PRINTed landscape (all months)
  report. With your skills and assessments.