Overview of Curriculum Mapping

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Overview of Curriculum Mapping

• HADDONFIELD PUBLIC SCHOOLS
• Gino R. Priolo

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Session Goals

• Participants will
• Have a broad understanding of the function of a
  curriculum map
• Review the district's curriculum map template and
  understanding its components
• Develop an understanding of the mapping process

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Treasure Hunt

• In teams of 4, use the Treasure Map provided to
  hunt down the treasure!
• When you have completed your hunt, please discuss
  with your group the representation of this
  metaphor.

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The Need for Calendar-Based Curriculum Mapping

• Anecdote, page. 1 (Mapping the Big Picture by
  Heidi Hayes Jacobs)

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The Need for Mapping

• If there are gaps among teachers within
  buildings, there are virtual Grand Canyons among
  buildings in a district
• Allows data on the curriculum to be examined both
  horizontally and vertically
• The maps unpack the standards

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District Mapping Template

• -Please view template

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Unpacking the Template

• Standards
• Enduring Understandings
• Essential Questions
• Concepts and Skills
• Activities/Strategies
• Assessments

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Standards

• Broadly define what students should know (the
  standard) and be able to do (the cumulative
  progress indicator)
• All children will write in clear, concise,
  organized language that varies in content and
  form for different audiences and purposes.

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Enduring Understandings

• enduring understandings refers to the big ideas,
  or the important understandings, that we want
  students to "get inside of" and retain after
  they've forgotten many of the details. They
  provide a larger purpose for learning the
  targeted content.
• Involve big ideas that give meaning and
  importance to the facts
• Addresses the Why are we learning this?
  question
• Strong readers employ strategies to help them
  understand text.
• http//www.authenticeducation.org/bigideas/nj_vide
  os/eu.html

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Enduring Understandings

• Strong writers develop and refine their ideas for
  thinking, learning, communicating, and aesthetic
  expression.
• Strong writers use a repertoire of strategies
  that enables them to vary form and style, in
  order to write for different purposes, audiences
  and contexts.
• Rules, conventions of language, help readers
  understand what is being communicated.
• A writer selects a form based on audience and
  purpose.

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Essential Questions

• Help to answer the enduring question
• Cant be answered with a yes/no
• Can provoke and sustain student inquiry
• What do readers do when they do not understand
  everything in a text?
• http//www.authenticeducation.org/bigideas/nj_vide
  os/eq.html

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Essential Questions

• How do good writers express themselves? How does
  process shape the writers product?
• How do writers develop a well written product?
• How do rules of language affect communication?
• Why does a writer choose a particular form of
  writing?

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Concepts/Activities/Assessment

• Concepts/Skills Define the specific learning
  outcomes for students
• SW generate possible ideas for writing through
  recalling experiences, listening to stories,
  reading, brainstorming and discussion.
• Activities Outline how the students will learn
  the concepts/skills
• Ask students to name a person important to them.
  Then, list three reasons why that person is
  important
• Assessment Identify how students will
  demonstrate understanding of the concepts/skills
• 3-point rubric

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How Its All Connected Maps ask us to place this
in a time continuum

• Standard All children will write in clear,
  concise, organized language that varies in
  content and form for different audiences and
  purposes.
• EU Strong writers develop and refine their ideas
  for thinking, learning, communicating, and
  aesthetic expression.
• EQ How do good writers express themselves?
• Concept/Skill SW generate possible ideas for
  writing through recalling experiences, listening
  to stories, reading, brainstorming and
  discussion.
• Activity Ask students to name a person important
  to them. Then, list three reasons why that
  person is important
• Assessment 3-point rubric
• Maps ask us to place this in a time continuum

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Sample Maps

• View one third grade and one fifth grade map for
  reference

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Mapping process

• collect data
• First read through of map
• Mixed group review of map
• Mixed group comparison of reviews
• Determine intermediate review points
• Determine points requiring research and planning
• Plan for next review cycle

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K-2 PreviewLanguage Arts/Writing

• Collect data
• Review lesson plans
• Existing maps
• Existing scope and sequences
• Standards
• Based on the above data sources, define themes
  for the year
• Based on the themes, begin to categorize content
  and skills by trimester/month
• This would then lead into the first review session

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Lets Give it a Try

• Reviewing your September lesson plans, work
  individually to map what you did in writing.
• This is meant as an exercise, not necessarily to
  work towards a polished product

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Review

• With a grade level partner, review maps
• What do you notice?

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Questions