Transcript Curriculum Mapping Lichter - Global Center For College & Career

CURRICULUM MAPPING: PLOTTING A
COURSE FOR INSTRUCTION & LEARNING
Presented by: Jackie Lichter, Ph.D.
TODAY’S AGENDA
1. Welcome and Introductions
2. What is curriculum mapping and why do it?
3. Explore how curriculum mapping helps facilitate
teacher to teacher dialogue so as to identify gaps,
spiral rather than repeat classroom experiences
and align curriculum to Common Core State
Standards.
4. Using the Common Core Standards, we will map
the embedded content and skills necessary to
teach the content and an assessment to evidence
mastery which includes applications.
INTRODUCTION TO CURRICULUM
MAPPING
Heidi Hayes Jacobs
• president of Curriculum Designers, Inc.
• educational consultant
• adjunct associate professor
• author of numerous books on curriculum
mapping
INTRODUCTION TO CURRICULUM
MAPPING
Ann Johnson
•Director of Professional Development for
Curriculum Designers, Inc.
•independent consultant
•co-authored The Curriculum Mapping
Planner with Heidi Hayes Jacobs
WHAT IS CURRICULUM MAPPING?
• A ongoing process of documenting and
refining the actual curriculum
• Gaining a perspective
• Process that allows educators to share their
work electronically-no more filing curriculum
guides on shelves in binders
(Hayes Jacobs & Johnson, 2009)
GLOBAL CURRICULUM MAPS
(HAYES JACOBS & JOHNSON, 2009, P. 7)
Atlas Curriculum Management System
www.rubiconatlas.com/mapping.htm
The Curriculum Mapper:
www.clihome.com/curriculummapper
Curricuplan:
www.curricuplan.com
Performance Pathways:
www.techpaths.com
School Software Group:
www.schoolsoftwaregroup.com
WHY MAP?
1. To make sense of our students’
experiences over time.
2. It forces us to commit to when a skill
will be taught.
3. Provides a blueprint of learning targets
for students to take with them when they
leave.
WHY MAP?
5. Provides meaningful short and long term
data.
6. Aligns the curriculum to ensure a
consistent implementation of the
Common Core Standards
7. Allows us to upload and download
curriculum maps nationally and
internationally between classroom
teachers (Hayes Jacobs & Johnson, 2009)
WHY MAP?
“To make sense of our students’
experiences over time, we need two lenses;
a zoom lens into this year’s curriculum for
a particular grade and a wide-angle lens to
see the K-12 perspective”
(Hayes-Jacobs, 1997, p.3).
HEIDI HAYES JACOBS & ANN JOHNSON
“Schools who have implemented
curriculum mapping from a systemic
perspective find it leads to a more dynamic,
focused curriculum; stronger alignment
with assessments, instruction, and
reporting; new ways of collecting and
analyzing data; a more cohesive approach
to planning and implementing professional
development; and an opportunity to
strengthen the organizational and
leadership structure in a school or district”
IT IS ABOUT EACH INDIVIDUAL
STUDENT’S…
Right to reach for the stars
IT IS ABOUT US…
To help us work smarter
not harder
ROAD MAP
Curriculum mapping alerts you to where
you are, where you are going and where
you’ve been.
CALENDAR BASED
A compilation of the content, skills and
assessments that a student experiences at
each grade level.
COMMUNICATION TOOL
Grade-level teams examine maps to see
what occurs in the content area for an
entire year.
Teachers within a building use maps for a
true picture of what a student experience
from grade to grade.
ADDING TO YOUR PEDAGOGY
In your teacher
training…
•you likely first learned
to lesson plan
•then you wrote unit
plans
…but the complete
picture was never
painted.
OFTEN TIMES MISSING THE
TARGET
SUMMARY
Very simply, curriculum mapping is a
current way of documenting, managing and
discussing the real curriculum.
ESSENCE OF MAPPING
“The active and deliberate examination of
the curriculum is the essence of mapping.
Mapping is a verb, an action to be carried
out by the faculties as they breathe life into
the curriculum”
(Hayes-Jacobs, 2010, p. 20)
SEEING HOW THE INDIVIDUAL PARTS
CONTRIBUTE TO THE WHOLE PICTURE
Content
Skills
Assessment
Essential Questions
PROCESS OF CREATING MAPS
• Organized by calendar months
• Written in teacher-friendly language
• Not textbook objective language
• Not standards language
DIFFERENT KINDS OF MAPS
Journal/Diary Maps: each teacher records
the content, skills and assessments every
few weeks, per month or trimester to
clearly evidence student learning.
(Hayes Jacobs, 2009).
DIFFERENT KINDS OF MAPS
Projection Maps: content, skills and
assessments for the entire year are
recorded at one or two sessions and
revised on an ongoing basis.
(Hayes Jacobs, 2009).
DIFFERENT KINDS OF MAPS
Consensus Maps: includes the content,
skills, and assessments that everyone in a
grade level or course agree will be taught
and implemented
(Hayes Jacobs, 2009).
REFLECT ON THESE QUESTIONS…
Where do you get the information as to
what should be taught to the students at a
particular grade level?
How do you know what is expected?
TEACHER TO TEACHER
“We use our maps…to gain information;
replace repetition with spiraling classroom
experiences; analyze gaps in student learning
and mend them in the maps; align to
standards; integrate natural curricular
connections between disciplines and
classrooms; update our maps on a regular
basis for timeliness, given the proliferation of
knowledge; and stay vigilant in our quest for
internal coherence in the map [curriculum]”
(Hayes Jacobs, 2009, p. 2).
DEFINING THE TERMS
•Common Core State Standards
•Essential Questions
•Content
•Skills
•Assessments
COMMON CORE STATE
STANDARDS INITIATIVE
State-led effort coordinated by the National
Governors Association Center for Best
Practices and the Council of Chief State
School Officers.
THE COMMON CORE STATE STANDARDS:
1.
2.
3.
4.
5.
6.
Are aligned with college and work
expectations;
Are clear, understandable and consistent;
Include rigorous content and application of
knowledge through high-order skills;
Build upon strengths and lessons of current
state standards;
Are informed by other top performing
countries, so that all students are prepared to
succeed in our global economy and society;
and
Are evidence-based.
WHAT IS AN ESSENTIAL QUESTION
•The essence of what you think students
should examine in the short time they have
with you.
•A curriculum formed around questions
rather than objectives so the message is
clearer to students
•It is the organizer
ESSENTIAL QUESTIONS
What overarching questions will guide
instruction?
What overarching questions might help
students to link or connect a “big idea” or
topic to other concepts?
What questions point beyond the unit to
other transferable ideas?
How are the essential questions linked to
skills and assessments?
THE ESSENTIAL QUESTION IS THE
CREATIVE CHOICE
Choice # 1 What was the effect of the Civil
War?
Choice # 2 Is the Civil War still going on?
THE ESSENTIAL QUESTION IS THE
CREATIVE CHOICE
Choice # 1 How does community affect my
life?
Choice # 2 What do I owe my
community…or do I?
CRITERIA FOR WRITING ESSENTIAL
QUESTIONS
1. Each child should be able to understand
the question.
2. Each question should be distinct and
substantial.
3. The questions should be realistic given
the time allocated for the unit.
The questions should be posted in the
classroom
LET’S GIVE IT A TRY
Working in partners, write one essential
question you would like to explore with
your students in a specific subject/s during
the first few weeks of school.
CONTENT
The subject matter, key concepts, facts,
topics, and important information taught in
a specific course in a given subject
EXAMPLES OF CONTENT
Order of Operations
Patriotic Music
Persuasive Writing
Simplifying fractions
Role of museums in preserving societal
values
Matter
Cardiovascular fitness
IDENTIFYING ESSENTIAL CONTENT
1. Choose one of the CCSS listed in your
packet.
2. Working with a partner, brainstorm the
content embedded in the standard you
chose and list it in the space provided
on your handout.
SKILLS
Skills are the targeted proficiencies,
technical actions and strategies within a
specific content area.
SKILLS
Are Precise!
• Can be assessed, observed and described in
specific terms-unlike general processes-and
connected to assessments and standards
• Are described with action words (Bloom’s
Taxonomy)
EXAMPLES OF SKILLS
Find the main idea and supporting
paragraph
Estimate sums and differences using
rounding techniques to the nearest 1000
Interpret data represented in a bar graph
Label the parts of a friendly letter
Explain the difference between fact and
opinion
INDENTIFYING ESSENTIAL SKILLS
Using the same standard and content used
in the previous exercise, identify the
specific skills a student would need to
acquire in order to evidence mastery of that
standard. Record them in the space
provided on your handout.
DEVELOPING ASSESSMENTS
Using the same standard, content and skill,
identify the specific assessment a student
would need to acquire in order to evidence
mastery of that standard.
Standard:
Content:
Skill(s)
Assessment:
SUMMARY/QUESTIONS
Good Luck and Happy Mapping!
RESOURCES
Hayes Jacobs, H., (Ed). (2010). Curriculum 21 essential
education for a changing world. Alexandria, VA: ASCD
Hayes Jacobs, H. & Johnson, A. (2009). The Curriculum
mapping planner. Alexandria, VA: ASCD
Hayes Jacobs, H. (1997). Mapping the big picture: Integrating
curriculum & assessment K-12