Transcript Curriculum Mapping - Haddonfield Public Schools

OVERVIEW OF CURRICULUM
MAPPING
HADDONFIELD PUBLIC SCHOOLS
Gino R. Priolo
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

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.

THE NEED FOR CALENDAR-BASED CURRICULUM
MAPPING

Anecdote, page. 1 (Mapping the Big Picture by
Heidi Hayes Jacobs)
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

DISTRICT MAPPING TEMPLATE
-Please view template
UNPACKING THE TEMPLATE
Standards
 Enduring Understandings
 Essential Questions
 Concepts and Skills
 Activities/Strategies
 Assessments

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.
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_videos/eu.
html

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.

ESSENTIAL QUESTIONS
Help to answer the enduring question
 Can’t 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_vi
deos/eq.html
ESSENTIAL QUESTIONS
How do good writers express themselves? How
does process shape the writer’s 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?

CONCEPTS/ACTIVITIES/ASSESSMENT

Concepts/Skills: Define the specific learning
outcomes for students


Activities: Outline how the students will learn
the concepts/skills


SW generate possible ideas for writing through
recalling experiences, listening to stories, reading,
brainstorming and discussion.
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
HOW IT’S 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
SAMPLE MAPS

View one third grade and one fifth grade map for
reference
MAPPING PROCESS
1.
2.
3.
4.
5.
6.
7.
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
K-2 PREVIEW—LANGUAGE 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

LET’S 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

REVIEW
With a grade level partner, review maps
 What do you notice?

QUESTIONS