Presentation Created By Janet Hale, Curriculum Mapping

Consultant www.CurriculumMapping101.com

Presentation Created By Janet Hale, Curriculum Mapping

Consultant www.CurriculumMapping101.com

A verbal agreementisn’t worth the paper it’s written

on.—Samuel Goldwyn

Curriculum Mapping is all about the full written disclosure of both operational and planned learning.

A learning organization collectively

commits to no longer making decisions based on

verbal statements. Instead, all decisions and discussions are

based on map documentation that is

inter-related within a mapping system along with other

forms of pertinent data.

• Will my maps be used for my evaluation?

• Who will see the maps?

• How will my peers react to my maps?

Is Honesty an Issue?

Remember, Curriculum mapping is an emotional journey,

especially in the first few years!

BE AWARE:

It takes time

and practice, practice,

practice, before

“hitting the bulls-eye”

and feeling confident in

one’s ability to write a quality

map!

If your learning organization is planning on creating your own mapping system or purchasing a subscription to

a commercial mapping system, each system

has unique features that effect how a map is recorded in the system.

Therefore, this overview is generic in that the specific protocols per system are not included.

CM Seven-Phase (Step) Review Process1. Collecting Ongoing Data (Initial Read-Through)

2. First Read-Through Review3. Small (Like/Mixed) Group Review4. Large (Like/Mixed) Group Comparisons5. Determine Immediate Revision Points6. Determine Points Requiring Some

Research and Planning7. Plan for Next Review CycleFrom Mapping the Big Picture: Integrating Curriculum

and Assessment K-12; 1997, ASCD, Jacobs, HH.

Dr. Heidi Hayes Jacobs states, “Mapping is like a two-sided coin: One side is collecting the data … If you

do not ‘flip the coin’ and focus on the other side— using the data—you miss the ‘true value’ of

mapping!”

The quality of a school, schools, or district’s curricular

dialogues can only be as strong as the quality of its maps.

An Important Realization…

Noah Webster defines quality as:

1. Characteristic elements; 2. Basic nature, kind; 3. The degree of excellence.

The Goal of Map Quality Map readers do not need the

map writer or writers present to correctly

interpret the map data.

1. Collecting Ongoing Data Teachers in each building begin to,

via the mapping system, input a first draft of a Projected Map/Diary Map or Consensus Map, based on a pre-determined content area/discipline.

First Year Of Recording A MapOne discipline (Elementary),

One period (Middle or High School), One grade level (Specialist), One or two fully-included students

or One pull-out group (SpEd)

Choose one

discipline for initial K-12 focus to maximize district-wide articulation.

Choose one

discipline for initial K-12 focus to maximize district-wide articulation.

Talk Time!

Share with a neighbor which discipline or class you think you’d like to begin mapping this year

DiaryProjected

ConsensusEssential

The curriculum map that contains the most data is the Projected/Diary Map. The Consensus Map and Essential Map have less amounts of data based on the collaborative agreements made by those involved in the curriculum design process.

A CURRICULM DESIGN CAUTION

DO NOT DESIGN MAPS TO BE A “COPY” OF CURRICULUM ADOPTIONS

(e. g., Language Arts Series, Social Studies

Textbook, Science Kits).

They are RESOURCES. Curriculum must be designed based on (broken apart) state, national, or self-produced standards’ proficiencies.

What are the common initial data elements included in a

Projected/Diary Map?• UNIT NAME*UNIT NAME*

• CONTENTCONTENT

• SKILLSSKILLS

• ASSESSMENTSASSESSMENTS

• STANDARDSSTANDARDS

• RESOURCESRESOURCES

• ACTIVITIES (optional)ACTIVITIES (optional)

*Some commercial mapping systems require a Unit Name to enter map data.

*Some commercial mapping systems require a Unit Name to enter map data.

Unit • A unit name is similar in concept to the title of a binder

of information on a shelf. You must give the unit of study a name.

– Discipline-specific state standards’ strand or concept names such as:

– NUMBER SENSE GEOMETRY

– Or a broad term or phrase befitting the learning contained within the unit:

– 1776– BIOMES

A UNIT NAME IS WRITTEN IN ALL CAPITALS

September

To distinguish between repeated unit names in which each unit’s content, skills, assessments, standards, and resources vary, either incorporate a sequential numbering system such as Roman numerals:

NUMBER SENSE I NUMBER SENSE II NUMBER SENSE III

or include a signifier after the base unit name:

LITERARY ELEMENTS LITERARY AUTHOR STUDY LITERARY 19TH CENTURY CLASSICS

Content = What Students Must KNOW

• Written as a Key Noun/Noun Phrase: Descriptor

Think Table of “Content” Write each word starting with a

capital letter.

3-D Shapes: Sphere, Cone, Cylinder Vs 3-D Shapes

Poetry: Haiku, Diamante VsPoetry

Graphs: Double-Bar Vertical/Horizontal, Up To 6 Variables

Whenever

possible, use a

numeral instead

of the number

word (0-9).

Skills = What Students DO in relationship to the KNOWing

There are technically three parts to a quality written skill listing:

1. Measurable Verb2. Target (“how” students will be formally

assessed) 3. Descriptor (that provides clarity

regarding the KNOWing)

Do not begin with: The student will…

Skills

1. Non-allowable verbs as measurable verb = Demonstrate, Understand, Know, Show, Use. They are not measurable.

Understand making connections to text

Distinguish text-to-me, text-to-text, text-to-world

Use clipboard to transfer graphics between applications

Transfer graphics between applications using clipboard

SkillsIf standard verbs are not measurable, or struggling

with selection, Bloom’s Verbs may prove helpful, but should not become a crutch.

2. Targets– “How” Modalities = orally, in writing, aurally, visually kinesthetically, manipulatively

• Identify in writing 5 phases of growth…

• Distinguish aurally between ½, ¼ notes

• Tell visually and in writing time using analog and digital faces

Note: Some measurable verbs do not need targets (e.g., Memorize, Recite, Read, Write). In mathematics: Solve…, Calculate…, Figure… are considered written unless otherwise noted.

Skills = What Students Must Be Able To DO

3. Descriptors add clarity to the aligned content listing; not duplicate the data.

Moving Toward QualityContent: Addition: 2-Digit With RegroupingSkill: Add addition problems

QualityContent: Addition: 2-Digit With RegroupingSkills: Solve horizontal and vertical problems Solve 2-step word problems

Note: A skill statement starts with a capital letter, but needs no period at the end of the statement.

Unit: LIFE SCIENCE: ORGANISMS

Content: Human Cells: Plasma Membrane,

Nucleus, Organelles, Golgi, Mitochondrion

Skill:No: Demonstrate knowledge of human

cell structure

Yes: Label and define in writing 5 key features of cell’s structure

A skill is what students must be able to do.

An activity provides practice concerning a particular skill or skills’

development or reinforcement.

A bit of “fine tuning” is oftentimes needed in that some may have difficulty

differentiating between a SKILL and an ACTIVITY.

No: Review times tables No: Practice editing marks

No: Walk around room and interview…

Talk Time!Skill or Activity?

o Watch video clipso Brainstorm ideas for

fundraisingo Practice using library

materials and computer skillso Discuss reasons for entry into

war using at least 3 Internet primary sources to justify reasoning

Learning is a continuum. Therefore, there will be times when learning starts as

content, moves to be a skill, and becomes an activity. For example, compare and contrast…

• Content

Comparison/Contrast: Term Differentiation• Skill

Compare and contrast, visually and written,…• Activity

Working in groups of 3, students compare and contrast…

Assessment = Product or Performance Title of Assessment is recorded as a Defined Noun

Think: Naming the Assessment There is no way (or would be appropriate map-wise) to

record ALL of the students’ assessments. Why?

• Summative = At a stage … the sum of the learning; verification of the learning up to that point “Formal” Assessment (officially graded and affects report card) Assessment OF Learning

• Formative = An informal check of learning wherein students’ interaction and motivation are crucial for progress in learning Assessment FOR Learning “Informal” Assessment (not officially graded)

CurriculumMaps

Most often in Lesson Plans

Assessments and Evaluations One must be aware of the difference between an assessment (product or performance) and an evaluation (a judgment and the given value for the product or performance).

50 MC Test Vs Test(Does not need evaluation/process included)

PowerPoint Cells Project Vs Project(Does need an descriptive evaluation/process included via attachment or supplemental info.)

Each mapping system has a different method for including evaluation documentation

and process information.

If map readers cannot determine how students will be/were evaluated and a teacher is not yet able, or ready,

to technologically attach/add the information, the teacher instead includes the statement: (Evaluation:

___________) directly after the assessment name.

Molecular Structure Lab (Evaluation: Teacher Obs/Journal/Checklist)

FOR Pyramid Building (Evaluation: Peer Discussion/ Checklist) [FOR = An Assessment FOR Learning]

25 MC/FinB/Short-Answer Test (Does not need evaluation information.)

Hmm

Resources* • Adopted Text or Materials are always the first

recording(s) in a Resource list. List Chapter/Lessons (title appears in course description area). Only need to include specific page numbers if total chapter is not used.

A.--Chapter 5, pp. 186-192--Lessons 18/19

• Begin each listing with a double-hyphen B. --Periodic Table Chart--Video: It Does Matter! All systems have the ability to create hyperlinks

(URL) or attach files,photos, etc. to a map. *Only include key or critical-to-learning resources

Each mapping system has a

unique method for intra-aligning the

content-skills-assessments to

standards. Each method can be explored when

testing each company’s system.

CREATING INTRA-ALIGNMENT (via Content listings) is recommended using a Letter/Number

CodingThe coding process is designed to allow map readers to not need map writer or

writers present to correctly interpret data.

Rubicon Atlas

Some prefer to practice using a Microsoft Word Table Template before purchasing a system.

High above the hushed crowd, Rex tried to remain focused. Still he couldn’t shake one thought; he was an old dog and this was a new trick.