Curriculum Mapping for 21Curriculum Mapping for 21stst Century LearnersCentury Learners

Dr. Heidi Hayes Jacobs and Dr. Marie Dr. Heidi Hayes Jacobs and Dr. Marie Alcock Alcock

Our Essential Our Essential Questions:Questions:

How can we design curriculum to How can we design curriculum to prepare our learners for their prepare our learners for their future?future?

How is curriculum mapping project How is curriculum mapping project based learning in action? based learning in action?

How can we review and upgrade How can we review and upgrade our maps as professionals in our maps as professionals in collaboration? collaboration?

What to we What to we cut?cut?

What do we What do we keep?keep?

What do we What do we create?create?

. .

What year are you What year are you preparing your preparing your learners for? learners for? 1991?1991?

1972?1972?

2025?2025?

Amend your mission statement Amend your mission statement

Class of 2024- this Class of 2024- this year’s preschoolyear’s preschool

Are children and Are children and youth processing youth processing

information information differently? differently?

Stephen Wilmarth , Chapter 5- Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Curriculum 21: Essential Education in a Changing World Changing World ( edited by HH Jacobs), ASCD, 2010( edited by HH Jacobs), ASCD, 2010

Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com

Resistance to Resistance to GROWTHGROWTH• The myth of the good old daysThe myth of the good old days

• Bring back papyrusBring back papyrus

• The secret in lesson planning is….The secret in lesson planning is….

LAMINATION LAMINATION

• The separation of Tech and CurriculumThe separation of Tech and Curriculum

• Globalization is “enrichment” vs. a necessity Globalization is “enrichment” vs. a necessity

• Perhaps…the myth is that there is resistance! Perhaps…the myth is that there is resistance!

It is official- there It is official- there is evidenceis evidence There is a There is a

movement movement Beyond Reform Beyond Reform to New Forms to New Forms

We are using 21We are using 21stst century tools to century tools to

Navigate teaching and Navigate teaching and learning. learning.

Abundant web Abundant web resources for teachers resources for teachers and administrators: NO and administrators: NO

EXCUSESEXCUSES

Global Learning Global Learning Communities- NINGS Communities- NINGS

– “exporting and – “exporting and importing” importing”

curriculum units and curriculum units and resources resources

NINGSNINGS

Revising dated Standards, Revising dated Standards, Mission Statements, and the Mission Statements, and the

Nature of SchoolNature of School-Between states & provinces-Between states & provinces

-Between nations-Between nations

-CSCNEPA from Australia -CSCNEPA from Australia

-New Jersey, West Virginia, Wisconsin, Utah, -New Jersey, West Virginia, Wisconsin, Utah, RIRI

-CCSSO- New National Standards- -CCSSO- New National Standards-

- SOCIAL NETWORKS – Nings - SOCIAL NETWORKS – Nings

CTAUN Cyber School CTAUN Cyber School BusBus

CCSSO- Global CCSSO- Global Competency MatrixCompetency Matrix

So….what do we do at So….what do we do at our school?our school?

CURRICULUM 21 CURRICULUM 21 TEAMS- preparing TEAMS- preparing our learners for our learners for their future….their future….

What to cut?What to cut?

What to keep?What to keep?

What to create? What to create?

Curriculum 21 Curriculum 21 TEAMS- TEAMS-

provocation, provocation, invigoration, and invigoration, and

replacement replacement

Two Tier Model for Curriculum 21 Two Tier Model for Curriculum 21 TeamsTeams

SHORT TERM- UPGRADESSHORT TERM- UPGRADES- “revision - “revision and replacement” of dated and replacement” of dated curriculum and assessment types curriculum and assessment types with more vital contemporary with more vital contemporary forms.. forms..

LONG TERM- VERSIONING LONG TERM- VERSIONING to new to new versions of the program structures versions of the program structures in our school institutions that house in our school institutions that house curriculum and instruction.curriculum and instruction.

VERSIONING-VERSIONING-

revising for the long termrevising for the long termFour KEY…SCHOOL STRUCTURESFour KEY…SCHOOL STRUCTURES::

SCHEDULE-short term and long termSCHEDULE-short term and long term

STUDENT GROUPING PATTERNSSTUDENT GROUPING PATTERNS

TEACHER CONFIGURATIONSTEACHER CONFIGURATIONS

SPACE- both physical and virtualSPACE- both physical and virtual

VLM: Virtual VLM: Virtual Learning Magnets Learning Magnets

Global Educators Global Educators Online Online

NESA – Virtual NESA – Virtual Science FairScience Fair

..

Learners create and share Learners create and share knowledge differently from knowledge differently from

previous generations. previous generations.

FIVE TYPES OF FIVE TYPES OF ALIGNMENTALIGNMENT Internal: Internal: The elements in a teacher or district The elements in a teacher or district

curriculum map align to one another. curriculum map align to one another. Cumulative: Cumulative: The curriculum maps build year to The curriculum maps build year to

year; class to class K-12 and beyond. year; class to class K-12 and beyond. External: External: Curriculum and assessment maps Curriculum and assessment maps

align to external standards geared toward align to external standards geared toward

future productivity. future productivity. To Students: To Students: Curriculum and assessment Curriculum and assessment

maps are designed to match the needs of maps are designed to match the needs of

specific learners in specific locations for their specific learners in specific locations for their

future. future. GlobalGlobal: The aims and actions of our school : The aims and actions of our school

curriculum and programs will help our learners curriculum and programs will help our learners

connect to global communities. connect to global communities.

What are the basic elements in What are the basic elements in designing curriculum that need designing curriculum that need

upgrading?upgrading?

Upgrading Maps for Upgrading Maps for Learner EngagementLearner Engagement ScreenplaysScreenplays teleplaysteleplays PodcastsPodcasts broadcastsbroadcasts DocumentariesDocumentaries emailemail The SKYPE The SKYPE

grandmothersgrandmothers self publishingself publishing facebook pages of facebook pages of

historical figureshistorical figures text messaging as text messaging as

notetakingnotetaking Trailer for upcoming Trailer for upcoming

unit unit

Video conferences inVideo conferences in world language world language classesclasses My space as My space as biographybiography grant proposalsgrant proposals web pageweb page spread sheetsspread sheets CAD blueprintsCAD blueprints forecastsforecasts media criticismmedia criticism WebquestsWebquests Second life Second life technologytechnology Digital portfoliosDigital portfolios Web 2.0 applicationsWeb 2.0 applications Web 3.0 applications Web 3.0 applications

Engaging Learners Engaging Learners in self-assessment: in self-assessment: The Digital Portfolio The Digital Portfolio

Richer Picture software from Richer Picture software from Ideas Consulting Ideas Consulting

David Niguidula, David Niguidula, david@ideasconsulting.comdavid@ideasconsulting.com

Rhode Island – Graduation by Rhode Island – Graduation by ProficiencyProficiency

class of 2008class of 2008students will demonstrate students will demonstrate mastery through portfolio, mastery through portfolio, senior project, certificate of senior project, certificate of initial masteryinitial masterywww.richerpicture.com www.richerpicture.com

Digital Portfolios Digital Portfolios

Olivia Olivia personalizes the personalizes the

Global Global

OLIVIA’sOLIVIA’s

Performance Based Global Performance Based Global AssessmentAssessment

Student Student developed developed world wide world wide news servicenews service

What YEAR is reflected What YEAR is reflected in your current PD in your current PD delivery systems?delivery systems?

• Is it the “PULSE TEST” for in-service credit?Is it the “PULSE TEST” for in-service credit?

• Do you meet by habit or purpose?Do you meet by habit or purpose?

• Is there differentiated pd?Is there differentiated pd?

• Do all of your faculty and administrators Do all of your faculty and administrators participate in global networks? participate in global networks?

Upgrading applies Upgrading applies to the all of us as to the all of us as professionals as professionals as

well…well…

Replace Replace dated PD dated PD practices practices with new with new

ones ones

THE IBSC Keynote Challenge THE IBSC Keynote Challenge

A recent A recent example of example of

personalizing personalizing the global in the global in

our PD ..our PD ..

Revising Revising and and

upgradinupgrading skills in g skills in

the the curriculucurriculu

mmPlanting lifelong capacity:Planting lifelong capacity:

Digital Literacy Digital Literacy Global LiteracyGlobal LiteracyMedia Literacy Media Literacy

Cultural LiteracyCultural Literacy

Expansion of Literacy: Expansion of Literacy: Media Criticism/ Media Invasion/Media Media Criticism/ Media Invasion/Media

MakingMaking Unit: Unit: Effects of TV on MeEffects of TV on Me

Formal media criticism begins grade 4Formal media criticism begins grade 4

Television/film writing and productionTelevision/film writing and production

Documentary studiesDocumentary studies

Web based national/international Web based national/international anthologies of children’s stories and anthologies of children’s stories and observations (RTW)observations (RTW)

Teaching students to conduct video Teaching students to conduct video conferences:conferences:

TV critiques pre K-grade 3TV critiques pre K-grade 3

Current Communications BenchmarkCurrent Communications Benchmark

MEDIA LITERACY in Common MEDIA LITERACY in Common Core Core

Web 2.0- Web 2.0- Strategic Interactive Strategic Interactive

InstructionInstructionInteractiveInteractive

ReplacementReplacement

Skill reinforcing Skill reinforcing

‘‘De-gimmick-ifi-De-gimmick-ifi-cation”cation”

www.visualthesaurwww.visualthesaurus.com us.com

De- De- gimmickifcation of gimmickifcation of

Web 2.0 toolsWeb 2.0 toolswww.wordle.net www.wordle.net

A new habit for A new habit for meetings….meetings….

Google Wonder Google Wonder WheelsWheels

www.curriculum21.comwww.curriculum21.comClearinghouseClearinghouse

Instructionally targetedInstructionally targeted

This leads us to This leads us to Curriculum Curriculum MappingMapping

FOUR PHASES for FOUR PHASES for CURRICULUM MAPPING CURRICULUM MAPPING

TRAININGTRAINING

I.I. I. Laying the FoundationI. Laying the Foundation

II.II. II. Launching the Process /Getting StartedII. Launching the Process /Getting Started

III.III.III. Sustaining, and Integrating the System-III. Sustaining, and Integrating the System-Merging Assessment Data into MapsMerging Assessment Data into Maps

IV.IV.IV. Advanced Mapping TasksIV. Advanced Mapping Tasks

FOUR PHASE FOUR PHASE MODELMODEL

I. LAYING THE I. LAYING THE FOUNDATIONFOUNDATION

Setting up leadership team in each Setting up leadership team in each building to LEARN the Fundamentalsbuilding to LEARN the Fundamentals

The Prologue to MappingThe Prologue to Mapping

Mapping is a coin Mapping is a coin with two sideswith two sides

One side is the documentation –the maps One side is the documentation –the maps

themselves themselves

One side is the review process – examining and One side is the review process – examining and

revising map cumulatively between teachersrevising map cumulatively between teachers

What Is What Is Curriculum Mapping?Curriculum Mapping?

Calendar-based curriculum Calendar-based curriculum mapping is a procedure for mapping is a procedure for collecting and maintaining a data collecting and maintaining a data base of the operational curriculum base of the operational curriculum in a school and/or district.in a school and/or district.

It provides the basis for authentic It provides the basis for authentic examination of the data base.examination of the data base.

Lessons Lessons from an from an

Architect Architect Choices for the designChoices for the design

Limits and possibilitiesLimits and possibilities

Local zoning lawsLocal zoning laws

Meeting the needs of the Meeting the needs of the usersusers

Quality of ConstructionQuality of Construction

Communication is Communication is essentialessential

Alignment !!!Alignment !!!

FIVE TYPES OF ALIGNMENTFIVE TYPES OF ALIGNMENT

Internal: Internal: The elements in a teacher or district The elements in a teacher or district consensus curriculum map align to one another. consensus curriculum map align to one another.

Cumulative: Cumulative: The curriculum maps build year to The curriculum maps build year to year; class to class K-12year; class to class K-12

External: External: The curriculum and assessment maps The curriculum and assessment maps align to external standards and expectations. align to external standards and expectations.

To Students: To Students: Curriculum and assessment maps Curriculum and assessment maps are specifically designed to match the needs of are specifically designed to match the needs of specific learners in specific locations. specific learners in specific locations.

GlobalGlobal: The aims and actions of our school : The aims and actions of our school curriculum and programs will help our learners curriculum and programs will help our learners connect to global communities. connect to global communities.

TTargeting Needs: Discussions, argeting Needs: Discussions, debates, and decisions will be debates, and decisions will be

based onbased on

What is in the best interest of our What is in the best interest of our specific clients, the students in our specific clients, the students in our educational setting?educational setting?

Their agesTheir ages

Their stages of developmentTheir stages of development

Their learning characteristicsTheir learning characteristics

Their communitiesTheir communities

Their aspirationsTheir aspirations

Their needs Their needs

The need for cumulative learningThe need for cumulative learning

Elements of a Elements of a Curriculum: Curriculum:

CONTENTCONTENT

SKILLSSKILLS

ASSESSMENTASSESSMENT

FRAMED by Essential QuestionsFRAMED by Essential Questions

Content: Content:

The subject matter The subject matter itself:itself:

key concepts, facts, key concepts, facts, events, which may be events, which may be presented with a map presented with a map

in three formatsin three formats::

Content Content FormatsFormats

Discipline-BasedFocus on subjects:

math, science, social studies, literature, arts,

physical education, etc.

Should be active: students as

“scientists”; as “artists”

InterdisciplinaryFocus on

connections between two or more subjects

examining common

organizing center

Rigorous; avoiding potpourri

Student- CenteredFocus on student-

developed interests

Emerges directly from learner

What is a BIG IDEA? Why are they so What is a BIG IDEA? Why are they so critical to learning and to mappingcritical to learning and to mapping??

A “big idea” is a concept stated as a A “big idea” is a concept stated as a relational statement that provides the focus relational statement that provides the focus and basis for acquiring knowledge.and basis for acquiring knowledge.

Concept based learning sustains long term Concept based learning sustains long term recall of facts vs. isolated fact base learning.recall of facts vs. isolated fact base learning.

A concept is synonymous with the enduring A concept is synonymous with the enduring understanding or big idea from UbD. understanding or big idea from UbD.

Examples of Examples of concepts:concepts: A history unit on Ancient Egypt might focus on A history unit on Ancient Egypt might focus on

the concept:the concept:The geographical location of a culture largely The geographical location of a culture largely

determines its social, political and economic determines its social, political and economic possibilities. possibilities.

A science unit on the Rainforest might focus on A science unit on the Rainforest might focus on the concept: the concept: In the natural world there are systems comprised of In the natural world there are systems comprised of

interdependent component parts. interdependent component parts.

Skills Skills are displayed on are displayed on

a map as:a map as:

Precise skills Precise skills that can that can be:be:

• Assessed/measuredAssessed/measured

• ObservedObserved

• Described in specific Described in specific termsterms

Skills are action Skills are action verbs…verbs…

Skills scaffold over Skills scaffold over timetime

Unlike general Unlike general processesprocesses

Precision expectation Precision expectation is crucial to skill is crucial to skill

development.development.

THE COACH THE COACH DOESN’TDOESN’T SAY: SAY:

““We’re working on We’re working on critical playing critical playing

skillsskills today.” today.”

THE COACH DOES SAY: THE COACH DOES SAY:

“ “We’re working on driving We’re working on driving

into the basket.”into the basket.”

Skills Skills acrossacross disciplines disciplines precise skillsprecise skills might includemight include::

EditEdit and and reviserevise [skills] in all disciplines [skills] in all disciplines

UtilizeUtilize organizational skills organizational skills

ReadRead for decoding for decoding

ReadRead for text interaction for text interaction

SpeakSpeak in a range of forums in a range of forums

ResearchResearch using technology for using technology for

information accessinformation access

CreateCreate a technological production purposes a technological production purposes

IsolateIsolate and and improve improve career habits for career habits for personal and group workpersonal and group work

SkillsSkillsHave you identified the thinking skills Have you identified the thinking skills that will be required to give meaning to that will be required to give meaning to the content?the content?

Have you identified the literacy skills?Have you identified the literacy skills?

Have you identified the pre-requisite Have you identified the pre-requisite skills in order for students to be skills in order for students to be successful with the work?successful with the work?

On Maps, Assessments On Maps, Assessments are the Major are the Major

Products and Products and PerformancesPerformances::

Assessment is the Assessment is the demonstration of learningdemonstration of learning

Assessment is the Assessment is the observable evidenceobservable evidence

They must be listed as They must be listed as defined nouns:defined nouns:

Tangible Products orTangible Products or

Observable PerformancesObservable Performances

SELECTED RESPONSE:SELECTED RESPONSE:

Multiple Choice Multiple Choice 50-Q M.C. Quiz

Constructed- Response Questioning?Constructed- Response Questioning?

10-Q Short-Answer Test

Collections of Collections of Assessments:Assessments:

PortfoliosPortfolios

AnthologiesAnthologies

Recordings of observable performancesRecordings of observable performances

Performance-Based Performance-Based Assessment?Assessment?

Student Student developed developed world wide world wide news servicenews service

ASSESSMENASSESSMENT reveals:T reveals:

_ Proficiency of targeted _ Proficiency of targeted skill developmentskill development

-Knowledge and insight Knowledge and insight into contentinto content

DIAGNOSIS-DIAGNOSIS-

finding what our learnersfinding what our learners

need from the assessment dataneed from the assessment data

PRESCRIPTION-PRESCRIPTION-

revising our maps collaboratively to revising our maps collaboratively to respond to those targeted needsrespond to those targeted needs

Let’s remember …Let’s remember …

Content - is the subject matter; key concepts; Content - is the subject matter; key concepts; facts; topics; important information facts; topics; important information

SkillsSkills - are the targeted proficiencies; technical - are the targeted proficiencies; technical actions and strategies actions and strategies

Assessment - is the demonstration of learning; Assessment - is the demonstration of learning; the products and performances used as the products and performances used as evidence of skill development and content evidence of skill development and content understandingunderstanding

Essential questionsEssential questions provide provide focus and direction to engage focus and direction to engage

learners in fulfilling the learners in fulfilling the mission mission

Essential Essential QuestionsQuestions encourageencourage

……

New thinkingNew thinking

Genuine inquiryGenuine inquiry

Fresh insightsFresh insights

Stimulating ideasStimulating ideas

Motivated learnersMotivated learners

Active debateActive debate

Intellectual engagementIntellectual engagement

Essential QuestionsEssential Questions are a form of are a form of

mental velcro…mental velcro… A literacy toolA literacy tool

An instructional focus An instructional focus

An aid for knowledge retentionAn aid for knowledge retention

How can we How can we organize and frame organize and frame

essential essential knowledgeknowledge??

Key concepts Key concepts Enduring UnderstandingsEnduring Understandings

Supported by specific and salient facts, Supported by specific and salient facts, information, findings, observationsinformation, findings, observations

IMPORTANT to note that these very facts, IMPORTANT to note that these very facts, information, findings, observations will information, findings, observations will change with timechange with time

KNOWLEDGE growsKNOWLEDGE grows

Essential Essential questions should questions should

align with our align with our key curriculum key curriculum

elements: elements: CONTENTCONTENT

ASSESSMENTASSESSMENT

SKILLSSKILLS

Why do we need Why do we need essential essential

questions?questions? Potpourri problemPotpourri problem

Lack of focusLack of focus

Long term recallLong term recall

Communication between teachersCommunication between teachers

Communication between student and Communication between student and teacherteacher

Clarifying purposeClarifying purpose

Framing connections between content, skill, Framing connections between content, skill, and assessment choicesand assessment choices

Refining the Refining the content data:content data:

Revisiting the content section . Revisiting the content section .

Revisiting it whether it is based on a Revisiting it whether it is based on a topic, theme, issue, problem, or work.topic, theme, issue, problem, or work.

REFINING and FOCUSING the content REFINING and FOCUSING the content using a set of essential questions.using a set of essential questions.

Design Essential Design Essential QuestionsQuestions

Structure the unit Structure the unit around 2 to 5 around 2 to 5 essential questionsessential questions

Use questions as Use questions as the scope and the scope and sequence of unitsequence of unit

Embrace the Embrace the appropriate appropriate standardsstandards

Essential Essential Questions as an Questions as an

OrganizerOrganizer

•ESSENTIAL QUESTIONS are Curriculum Chapters

Criteria for Criteria for Essential Essential

Questions:Questions:Highlights conceptual Highlights conceptual prioritiespriorities

Fulfills outcomesFulfills outcomes

Language for organizingLanguage for organizing

2 to 5 questions2 to 5 questions

Distinct sectionDistinct section

Non-repetitive setNon-repetitive set

Realistic set of timeRealistic set of time

POSTED by allPOSTED by all

Connects a range of Connects a range of disciplines (if.....)disciplines (if.....)

Logical sequenceLogical sequence

Understood by each Understood by each childchild

Open for investigationOpen for investigation

MAPQUEST:MAPQUEST: Type of map Type of map matches the matches the

level of level of information information

neededneeded

Consensus Maps: Consensus Maps: GuaranteedGuaranteed

Integrating Integrating benchmark benchmark assessmentsassessments

Collaborative Collaborative commitmentscommitments

ConsistencyConsistency

Diary Maps: Diary Maps: ViableViable

Individual Individual classroom teacherclassroom teacher

Responsive to Responsive to students students

FlexibilityFlexibility

PHASE II: PHASE II: Launching Mapping- Getting Launching Mapping- Getting StartedStarted The leadership team: The leadership team:

Structures conditions that will make Structures conditions that will make

a difference in your planning and initiatinga difference in your planning and initiating

Identify and choose a technology format and Identify and choose a technology format and templatetemplate

Identify most valuable forms of assessment.Identify most valuable forms of assessment.

Draft an Action Plan (Timeline) for introducing the Draft an Action Plan (Timeline) for introducing the mapping process to the faculty.mapping process to the faculty.

The Hub EffectThe Hub Effect

Identify Identify initiatives that initiatives that would be would be better served better served through the through the use of the CM use of the CM review review process, for process, for example…example…

? ?

?

CM

In order to motivate In order to motivate and engage staff:and engage staff:

Best Practice: Best Practice:

Introduce CM as a tool to solve a Introduce CM as a tool to solve a specific teaching and learning specific teaching and learning

problem at the school for the “child” problem at the school for the “child” in the empty chair in the empty chair

Best Practice:Best Practice:

Introduce CM as a hub for integrating Introduce CM as a hub for integrating building and district initiatives.building and district initiatives.

Potential tasks to address Potential tasks to address school/district/complex problems: school/district/complex problems:

l Gain informationGain information

l Avoid repetitionAvoid repetition

l Identify gapsIdentify gaps

l Locate potential Locate potential

areas for areas for

integrationintegration

l Match with learner

standards

l Examine for

timeliness

l Edit for coherence

To Gain “Task Information” On To Gain “Task Information” On Maps…Maps…

Highlight Highlight something new you something new you have learned about have learned about the operational the operational curriculum.curriculum.

When sharing with When sharing with colleagues, this colleagues, this process expands a process expands a teacher’s teacher’s understanding of understanding of the students’ the students’ experience.experience.

Edit for RepetitionsEdit for Repetitions……

Recognize Recognize the difference the difference between between meaningless meaningless redundancy redundancy and powerful and powerful spiraling.spiraling.

Edit for GapsEdit for Gaps……

Examine maps for Examine maps for gaps in: gaps in:

• ContentContent

• SkillsSkills

• AssessmentsAssessments

Integrate Integrate Curriculum Curriculum

Find natural Find natural points of points of integration integration between subjects between subjects for either content for either content connections, connections, cross disciplinary cross disciplinary skills, or shared skills, or shared assessment assessment designs. designs.

Validate National, State, School, Validate National, State, School, Standards or Mission Statement Standards or Mission Statement

Search the maps Search the maps for places where for places where students are students are completing completing Performance Tasks Performance Tasks related to Skills related to Skills and Content that and Content that match your match your Standards or Standards or Mission Mission Statement .Statement .

Edit for timelinessEdit for timeliness……

Be vigilant about Be vigilant about technology in all technology in all aspects of learning.aspects of learning.

Review the maps Review the maps for timely issues, for timely issues, breakthroughs, breakthroughs, methods, materials, methods, materials, and new types of and new types of assessments.assessments.

Edit for Edit for Coherence…Coherence…

Scrutinize the maps for a solid match Scrutinize the maps for a solid match between the choice of Content, the between the choice of Content, the featured Skills & Processes, and featured Skills & Processes, and Assessments.Assessments.

If your school is If your school is mapping based mapping based on standards…..on standards…..

Indicators of Indicators of Standards-Based Standards-Based

Teaching and Teaching and Learning in the CM Learning in the CM

process: process: The district develops clear statements of The district develops clear statements of

what students should know and be able what students should know and be able to do.to do.

Standards apply to all students with high Standards apply to all students with high expectations for their successexpectations for their success

The teacher knows how each lesson The teacher knows how each lesson relates to district and state academic relates to district and state academic standardsstandards

Curriculum Curriculum Mapping provides Mapping provides

that: that: Students know what they are Students know what they are learning, what standards are learning, what standards are related to it, and why they are related to it, and why they are learning it.learning it.

Standards are constant, Standards are constant, instructional strategies and instructional strategies and time are the variables.time are the variables.

Planning begins with standards Planning begins with standards rather than materials.rather than materials.

Curriculum Curriculum Mapping allows Mapping allows

for: for: Practice activities are clearly aligned Practice activities are clearly aligned to standards with the student as to standards with the student as worker and the teacher as coach.worker and the teacher as coach.

Students know how the teacher Students know how the teacher expects than to show what they’ve expects than to show what they’ve learned.learned.

Students frequently evaluate their Students frequently evaluate their own work before the teacher does, own work before the teacher does, using the same criteriausing the same criteria

Curriculum Curriculum Mapping is based Mapping is based

on: on: Feedback to students is related Feedback to students is related to performance levels on to performance levels on standards, not based on standards, not based on comparison with other comparison with other students.students.

Student performance data is Student performance data is used to revise curriculum and used to revise curriculum and instruction.instruction.

The assessment system The assessment system includes a balance of external includes a balance of external tests for program evaluation tests for program evaluation and classroom assessments for and classroom assessments for individual student diagnosis individual student diagnosis and instructionand instruction..

Curriculum Curriculum mapping mapping

supports: supports: Students have multiple Students have multiple opportunities to demonstrate opportunities to demonstrate achievement of standards.achievement of standards.

Assessment of student Assessment of student achievement is consistent across achievement is consistent across teachers and schools, using teachers and schools, using common performance indicators.common performance indicators.

Teachers work with colleagues to Teachers work with colleagues to share and compare scoring of share and compare scoring of classroom-based assessmentsclassroom-based assessments

THE CM REVIEW AND THE CM REVIEW AND REVISION PROCESSREVISION PROCESS

The procedures for mapping The procedures for mapping are best presented in a are best presented in a seven-phase model for seven-phase model for

teachers. teachers.

The CM Review The CM Review Process is Project Process is Project Based Learning in Based Learning in

Action Action ““PBL is a systematic teaching method that PBL is a systematic teaching method that engages students in learning essential engages students in learning essential knowledge and life-enhancing skills through an knowledge and life-enhancing skills through an extended, student-influenced inquiry process extended, student-influenced inquiry process structured around complex, authentic questions structured around complex, authentic questions and carefully designed products and tasks.”and carefully designed products and tasks.”

From PBL online From PBL online

  

The CM Seven-Step Review The CM Seven-Step Review Process:Process:

1. Collecting the Data1. Collecting the Data

2. First Read-Through2. First Read-Through

3. Small Like/Mixed-Group Review3. Small Like/Mixed-Group Review

4. Large Like/Mixed-Group Comparisons4. Large Like/Mixed-Group Comparisons

5. Determine Immediate Revision Points5. Determine Immediate Revision Points

6. Determine Points Requiring Some Research 6. Determine Points Requiring Some Research and Planningand Planning

7. Plan for Next Review Cycle7. Plan for Next Review Cycle

((from Mapping the Big Picture: Integrating Curriculum and from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)Assessment K-12; 1997, ASCD, Jacobs, HH.)

QUALITYQUALITY

Define...

What do exemplary maps look

like?

COACHING Points COACHING Points for First for First ExperiencesExperiences::

Do not Do not overwhelm overwhelm teachers with an initial teachers with an initial task entry that is too large!task entry that is too large!

One disciplineOne discipline in an elementary school; in an elementary school; preferably one in need of attention given preferably one in need of attention given student performance.student performance.

One prepOne prep per secondary teacher. per secondary teacher.

Red Flag!

1. Collecting the 1. Collecting the DataData

Eventually each teacher in the Eventually each teacher in the building completes a first-building completes a first-draft of a projected or diary draft of a projected or diary mapmap

The format is consistent for The format is consistent for each teacher, but reflects the each teacher, but reflects the individual nature of each individual nature of each classroom classroom

Important Note: Technology Important Note: Technology simplifies the publishing of simplifies the publishing of data collection data collection

Remember When Remember When Collecting The Content Collecting The Content

Data May Be ListedData May Be Listed::

ConfigurationConfiguration

Discipline-Field Discipline-Field BasedBased

InterdisciplinarInterdisciplinaryy

Student-Student-CenteredCentered

Type of Focus

•Topics

•Issues

•Works

•Problems

•Themes

Recording and Recording and Collecting Skill and Collecting Skill and AssessmentAssessment Data Data::

• Enter the Skills and Assessments fore grounded for each unit Enter the Skills and Assessments fore grounded for each unit of study or courseof study or course

Enter the Skills and Assessments that are on-going through Enter the Skills and Assessments that are on-going through the course of a yearthe course of a year

Portfolio ChecksPortfolio ChecksEarly Childhood AssessmentsEarly Childhood Assessments

• Precision is the keyPrecision is the key

Is Honesty Is Honesty an Issue?an Issue? FAQ’s:FAQ’s: How will the maps How will the maps

be used?be used?

Who will see the Who will see the maps?maps?

How will my peers How will my peers react to my map?react to my map?

Does my name Does my name need to be on my need to be on my map?map?

Huge Red Flag!

Time Frames for a FIRST DRAFT of Time Frames for a FIRST DRAFT of projected mapprojected map..

PrimaryPrimary:: Approximately 1 hour for Approximately 1 hour for Content; 2-3 hours for Skills and Content; 2-3 hours for Skills and Assessment Assessment per subject per subject . (exception is ELA . (exception is ELA for ages 4-7)for ages 4-7)

SecondarySecondary: : Approximately 45 minutes for Approximately 45 minutes for Content; 2 hours for Skills and Content; 2 hours for Skills and Assessments Assessments per prepper prep..

2. First Read-Through2. First Read-Through

Each teacher reads the Each teacher reads the entire grade-level, entire grade-level, discipline, or school-wide discipline, or school-wide maps as an editor and maps as an editor and carried out the prescribed carried out the prescribed “tasks.”“tasks.”

Places where new Places where new information is gained are information is gained are noted/recorded. Places noted/recorded. Places requiring potential revision requiring potential revision are also noted/recorded.are also noted/recorded.

Setting up PROFESSIONAL Reviews: Setting up PROFESSIONAL Reviews:

Identifying the best Identifying the best grouping patterns for review.grouping patterns for review.

Using productive Using productive communication for feedback communication for feedback

and decision making.and decision making.

3. Mixed Small-3. Mixed Small-Group ReviewGroup Review

Groups of 5 to 8 faculty Groups of 5 to 8 faculty members are formed – members are formed – BASED ON PURPOSEBASED ON PURPOSE

Groups can be from diverse Groups can be from diverse configurations (i.e., different configurations (i.e., different grade levels and grade levels and departments)departments)

Meetings should run Meetings should run approximately 1-1/2 hoursapproximately 1-1/2 hours

The goal is to simply share The goal is to simply share individual findingsindividual findings

No revisions are suggested No revisions are suggested at this timeat this time

Strategic Grouping for Professional Strategic Grouping for Professional ReviewsReviews

•Vertical – K-12 Vertical – K-12 ; extended departmental meetings; extended departmental meetings

•Targeted Vertical- Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12examples: K-1; 3-6 ; 7-11; 10-12

•Across grade level- Across grade level- all third grade; all teachers of all third grade; all teachers of freshmenfreshmen

•Targeted cross grade level- Targeted cross grade level- interdisciplinary 7interdisciplinary 7thth grade grade team team

•Extended team- Extended team- special area teachers, special ed special area teachers, special ed staff, ESLstaff, ESL

•Feeder pattern- Feeder pattern- in larger districts only those sharing in larger districts only those sharing same students; within school following student same students; within school following student groupsgroups

•Expanded local team- Expanded local team- virtual groupings (online); virtual groupings (online); parents; community; internshipsparents; community; internships

•Global team- Global team- Feedback and collaboration with Feedback and collaboration with meaningful worldwide educators and students. meaningful worldwide educators and students.

What are the purposes of the Reviews?

Horizontal & Vertical

• To identify the areas or priorities in needof

monitoring or changing

• To examine maps for gaps, absences, and

redundancies

• To raise central or extended questions and

issues concerning on-going mapping discoveries

4. Large-Group 4. Large-Group ReviewReview

All faculty members come together and All faculty members come together and examine the compilation of findings examine the compilation of findings (based on recorded notations) from the (based on recorded notations) from the smaller group meetingssmaller group meetings

Session is facilitated by principal and/or Session is facilitated by principal and/or teacher-leader(s)teacher-leader(s)

5. Determine areas for immediate 5. Determine areas for immediate revisionrevision

The faculty identifies those The faculty identifies those curricula decisions/areas that can curricula decisions/areas that can be handled by the site with relative be handled by the site with relative ease.ease.

The specific faculty members The specific faculty members involved in those revisions involved in those revisions determine a timetable for action.determine a timetable for action.

Teachers return to Teachers return to original grouping: original grouping:

mixed teams, grade mixed teams, grade levels…levels…Begin the sorting process:Begin the sorting process:

Which of the items/issues appear Which of the items/issues appear to be solved with relative ease?to be solved with relative ease?

Who might be the right people Who might be the right people on staff to resolve these on staff to resolve these items/issues?items/issues?

Which items/issues will take Which items/issues will take extensive R & D?extensive R & D?

Curricula or Curricula-Related

“Red Flag”

6. Determine those areas requiring 6. Determine those areas requiring long-term plalong-term planningnning

Faculty members identify Faculty members identify those areas that have those areas that have implications beyond the implications beyond the site and into/with other site and into/with other sites.sites.

Faculty members identify Faculty members identify those areas where more those areas where more research is needed.research is needed.

Using the Maps to Impact Learning Using the Maps to Impact Learning

•Review maps to determine where Review maps to determine where and with what frequency skills and with what frequency skills are taughtare taught

•Review timeline to determine Review timeline to determine when they are taughtwhen they are taught

•Make needed changes or Make needed changes or revisionsrevisions

•Develop goal plans and timelinesDevelop goal plans and timelines

•Develop staff-development Develop staff-development plan(s) and timelinesplan(s) and timelines

Once CM is established, the Once CM is established, the District CM Cabinet meets District CM Cabinet meets approximately three to four approximately three to four times annually for review times annually for review updates.updates.

Task forces report on their Task forces report on their timetables.timetables.

The site-based CM Councils The site-based CM Councils continue with ongoing continue with ongoing review. review.

7: The Cycle Continues … 7: The Cycle Continues … As you transition to new decision As you transition to new decision

making structures…making structures…

Long-Term Time Long-Term Time Frames…Frames…

Data Collection: Data Collection: Within 3-5 months Within 3-5 months of initially learning the mapping of initially learning the mapping elements and process of map elements and process of map recodingrecoding

First Reviews: First Reviews: Try to have within 2 Try to have within 2 months after initial data collectionmonths after initial data collection

First Minor Revisions: First Minor Revisions: Immediately Immediately after first reviewsafter first reviews

Major R & D Review: Major R & D Review: Planned Planned within first yearwithin first year

BeginBegin On-going Review Site On-going Review Site Councils: Councils: Second yearSecond year

Differentiated Staff DevelopmentDifferentiated Staff Development

According to experience According to experience with curricula and with curricula and technologytechnology

According to According to demonstrated competencedemonstrated competence

According to what will According to what will best help the learnersbest help the learners

#2

Low Technology

High CM. Language

#1

High Technology

High CM. Language

#4

Low Technology

Low CM. Language

#3

High Technology

Low CM. Language

TECHNOLOGY

CM

. LA

NG

UA

GE

LOW HIGH

HIG

HLO

W

Consider a Range of P.D. Venues…Consider a Range of P.D. Venues…

Various GroupingsVarious Groupings

Hands-On LabsHands-On Labs

Small WorkshopsSmall Workshops

Work SessionsWork Sessions

On-line CoursesOn-line Courses

Staff Development Staff Development Days Based On Days Based On DataData

Observing MentorsObserving Mentors

Peer CoachingPeer Coaching

Video Video ConferencingConferencing

Site-Base Staff Site-Base Staff DevelopmentDevelopment

Cumulative decision-makingCumulative decision-making patternspatterns

Targeted groups of teachers Targeted groups of teachers building on-going assessment building on-going assessment review collectivelyreview collectively

Based on a range of Based on a range of assessment dataassessment data

III. SUSTAINING, AND III. SUSTAINING, AND INTEGRATING THE SYSTEM: -INTEGRATING THE SYSTEM: -MERGING ASSESSMENT DATA MERGING ASSESSMENT DATA INTO MAPSINTO MAPS

Consensus mappingConsensus mapping

Establishing benchmark assessmentsEstablishing benchmark assessments

Informing maps with assessment Informing maps with assessment resultsresults

Schools and Districts are developing Schools and Districts are developing Master Maps to replace guidelines.. Master Maps to replace guidelines..

Wrestling with Wrestling with ConsensusConsensus--

Root in Latin:Root in Latin:““acknowlgement of truthsacknowlgement of truths” ”

All mean the same…you need to All mean the same…you need to determine what terms you will use determine what terms you will use

at your school at your school

Master MapMaster Map

Consensus MapConsensus Map

Essential MapEssential Map

Core Map Core Map

CollaborativeCollaborative

Through consensus we Through consensus we are making commitments are making commitments

through our mapsthrough our maps. .

What are your What are your negotiable? negotiable?

Non-negotiable? Non-negotiable?

How do we weave ourHow do we weave our individual maps into a individual maps into a meaningful designmeaningful design that that

will benefit all students?will benefit all students?

CONSENSUS: Creating anCONSENSUS: Creating an Essential Essential MapMap

Developing an essential map that Developing an essential map that eventually replaces course or eventually replaces course or grade-level guidelinesgrade-level guidelines

Considering each discipline Considering each discipline separatelyseparately

Identifying cross-disciplinary Identifying cross-disciplinary consensusconsensus

Policy Policy concerning…concerning…

Where is consistency critical for our Where is consistency critical for our students’ learning?students’ learning?

Where is flexibility equally as Where is flexibility equally as

importantimportant??

Two Basic Two Basic ApproachesApproaches::

One: One: Using individual diary mapsUsing individual diary maps, have grade-, have grade-level or course teachers develop a subject or level or course teachers develop a subject or course’s course’s Essential MapEssential Map by identifying: by identifying:The core curriculum concepts The core curriculum concepts The critical focal skills The critical focal skills Benchmark assessmentsBenchmark assessmentsCommon essential questionsCommon essential questionsEssential learnings/Power standardsEssential learnings/Power standards

Two Basic Two Basic ApproachesApproaches::

Each discipline Each discipline presents presents different different

considerations considerations when wrestling when wrestling with consensuswith consensus..

MathMath ConsistentConsistent

Sequence of Sequence of assessmentsassessments

Portfolio of student Portfolio of student commentarycommentary

Benchmark measuresBenchmark measures Assessment TargetsAssessment Targets Language based Language based

approachapproach CommonCommonEditing/revision policyEditing/revision policy

Flexible Approach Pace Grouping of

students Developmental

timeframes

English/Language English/Language ArtsArts

ConsistentConsistent Exposure to Exposure to

genregenre Expression of Expression of

genregenre Grammar Grammar

sequencesequence Editing Editing

standards and standards and rubricrubric

Benchmark tests Benchmark tests & portfolios& portfolios

Power standardsPower standards TERMSTERMS

Flexible Choice of books within

genre Independent reading

selections Response to local

performances

ScienceScience

ConsistentConsistent Exposure to various Exposure to various

science area unitsscience area units Essential questionsEssential questions Common Common

benchmark benchmark assessmentsassessments

Lab experienceLab experience Field experienceField experience Expanded Expanded

opportunities for opportunities for assessing speaking assessing speaking and note takingand note taking

Flexible Discoveries in class Student interest Discoveries by scientists Range of presentation

opportunities

Social StudiesSocial Studies

ConsistentConsistent

Historical eras expansiveHistorical eras expansive Geographic skills Geographic skills

assessed in applicationassessed in application Cultural anthropology Cultural anthropology

unitsunits Primary source document Primary source document

analysisanalysis

Flexibility Student interest Field experiences Instructional approaches

The The ArtsArts

CONSISTENCYCONSISTENCY

Cultural literacy Cultural literacy exposureexposure

Opportunities Opportunities for self for self expressionexpression

Exposure to a Exposure to a range of arts range of arts areasareas

• FLEXIBILITY• Student

performances and product design

• Local events and opportunities

Health and Health and Physical Physical EdEd

ConsistentConsistent– Personal health Personal health

emphasisemphasis– Self-monitoringSelf-monitoring– Exposure to Exposure to

specific sportsspecific sports– Wellness Wellness – Substance Abuse Substance Abuse

preventionprevention

• Flexible– Team participation for school– Pace of performance for

individual student– Cultivating personal

preferences in sports

There are cross-There are cross-disciplinary literacy in disciplinary literacy in

every map:every map:

Questions you might Questions you might considerconsider

Is the work “good” enough? What Is the work “good” enough? What evidence do you find that supports your evidence do you find that supports your opinion?opinion?

Was the student able to answer the Was the student able to answer the essential question(s)?essential question(s)?

What inferences can you make about the What inferences can you make about the engagement of the student?engagement of the student?

What evidence is there that What evidence is there that demonstrates the student’s demonstrates the student’s understanding?understanding?

What can you tell about the range of What can you tell about the range of work, if a range is represented?work, if a range is represented?

Reaching new ground as a team…Reaching new ground as a team…..

Guiding staff Guiding staff to benchmark to benchmark assessments assessments on our on our consensus consensus mapsmaps

New New LeadershiLeadershi

p p ApproachApproach

eses

Mapping is Mapping is collaborative collaborative leadership in leadership in

action action

--Formal inquiry vs Formal inquiry vs

conversation conversation

Strategic Grouping for Professional Strategic Grouping for Professional ReviewsReviews

•Vertical – K-12 Vertical – K-12 ; extended departmental meetings; extended departmental meetings

•Targeted Vertical- Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12examples: K-1; 3-6 ; 7-11; 10-12

•Across grade level- Across grade level- all third grade; all teachers of all third grade; all teachers of freshmenfreshmen

•Targeted cross grade level- Targeted cross grade level- interdisciplinary 7interdisciplinary 7thth grade grade team team

•Extended team- Extended team- special area teachers, special ed staff, special area teachers, special ed staff, ESLESL

•Feeder pattern- Feeder pattern- in larger districts only those sharing in larger districts only those sharing same students; within school following student groupssame students; within school following student groups

•Expanded local team- Expanded local team- virtual groupings (online); parents; virtual groupings (online); parents; community; internshipscommunity; internships

•Global team- Global team- Feedback and collaboration with meaningful Feedback and collaboration with meaningful worldwide educators and studentsworldwide educators and students. .

The task should merge with the on-going The task should merge with the on-going curriculum naturally.curriculum naturally.

Student products can then be evaluated Student products can then be evaluated both vertically and horizontally.both vertically and horizontally.

Revisions in the curriculum map should Revisions in the curriculum map should reflect a few targeted skills needing help.reflect a few targeted skills needing help.

Revisions should be applied thoughtfully to Revisions should be applied thoughtfully to developmental characteristics of the learner.developmental characteristics of the learner.

Mapping Cornerstone and Benchmark

Assessments

Mapping Benchmark Mapping Benchmark AssessmentsAssessments

Benchmarks can be designed on Benchmarks can be designed on multiple levels: state tests, district, multiple levels: state tests, district, classroom tasks.classroom tasks.

A school establishes a common set of A school establishes a common set of skills needing development.skills needing development.

An internally generated benchmark An internally generated benchmark assessment task is developed by assessment task is developed by teachers with the same protocols; the teachers with the same protocols; the same timetable.same timetable.

No common end of unit assessmentsTeach units when choose

Free choice of instructional materials

Common end of unit assessmentsTeach units within quarters

Free choice of instructional materials

Common end of unit assessmentsTeach units in required order & month

Limited choice of instructional materials

Common end of unit and during unit assessmentsTeach units in required order and month

Common lesson plans & instructional materials

Flexible ConsistentHamburg, NY Glendale Unified HS District, AZ

Kau Keaau Pahoa, HI

Cornerstone Assessments

Overarching EssentialQuestion(s)

OverarchingUnderstanding(s)

ContentStandards

Program Area

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

Course 1 Course 3 Course 4Course 2

unit 5

Selected ResponseSelected Response—Choose from options that—Choose from options that have already been determined and are provided have already been determined and are provided

for the student.for the student.

–TypesTypes

Multiple ChoiceMultiple Choice

True/FalseTrue/False

MatchingMatching

Short Answer Fill inShort Answer Fill in

Extended Written ResponseExtended Written Response—Student is asked to —Student is asked to respond in written form with complete sentences respond in written form with complete sentences

that could range from a small number of sentences that could range from a small number of sentences to a complete written work depending upon the to a complete written work depending upon the

task assigned.task assigned.

TypesTypes– Personal EssayPersonal Essay– Persuasive EssayPersuasive Essay– Analytic EssayAnalytic Essay– Descriptive EssayDescriptive Essay– Simple research paperSimple research paper– Complex research paperComplex research paper– Brief ResponseBrief Response

Performance Assessments Performance Assessments and Products and Products

Can be observed from three perspectives: Can be observed from three perspectives: observation during work, observation of work observation during work, observation of work in process to final product of work. in process to final product of work.

It must include scoring criteria in advance of It must include scoring criteria in advance of the observation. the observation.

Assessment of process would be dictated Assessment of process would be dictated from the standard and the inherent learning from the standard and the inherent learning process required to meet that standard.process required to meet that standard.

Types of Performance Types of Performance AssessmenAssessmentsts

Products Story Boards Thinking maps and graphic

organizers Story lines Graphs Charts Observational drawing Note cards Artifact analysis Photo essay with text Comparative observations Blue prints Power point presentation

Personal and Public Personal and Public Communications Communications

Highly structured and systematic opportunity for students to convey Highly structured and systematic opportunity for students to convey their learning either from student to student, student to teacher, their learning either from student to student, student to teacher,

and/or student to other assessor or through their reflectionsand/or student to other assessor or through their reflections..

ConversationConversation

JournalJournal

PortfolioPortfolio

Letter writingLetter writing

EmailEmail

Oral examinationOral examination

Documentaries Documentaries

Running RecordsRunning Records

LogLog

Interactive NotebookInteractive Notebook

www.curriculum21.com www.curriculum21.com

JOIN OUR NINGJOIN OUR NINGPLAN FOR THE FUTUREPLAN FOR THE FUTURE

FOUR PHASES for FOUR PHASES for CURRICULUM MAPPING CURRICULUM MAPPING

TRAININGTRAINING

I.I. I. Laying the FoundationI. Laying the Foundation

II.II. II. Launching the Process /Getting StartedII. Launching the Process /Getting Started

III.III.III. Sustaining, and Integrating the System-III. Sustaining, and Integrating the System-Merging Assessment Data into MapsMerging Assessment Data into Maps

IV.IV.IV. Advanced Mapping TasksIV. Advanced Mapping Tasks