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Curriculum  Mapping  A-­‐Z  Chart  

A-­‐B   C-­‐D   E-­‐F  

G-­‐H   I-­‐J   K-­‐L  

M-­‐N   O-­‐P-­‐Q   R-­‐S  

T-­‐U   V-­‐W-­‐X   Y-­‐Z  

The CM Seven-Step Review Process:

Targeted Read Throughs  •  Break into Small Mixed

Grade Level Groups of 3-4 faculty members

K-2 3-5 •  Read Through the maps in

your group. •  Use the areas of focus as a

guide and collect specific data to be shared in the large group.

•  In your group, share your findings and as a team identify priority areas to be addressed.

The  Read-­‐Through  Process  

Read  Through:    Areas  of  Focus  

1.  Possible  Gaps?   2.  Possible  Repe<<ons?  

3.  Progression  of  Skills  (Level  of  Understanding)  

4.  QuesIons/ClarificaIons?  

Reading  the  Maps  

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…What  became  clearer?    What  might  be  next  steps  for  you  and  your  staff?  

III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data

•  Developing Benchmark Assessments: Merging Assessment Data into Maps

•  Integrating Literacy and 21st Century Skills

•  Developing an Implementation Plan

Assessments •  Demonstrations of

learning •  Tangible products,

projects, or observable performances

•  Multiple types of assessment to give a more complete picture of learning

Assessments  /  Evidence  •  Once  you  have  unpacked  the  standards,  populated  content,  

skills,  big  ideas,  essenIal  quesIons,  and  a  Itle…  you  are  ready  to  work  on  the  assessments…  

•  Assessments  are  answers  to  the  Essen<al  Ques<ons.    These  will  be  evidence  of  both  the  standards  and  the  Big  Ideas.  (labeled  in  assessment  box)  

•  Assessments  are  tangible  products  or  performances  of  the  skills  (wriWen  as  nouns  and  oXen  Ightly  aligned  using  same  alpha-­‐numeric  from  the  beginning)    

•  Assessments  are  idenIfied  by  DOK  levels  and  if  they  are  summa<ve  or  forma<ve  (Also  labeled  in  assessment  box)  

•  Assessments  are  DIRECTLY  aligned  to  the  standard  –  labeled  right  in  the  box.  

   What  would  we  accept  as  evidence  of  learning?  

   …In  pairs  or  triads,  brainstorm  possible  assessments  that  would  allow  the  students  to  demonstrate  their  understanding…  

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Performance-­‐Based  Assessment  

Third  Grade  Problem  Solving  Task        

Your  favorite  job  is  a  window  washer  hanging  on  the  side  of  a  building  to  clean  windows.  On  a  weekend  trip  with  your  family,  you  see  three  motels  in  a  row.  You  no<ce  that  the  Holiday  Inn  is  4  floors  and  each  floor  has  a  total  of  7  windows.  The  Best  Western  has  6  floors  and  each  floor  has  a  total  of  9  windows.  The  Comfort  Inn  has  8  floors  and  each  floor  has  a  total  of  5  windows.  

If  you  were  to  wash  the  windows  of  the  Holiday  Inn,  how  many  windows  would  you  wash?  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~  

Please  solve  this  problem  in  more  than  one  way.  You  must  show  your  solu<on  visually  and  with  a  number  sentence.  Materials  will  be  provided  if  you  would  like  to  use  them.  

Constructed  Response  Assessment  

12th  Grade  Reading  Constructed  Response  

Discuss  the  rela<onship  between  the  two  cases,  Plessy  v.  Ferguson  (1896)  and  Brown  v.  The  Board  of  Educa8on  of  Topeka  (1953).  Be  sure  to  review  the  similari<es  and  differences  between  the  cases  and  emphasize  the  rela<onship  between  the  two.  Give  specific  examples  from  both  readings  and  draw  from  outside  sources  and/or  personal  experiences  to  support  your  answer.  

Assessments:    Tangible  Products    Evidence  of  Student  Learning  

 Documentaries   Surveys   Diagrams   Web  2.0  applica<ons   Persuasive  speech   Create  models   Legal  Briefs   Blogs   Web  page  

 Hypothesis  tes<ng   Grant  proposals   Video  Conference   Podcasts   Media  Cri<cism   Cap<ons   Original  plays   Graphic  organizers   Digital  Storytelling  

Essential Questions  Why did the nation grow apart?  What were the causes of the Civil War? Is it still going on today?  How did slaves communicate their story?

Concept/Content A number of factors caused the Civil War and divided a nation. • The economic and social differences between the North and South • State rights vs. Nation rights • Maryland’s position as a border state • Underground Railroad • Key people (Abraham Lincoln, Harriet Tubman, Fredrick Douglass, Harriet Beecher Stowe..)

Skills • Explain the economic and social impact as a factor in the Civil War • Differentiate between state and national rights and explain how it was a factor in the Civil War • Describe life in Maryland as a border state as compared to the north and southern states • Compare and contrast the attitudes and laws in border states versus nonborder states • Identify main ideas using stick’em strategy • Define the concept of the Underground Railroad • Describe the life of a slave in Maryland and Montgomery County

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21st  Century  Skills  

1.  hWp://annjohnson.yolasite.com  

2.  hWp://curriculumdesigners.rubiconatlas.org/c/pi/v.php/Atlas/Browse/View/Default  

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

 Cumula<ve:    The  curriculum  maps  build  year  to  year;  class  to  class  K-­‐12  

 External:    The  curriculum  and  assessment  maps  align  to  external  standards  and  expecta<ons.    

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

 Global:  The  aims  and  acIons  of  our  school  curriculum  and  programs  will  help  our  learners  connect  to  global  communi<es.      Heidi  Hayes  Jacobs  

Mapping  As  a  Hub…..  

Curriculum  Mapping  

           UbD  

         Literacy  

Pacing  Guides  

Core  Standards  

 Pilot  Programs  

DifferenIaIon  

Visual  Tools:  David  Hyerle  

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•  Ask  school  or  district  teams  to  brainstorm  a  list  of  current  building  and/or  district  ini<a<ves.  Write  each  iniIaIve  on  a  separate  post-­‐it  note.      

•  Brainstorm  two  or  three  value  added  points  for  students  from  implemenIng  that  iniIaIve.    Add  those  as  bullet  points  under  the  iniIaIve  and  place  it  on  the  table.      

•  Write  the  term  Curriculum  Mapping  in  the  center  of  one  of  the  post-­‐it  note.      

•  List  the  value  added  to  students  as  bullet  points  under  Curriculum  Mapping  and  place  it  in  the  center  of  the  table.      

•  As  a  team,  discuss  the  connec<ons.  

ImplementaIon  (PD)  Map  Goal(s):  

Dates

Areas of Focus

Content

Skills

Evidence/Tasks to be completed

Assignment

Curriculum  Alignment:  Mapping  the  Sessions  Session(s)/

Date(s) Session One Session Two Session Three Session Four

Goal/Area of Focus

Review the Organizational Structure of the Standards, purpose, function

Unpack and Translate one of the standards

Conduct a mixed group Read Through – scaffolding of skills, integration of standards, precision language.

Develop Unit Maps which integrate the standards.

Content

Skills/ Activities

Assignment For next session

ImplementaIon  (PD)  Map  Dates Session 1 Session 2

Areas of Focus

Making Sense of the Standards Determining the Nonnegotiables

Overview of Mapping Connections with other School Improvement Efforts

Content Identifying the nonnegotiables in the standards allows teachers to target instruction and provide a consistent core curriculum for all students. • Definition of the Standards • Unpacking the Standards to determine the nonnegotiables • Cross-walk with other Standards

By understanding the basic components of the mapping process, teachers can develop high quality maps. • Definition of mapping • Components and Format • Types of maps • Sample Maps • Link with Standards • Connections with other initiatives • Reasons for mapping

Skills  Determine the reasons for standards   Identify the core content and critical

skills in the CC Standards  Determine the Big Ideas/Major Concepts   Identify the skills that students need to

demonstrate  Cross-check for precision an level of

understanding

 Define mapping  Discuss the components and reach

consensus on terms for your school  Distinguish between the different types of

maps  Review sample maps to determine info that

can be gleaned from maps  Determine where CC Standards can be

integrated into maps  Discuss how maps can aid in connecting all

initiatives   Explain the purpose of mapping

Evidence Unpacked Standards Terms, Format, and Action Steps

Implementa<on  (PD)  Map  Goal(s):  

Dates In-service 12:30-3:30 p.m.

In-service 9:00-11:30 a.m.

Essential Questions

What is Curriculum Mapping? How can it serve as a HUB for school improvement?

How can you upgrade your assessments to address 21st century skills? How can you replace dated assessments types with more contemporary forms?

Content Curriculum Mapping is like a two-sided coin. One side is the map itself or diagnosis and the other side is using the map to make instructional decisions – prescription. -Definition of mapping -Components and examples -Connections -Possible products that could be produced in the process.

Curriculum design requires deliberate choices reflecting the time in which we live. -Sample Contemporary assessments -Digital 2.0 Tools -Alignment to skills in maps and level of understanding

Skills -Identify the components of a map. -Review different maps and determine the specific elements that provide more information. -determine connections with other initiatives -Identify the reasons for mapping.

-View 21st century classroom projects and brainstorm possible applications for your maps -Identify skills in maps that could best be demonstrated using 2.0 Tools -Unpack assessments to crosscheck alignment with skills, content, and level of understanding

Evidence • Graphic organizer distinguishing between old and new terms. • Graphic organizer connecting initiatives • List of reasons for mapping. • List of products that can be produced in the process.

Upgraded classroom assessments incorporating appropriate digital tools Brainstormed assessment ideas with a partner Mini projects using 21st century classroom

Assignment Identify a unit you wish to map and identify the most important concept you want students to understand.

Upgrade assessments in two more units before our next session,

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Different Types of Learning

 Various  Groupings   Hands-­‐On  Labs   Small  Workshops   Work  Sessions   On-­‐line  Courses   Staff  Development  Days  Based  On  Data  

 Observing  Mentors   Video  Conferencing   Virtual  Coaching/Training  

IV. Advanced the Mapping Process: 21st Century Upgrades

•  Upgrading Student Engagement through new content, assessments, structures, and formats •  Integrating New Standards

hWp://www.curriculum21.com/clearinghouse  

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How  is  curriculum  mapping  evolving  to  assist  21st  century  teaching  and  learning?  

Mapping  is  GLOBAL    

Four  Cri<cal  Phases  to  the  Mapping  Process:  

 I.    Laying  the  Founda<on  

II.  Launching  the  Process/Gehng      

         Started  III.  Maintaining,  Sustaining,  and    

           Integra<ng  the  System  IV.    Advanced  Mapping  Tasks  

…What  do  you  see  as  a  possible  steps  as  you  think  about  using  the  Four  Phases  to  implement  mapping  in  your  school?  

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A  

Student  Benefits   Teacher  Benefits  

District  Benefits        Parent  Benefits  

Benefits  of  Curriculum  Maps  

Common  Benefits  

Curriculum  Mapping  Provides  

•  Data  for  professional  learning  communiIes  

•  Ver<cal  and  horizontal  ar<cula<on  •  Guaranteed  curriculum  for  all  students  

•  Data  for  transi<ons  between  schools  •  Targeted  instruc<on  •  A  21st  Century  communica<on  tool