Download - Getting results with Curriculum Mapping
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Getting results with Curriculum Mapping
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Essential Questions:
How can curriculum mapping improve student performance K-12?
How can we revise our curriculum maps using assessment data cumulatively?
How can mapping upgrade curriculum and assessment decision making in our school settings?
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CM help creates genuine operational professional learning communities.
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CM works with VIRTUAL time. Giving the possibilities of technology to alter the way we work with time and space issues. We are in a global network of educators.
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Mapping allows us to merge our assessment findings directly and strategically into structure curriculum decision making.
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Professional Learning Communities and Curriculum Mapping
“A professional learning community is a place where teachers and students care about, look after, root for one another and work together for the good of the whole, in times of need as well as times of celebration.”
Roland Barth
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Professional learning community tenets
Effective schools research Clear purpose Required product Flexible grouping Opportunities for collaboration and reflection Establishment of common ground/shared
vision Most important: constant focus on students
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What Is Curriculum Mapping?
Calendar-based curriculum mapping is a procedure for collecting and maintaining a data base of the operational curriculum in a school and/or district.
It provides the basis for authentic examination of the data base.
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Mapping is a coin with two sides:
One side is the documentation –the
maps themselves
One side is the review process –
examining and revising map
cumulatively between teachers
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Technology is necessary to create a new type of paradigm for successful educational planning!
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The Hub Effect
Identify initiatives that would be better served through the use of the CM review process
CM is a tool for solving problems
? ?
?
CM
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Current Trends in CM Practice
New versions in mapping software
Links to assessment data Tabs to differentiated curriculum Consensus Maps Statewide adoptions Regional service center software
and staff development adoptions Independent school networks International school networks
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CM: Closing the Achievement Gap
Discerning selection of standards Focus on Active Literacy in ALL classrooms Integrating assessment data via software
Vertically Across Grades Formal BENCHMARK assessment Tasks AT
THE BUILDING Level
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New focus on Essential Questions:
•Obtaining feedback on our questions•Using them to negotiate between teachers•Organizing instruction as “curriculum chapters”
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CM: Key Tool for Sustaining Professional Learning Communities
Effective school research Common ground/common vision Flexible grouping for decision making Ongoing monitoring of student progress Professional development linked to student growth Focus on students in building
Adjustments in schedules-long term; short term Adjustments in teacher configurations Adjustments in student grouping patterns Adjustments in the use of space
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Future Directions
Involvement at higher education institutions
Research studies: dissertations emerging
Links to report cards Student mapping Links to products/service
with new bandwidth possibilities
Integration with video conferencing
Blackberry + PDA versions I-MAPs (teachers on
earphones)
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Targeting Needs: Discussions, debates, and decisions will be based on…
What is in the best interest of our specific clients, the students in our educational setting?
Their ages Their stages of development Their learning characteristics Their communities Their aspirations Their needs The need for cumulative learning
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What information do we collect initially on a map?
CONTENT
SKILLS
ASSESSMENT
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Content:
The subject matter itself; key concepts, facts, events, which may be presented with a map in three formats:
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Content FormatsDiscipline-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
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Skills are displayed on a map as:
Precise skills that can be:
Assessed/measured Observed Described in specific
terms Skills are action verbs… Unlike general
processes
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Precision expectation is crucial to skill development.
THE COACH DOESN’T SAY:
“We’re working on critical
playing skills today.”
THE COACH DOES SAY:
“We’re working on driving
into the basket.”
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Precision Skills within Disciplines: In Science, there is the general process of INQUIRY … Precise Skills might be:
Observe and make
notations of an event in
the natural world or space
Collect and display data
Cite significant variables
Pose explanations
Predict future results
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Skills across disciplines precise skills might include:
Edit and revise [skills] in all disciplines Utilize organizational skills Read for decoding Read for text interaction Speak in a range of forums Research using technology for information access Create a technological production purposes Isolate and improve career habits for personal
and group work
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On Maps, Assessments are the Major Products and Performances:
Assessment is the demonstration of learning
Assessment is the observable evidence
They must be listed as defined nouns:
Tangible Products or Observable Performances
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Learning to Analyze Assessment Data
Gap analysis Merging Findings into Maps
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Multiple Choice Multiple Choice 50-Q M.C. Quiz
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Constructed- Constructed- Response Response
Questioning?Questioning?
10-Q Short-Answer Test
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Collections of Assessments:
Portfolios Anthologies Recordings of observable
performances
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Performance-Based Performance-Based Assessment?Assessment?
Mount Vernon Historical Research: Individual and Group Presentations
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ASSESSMENT reveals:
_ Proficiency of targeted skill development-Knowledge and insight into content
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Reaching new ground:
Guiding a staff to establishing benchmark assessments
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Mapping Benchmark Assessments
Benchmarks can be designed on multiple levels: state tests, district, classroom tasks.
A school establishes a common set of skills needing development.
An internally generated benchmark assessment task is developed by teachers with the same protocols; the same timetable.
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Continued...
The task should merge with the ongoing curriculum naturally.
Student products can then be evaluated both vertically and horizontally.
Revisions in the curriculum map should reflect a few targeted skills needing help.
Revisions should be applied thoughtfully to developmental characteristics of the learner.
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Integrating Cross-Curricular
Identify grade level benchmarks Use map to identify where skills are
being taught Add appropriate benchmarks that
may be missing Align with classroom assessments Use feedback from assessments to
modify instruction if needed
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Let’s remember …
Content - is the subject matter; key concepts; facts; topics; important information
Skills - are the targeted proficiencies; technical actions and strategies
Assessment - is the demonstration of learning; the products and performances used as evidence of skill development and content understanding
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#2
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Consider a Range of P.D.
Venues… Various Groupings Hands-On Labs Small Workshops Work Sessions On-line Courses Staff Development
Days Based On Data Observing Mentors Peer Coaching Video Conferencing
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The CM Seven-Step Review Process:
1. Collecting the Data 2. First Read-Through 3. Small Like/Mixed-Group Review 4. Large Like/Mixed-Group Comparisons 5. Determine Immediate Revision Points 6. Determine Points Requiring Some
Research and Planning 7. Plan for Next Review Cycle (from Mapping the Big Picture: Integrating
Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
Now…
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Have you conducted reviews to determine gaps and repetitions?
Have you developed and implemented a process to deal with gaps and repetitions?
Have you developed grade level/course level essential maps? If so, have individual diary/projected maps been edited to reflect them as instruction is taking place?
What About a District/ Building’s Self-Assessment?(cont.)
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Reaching New Ground…
Guiding a staff to establishing Benchmark Assessments
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Mapping Benchmark Assessments
Benchmarks can be designed on multiple levels: state tests, district, classroom tasks.
A school establishes a common set of skills needing development.
An internally generated benchmark assessment task is developed by teachers with the same protocols; the same timetable.
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The task should merge with the on-going curriculum naturally.
Student products can then be evaluated both vertically and horizontally.
Revisions in the curriculum map should reflect a few targeted skills needing help.
Revisions should be applied thoughtfully to developmental characteristics of the learner.
Mapping Benchmark Assessments (cont.)
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How do we develop essential (master, collaboration, consensus) maps?
Wrestling with Consensus:Developing Essential Maps
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How do we weave our individual maps into a meaningful design that will benefit all students?
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CONSENSUS: Creating an Essential Map
Developing an essential map (sometimes referred to as a master map/collaboration map/consensus map) that eventually replaces course or grade-level guidelines
Considering each discipline separately Identifying cross-disciplinary consensus
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Where is consistency critical for our students’ learning?
Where is flexibility equally as important?
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Two Basic Approaches:
One: Using individual diary maps, have grade-level or course teachers develop a subject or course’s Essential Map by identifying: The core curriculum concepts The critical focal skills Benchmark assessments Common essential questions Essential learnings/Power standards
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Two: Revising and reacting to an already existing set of guidelines,
Reviewing an agreed-upon district or school’s guidelines and modifying it so that it has a Curriculum Mapping “look” (by months, etc.);
Instructing in the individual classroom to see how the drafted Essential Map plays out
Re-visiting the first-draft Essential Map and converting it to an active Essential Map
Two Basic Approaches:
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Other Considerations for Developing Essential Maps
Use National and State Standards
as a filter to validate. Work with teachers to ensure that
consistent terms are used K-12 Examine K-12 Systems’ Reports
to identify still-present gaps,
repetitions, etc.
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Each discipline presents different considerations when wrestling with consensus…
RED FLAG
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Next steps and resources