BCHS Curriculum Mapping Handbook - Weebly
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BCHS Curriculum Mapping
Handbook
2007-2008
Table of Contents
Diary Map Overview 1
Curriculum Map Rationale 2
Curriculum Map Rubric 3
Activity versus Skill 4
Critical Thinking Action Verbs 5
Sample Map “Mastery” Level 6
Sample Map “Adequate” Level 7
Sample Map “Needs Revision” Level 8
BCHS Mapping Map 9
Atlas Quick Reference Guide 13
Curriculum Mapping Glossary 17
BCHS
Diary Mapping Overview
November 8 Skeleton Map Completed
November 9 Roll-out of Diary Maps
10th of each
month Previous month’s map updated
Starting week of
November 12
First and Third Thursday Collaborations will be
used for diary mapping
Diary Mapping Expectation:
• Diary Map a minimum of 2 preps during Semester 1
• Diary Map a minimum of 3 preps during Semester 2
• Diary Maps are updated by the 10th of each month for the prior
month. Example: By December 10, November’s diary map will
be completed
1
What is this all about and why
should I do it?
What is curriculum mapping?
• A reality-based record of the content that is actually taught, how long
it is taught, and the match between what is taught and the district’s
assessment program (Fenwick English, 1980).
• A process for meaningfully documenting and discussing the real,
taught curriculum.
• The process that helps us create a viable, reality-based curriculum
• An integral component of nearly all school improvement efforts
• The systematic way we continually manage the “real” curriculum—it
is NOT an event.
• It is NOT merely creating curriculum documents—it is using them to
improve student and teacher learning and practice.
What are the benefits of curriculum mapping?
• To analyze what is really taught in the classroom
o Content, skills, activities and how they are assessed
• To identify gaps and meaningless repetitions across grade level,
departments and buildings.
• To develop a common language among all teachers.
• Mapping brings teachers out of isolation and provides a focused,
reflective and collaborative process that has a positive impact on all
stakeholders (Udelhofen, 2005).
• To inform and connect all district initiatives.
• Curriculum is the only data source within our “sphere of influence”
• The students…the students…the students…
2
Activity versus Skill
Activity Skill
Students form a poetry circle • Perform oral poetry reading.
• Demonstrate good eye contact,
projection, tone, volume, and
articulation
Make a table to solve problems • Solve multiplication problems
with products up to 100.
• Develop a problem-solving table
for multiplication problems with
products up to 100
Idea map showing photosynthesis Identify and illustrate the steps of
photosynthesis
Create an insect collection Categorize and label insects by
kingdom, phylum, class order,
family genus, and species
3
Bolded words are used on MCA II exams
Critical Thinking Action Verbs Knowledge Comprehension Application Analysis Synthesis Evaluation
Arrange Classify Apply Analyze Adapt Propose Appraise
Choose Compare Build Appraise Arrange Set up Argue
Define Contrast Choose Calculate Assemble Solve Assess
Duplicate Describe Construct Categorize Change Test Attach
Find Demonstrate Demonstrate Classify Choose Theorize Award
Label Discuss Dramatize Compare Collect Write Choose
List Explain Employ Contrast Combine Compare
Match Express Experiment with Criticize Compile Conclude
Memorize Extend Express Differentiate Compose Criticize
Name Identify Identify Distinguish Construct Decide
Omit Illustrate Interpret Discriminate Create Deduct
Order Indicate Interview Distinguish Delete Defend
Recall Infer Make use of Divide Design Determine
Recognize Interpret Model Examine Develop Disprove
Relate Locate Operate Experiment Discuss Dispute
Repeat Outline Organize Inspect Elaborate Estimate
Reproduce Relate Plan Question Estimate Evaluate
Select Rephrase Practice Simplify Formulate Explain
Show Report Schedule Survey Imagine Interpret
Spell Restate Sketch Test Improve Judge
Tell Review Solve Invent Justify
Trace Select Use Make up Measure
Show Utilize Manage Predict
Summarize Write Maximize Prioritize
Translate Minimize Prove
Modify Rate
Organize Rule On
Plan Select
Predict Support
Prepare Value
4
Central Idea / Enduring
Understandings
Inquiry / Essential Questions
Content Skills Assessments Activities
Mastery
• Can transfer to
other
disciplines
• Frames /Aligns
with all
components of
map
• Clear Key
points
(i.e. events,
important info,
key terms)
Specific
• Varied Action
words of critical
thinking
• Includes all
levels of
thinking
• Reflects
standards
• Aligns w/
Essential
Understanding /
Central Idea
AND skills
• 2 types of
Assessment
Strategies
(Performance
Tasks and
Other
Assessments –
tests, essays)
• What students
are doing to
meet the skill
• Varied
• Total alignment
w/ skills,
enduring
understandings
, and guiding
questions
Adequate
• Answers the
question: “Why
are we learning
this?”
• Ex: Students
will understand
that …”
• Clear / Focused
• Lead to inquiry
• Vague topic w/
few general
sub-topics
• Most action
words of critical
thinking are the
same (little
variance)
• Items are
assessable
• Aligns with
skills
• Tangible
specific tests
• Formative /
Summative
• Not varied
Needs Revision
• Truism – has
an answer
• Rewords skills
• Non-Inquiry
• It is a given
• Lacks
relevance
• Essential
Question is a
statement
• Broad or vague
topic
• No action
words of critical
thinking
• Missing
altogether
• Does not align
w/ skills
• Vague (test)
• Not tangible
(class
participation)
• Doesn’t state
what students
are doing
• Not varied
• Not aligned
Curriculum Mapping Rubric
5
6
7
8
3/31/08
2007-2008 Brooklyn Center High School When Content Skills Assessment Timeline
August Curriculum Mapping
leadership team
identified
Members willing to
pilot diary map
Effective K-12
curriculum mapping
committee
August-ongoing
August Leadership team (LT)
develops plan for
effective roll-out of
mapping
Identify specific
needs of team
Review use of Atlas
Sept-Oct LT diary maps Team will map:
One prep at the
secondary level
Planner at EB—
including integration
LA standards in map
Completed diary
maps
Sept-Oct 2007
Oct LT troubleshoots ID possible problem
areas of mapping
with Atlas and needs
staff may have when
implementing
mapping
Oct 2007
November 9
(Half day K-12 staff
development day)
Roll-out diary maps
to all faculty.
Define diary maps
and required mapping
categories: enduring
understandings,
guiding question,
content, areas of
interaction, skill,
activities,
assessments, and
resources
Faculty completes
monthly diary maps
Nov 2007-June 2008
9
3/31/08
When Content Skills Assessment Timeline
(Nov-June) Weekly
collaboration time
dedicated to mapping
Work with
knowledgeable
colleague to assist
with comfort and
knowledge using the
software to enter
curriculum data
Enter data in required
mapping categories
on Rubicon Atlas
Status check of maps BCHS: Maps are due
by the 10th of each
month. (For example:
December’s map is
due January 10th)
January 18, 2007 Small group read-
throughs of
November and
December’s map
• Assess maps using
map rubric
• Identify
commonalities,
differences, clarity
of mapping data,
clear connections
between content,
activities, skills and
assessments
• Initial Individual
Map Read-through
form.
• Self-assessment of
map using map
rubric
January 18, 2008
January-June, 2008 Curriculum
Leadership team
reviews maps
• Identify strengths
and areas of growth
within the maps
• Assess maps using
map rubric
Monthly
March 7, 2008
Early Release
Small group read-
throughs of Jan-Feb
maps
• Assess maps using
map rubric
• Identify
commonalities,
differences, clarity
of mapping data,
clear connections
between content,
• Initial Individual
Map Read-through
form.
• Self-assessment of
map using map
rubric
March 7, 2008
10
3/31/08
When Content Skills Assessment Timeline
activities, skills and
assessments
March-April Curriculum
Leadership Team
reviews small group
meeting notes
• Analyze areas of
strength and growth
• Create an action
plan with:
Goals
Responsibilities
Timeline
Completed action
plan
May 12, 2008
April 11, 2008
Staff Development
Day
Small group read-
throughs of March’s
map
• Assess maps using
map rubric
• Identify
commonalities,
differences, clarity
of mapping data,
clear connections
between content,
activities, skills and
assessments
• Initial Individual
Map Read-through
form.
• Self-assessment of
map using map
rubric
April 11, 2008
May 16, 2008 Grade level outcomes Identify appropriate
grade level learning
outcomes
Completed grade
level outcomes form
May 16, 2008
11
3/31/08
2008-2009 (Draft) When Content Skills Assessment Timeline
Summer 2008 Standards
placements
Identify gaps and
overlaps of standards
placement grades 7-
12
Analyzed data from
Atlas reports/graphs
Summer 2008
September 2008 Common
assessments in core
areas
Develop common
assessments
appropriate to the
State benchmarks
Completed common
assessments
2008-2009
November 2008 Revision of
curriculum maps
Revise curriculum
based on standards
placement data
Action plan
identifying how the
curriculum will be
revised to reflect
appropriate
placement of
standards
November 2008
January 2009 Continuation of
developing common
assessments and
revision of curriculum
Develop common
assessments
appropriate to the
State benchmarks
Revise curriculum
based on standards
placement data
Updated action plan
of curriculum revision
Completed common
assessments
January 2009
12
Q U I C K S T A R T
R E F E R E N C E G U I D E
1. Use one of two methods to select your name:
- Find your name in the drop down menu.
- Click the Search Names button, then type a recognizable anddistinct portion of your first or last name in the field and click OK.
2. Enter your initial default password provided by your instructor.
3. Click the Login button or hit the Return/Enter key on your keyboard.
L O G G I N G I N T O A T L A S
C H A N G I N G Y O U R P A S S W O R D
1. Select the Click here to change your user settings link onthe chalkboard of the Welcome page.
2. The Change Password option will require you to enter yournew password twice.
- Passwords are case sensitive.
- Your new password will take effect the next time you loginto Atlas.
3. Check that your email address and information are up to date. Make any necessary changes.
4. Click on the Save Password & Email Changes button to complete your changes.
- Passwords may be any combination of letters and numbers.
AtlasCURRICULUM MAPPING
- You will only be required to change your password once
2.
4.
3.
2.
1.
3.
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Selecting your Unit Calendar
To begin working in your curriculum map, first create yourunits of instruction.
1. To create units, click on the Develop button.
2. Click on the Units button to the right of the course youwish to work in.
Tip: Any course name followed by an asterisk is a collaborative map that can be modified by others on your team.
D E V E L O P I N G Y O U R C U R R I C U L U M
B A S I C N A V I G A T I O N
1. The buttons across the top of the page make up the primary navigation menu in Atlas. You may access any functiondirectly by clicking on the appropriate button.
2. The �breadcrumbs� are links that allow you to navigate back to previous pages without using the back button, whileensuring any changes made have been saved. Simply click on any underlined word in the breadcrumbs to return tothat page.
3. Logout of Atlas when you have saved all of your updated curriculum and completed your session.
T H R E E B U T T O N S T O R E M E M B E R
The Save button should be used regularly to save your work.
1.
2.3.
The Eyeglasses button will save your work and display your map in a separate window.
The Atlas Logo will return you to the previous page from any mapwith a white background.
1.
2.
14
Adding a New Unit
1. Click in the Specify a Unit Name text box and enter the name of your unit.
2. Select the time span of the unit using the From: and Through: options.
3. Click Save to create the unit. The unit now appears in thetable for the periods you selected.
1. Edit: Click in any box. Then type, change or delete data directly in the web interface.
Tip: In almost all cases, you may copy and paste informationfrom other electronic documents into your curriculummap.
2. Save: Save your data frequently by clicking the Savebutton near the upper right-hand corner or bottom of thepage.
3. Unit Calendar: To return to the Unit Calendar, click onthe underlined link in the breadcrumbs. Be sure to saveyour work first.
W O R K I N G W I T H U N I T S O F I N S T R U C T I O N
Resequencing and Rescheduling Units
1. Click on any underlined unit name to select it. An icon willappear next to the unit.
2. Resequence the unit by using the up and down buttons.
3. Reschedule or adjust the timeperiod of the unit by either:
E D I T I N G Y O U R C U R R I C U L U M
4. View Map: Clicking on the Eyeglasses icon will saveyour work and then show you the entire curriculum mapin a new browser window. After reviewing your map�sprogress, click on the Atlas logo in the upper-left cornerof the map to return to the edit page.
To enter curriculum for anyunit, click on the dot or baricon corresponding to the unitand time period you wish tomap.
1.
2.
3.
3.
2.1.
1.
2.3. 4.
- clicking the left/right arrows in the direction you wish it to move; or
- changing the timeframe that the unit begins and ends by using the From and Through options.
15
Tip: Remember to logout after you save your work.
@ C o p y r i g h t 2 0 0 5 R u b i c o n I n t e r n a t i o n a l � M a n u f a c t u r e d b y L a m i n a t i n g S e r v i c e s , I n c . S t . P e t e r s b u r g , F L , a n d ( m a n u f a c t u r i n g ) s o l d u n d e r l i c e n s e f r o m F a s t M a r k H o l d i n g s , L L C . P a l o A l t o , C A U S A u n d e r o n e o r m o r e o f t h e f o l l o w i n g P a t e n t s ; U . S . P a t e n t N o s . 5 , 0 6 3 , 6 3 7 a n d 5 , 2 7 3 , 4 3 2 �
A T L A S R E S O U R C E S
This section provides general information regardingthe use of Atlas and links to other resources. Findanswers to frequently asked questions, tips and tricks,the Atlas Online Manual and other items of interest.
Ask the Experts
If you need more assistance, click on the Ask the Experts link in the Info section. Atlas identifies system administratorsfor your site who can assist you with common functions, such as resetting your password and updating your course list.
You are welcome to contact Rubicon directly with any questions you may have.
Atlas Online Manual
From the Info section you can click through to theAtlas Online Manual. All the major functions of theAtlas system are captured in this section.
Functions are organized just like the navigation buttons.Click on any of the links to view screenshots and step-by-step instructions for al l Atlas features.
I N F O
References
Click on References to view the Atlas Curriculum ResourceCenter with helpful links to your school�s existing curriculumdocuments and a complete collection of educational resources,including:
- Regional & State Standards- Associations & Accredidation agencies- Differentiated Instruction- Bloom�s Taxonomy- Special Education- Pedagogical Approaches- and many other helpful links
Training Checklist and Evaluation
Use the Training Checklist to self-assess andtrack which features and functions you feelcomfortable using.
- Track your progress and assess your own learning.
- Easily identify features of Atlas that are unfamiliar.
- Utilize the quick and convenient links to the Atlas Online Manual or online Training Videos specific to each topic.
- Deliver your own faculty training and track the progress of faculty
16
Curriculum Mapping Glossary
Assessment • Demonstration of skills development and content
understanding
• Culminating projects, products or performances that
you would accept as evidence of learning.
• Three types of assessment:
o Selected response: multiple choice,
matching, true/false, fill-in the blank
o Writing Assessments: constructed
response, extended response, short
answer, essay
o Performance-based: skill demonstration,
products, performances
• Personal Communication: question/answer,
conferences, interviews
Content: • The “Big Idea”.
Concepts supported by: facts, events, pertinent
information, focus resources
Curriculum
Mapping
• A procedure of collecting a data base of the
operational school curriculum in a school and/or
district.
• The purpose is to collect authentic data about the
classroom and genuine information about what
students actually experience, not what others think
they should be learning.
Diary Mapping • Asks teachers to document the content, skills,
activities and assessments at the end of each month
as they are taught
Essential
Understanding
• Embody the concept, big idea
• Focus instruction and learning
• Push students to higher levels of learning
• Help student make connections beyond the content
being studied
Formative
Assessments
• Process oriented
• Occurs during learning
• Provides information for modifying teaching and
learning activities
• Assists students to self-assess and learn more
Guiding
question
A broad-based question which frames a specific unit.
It helps to focus on what is the essence of the unit.
Guiding questions should avoid being narrow or
content specific. Guiding questions may well prompt
students to ask more questions, and ultimately to use
the content as well as research skills and thinking
skills to come up with answers.
17
Projection
Mapping
Requires teachers to record their planned content,
skills and assessments for the entire school year at
one time.
Skills • The skills as student would need to demonstrate and
develop in pursuit of the content.
• Defines what “understanding” really means.
• Begin with an ACTION verb
• Assessable, observable, measurable
Benchmarks and critical skills that align with the
concept.
Summative
Assessments
• Designed primarily for the purposes of accountability.
• Is an event after learning.
• Measures how much students have learned at a point
in time.
Assessment of learning
18
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