Curriculum Mapping

Curriculum MappingCurriculum Mapping

Presented by Dr. Dan Bertrand

Questions to askQuestions to ask

What must we know to survive the day? Why are we in THIS class TODAY? What are curriculum maps, mapping? Why should we do them? Why are the assessments important? What are essential questions? What is the product you need to complete for

credit?

Additional questions:Additional questions: Do you know what is taught the year before the student

gets to you, and what is taught the year after they leave you?

Do all faculty use Illinois Learning Standards as their target for instruction?

Do faculty cover ILS Performance Descriptors appropriate to their content?

Do all feeder school students come to the next level equally prepared?

Do teachers plan classroom curriculum together?

THE S.T.P. APPROACHTHE S.T.P. APPROACH

S. =

T. =

P. =

Situation

Target

Path

Data AnalysisData AnalysisIn terms of Prairie State / ISAT…how is

your school doing?

Where are your strong areas? How did you build that strength?

What populations are not succeeding? What are you doing to address them?

How do I know that students How do I know that students are succeeding?are succeeding?

With the content?

With the standards?

With higher order thinking?

And finally, are my students . . And finally, are my students . . ..

Learning how to write in the context of my subject?

Learning how to read in the context of my subject?

Reinforcing math skills as applicable?

Standards, Curriculum, Standards, Curriculum, Instruction, and Instruction, and Assessment . . .Assessment . . .

Are they integrated?

Does assessment drive instruction?

Do standards drive curriculum?

All Teachers are Teachers of All Teachers are Teachers of Reading and WritingReading and Writing

If it is hard for them to read, it is also hard for them to succeed!

Take a few minutes to define Take a few minutes to define curriculum mappingcurriculum mapping

Chose a facilitator and a recorder*.Facilitator: Make sure everyone is heard. How would you define curriculum

mapping? *Facilitator = least veteran; Recorder = most veteran

Curriculum mapping is a process.It is a method of systematically identifying

what is currently being taught in a given subject or curriculum.

It includes discussion, analysis, revision, and a review cycle.

It extends beyond one classroom.

What is curriculum mapping?What is curriculum mapping?

Important ideas:Important ideas:

The process is well-defined.

The process includes several steps.

Your learning team now has its own working definition.

Factors to ConsiderFactors to ConsiderIs my curriculum standards-driven or

textbook driven?Is my curriculum student-centered or

content-centered?Is my curriculum articulated through scope

and sequence? Discuss how you could find out these things

from the maps.

More Factors to ConsiderMore Factors to Consider

Do standards drive curriculum? Are the standards touched on or taught?

Benchmarks reached? Does assessment drive instruction? Are the assessments appropriate? Are assessment and instruction aligned? Where are there gaps? Where are there repetitions?

Stop and ReflectStop and Reflect How does my school currently study and

discuss the factors to consider listed in slides 11 and 12?

How might curriculum mapping help our discussion?

How and when would we be able to get to this discussion?

Let’s Look at a MapLet’s Look at a Map

1) What kind of information is on the map?

2) What would you be able to do if you had this information?

3) How could you shape staff meetings to discuss the maps?

*The facilitator should be whoever has been the quietest so far.

Useful Headings on a MapUseful Headings on a Map

Calendar – WHEN Topic or Content –

WHAT Essential Question(s)

– WHY Skills –SHOW Assessment – HOW

WELL

Illinois Learning Standards Performance Descriptors – REACHING WHAT

**Modifications for Special Needs or Others Who Need Extra Assistance –

FOR WHOM

Then include for added value:Then include for added value: Calendar – WHEN Topic or Content – WHAT Essential Question(s) –

WHY Skills –SHOW Assessment – HOW

WELL

Illinois Learning Standards Performance Descriptors – REACHING WHAT

WORKPLACE SKILLS

**Modifications for Special Needs or Others Who Need Extra Assistance –

FOR WHOM

Let’s Take a Closer LookLet’s Take a Closer Look

A Flexible TemplateSome Essential Questions

Essential QuestionsEssential QuestionsThe focus is not so much on

TEACHING as it is onLEARNING

An Essential Question is a An Essential Question is a Hanger Upon which to Hanger Upon which to

mentally hang informationmentally hang information

It ties things together.

Important aspects of E.Q.’sImportant aspects of E.Q.’s

Emphasis on WHY: “Why do(es) –----happen?”

Emphasis on HOW: “How do(es)-----happen? How can I use this?” “How could this be applied or improved?

More on E.Q.’sMore on E.Q.’s

WHAT? What are the core components, steps, or elements?

WHATAWHATAWHATAWhat? So What? Now What?

MIND MAPMIND MAP

Black holes

Types of Open-ended E.Q.’sTypes of Open-ended E.Q.’s Essential Questions Elaborating Questions Clarification

Questions Hypothetical

Questions Divergent Questions Probing Questions Inventive Questions

Planning Questions Comprehension

Questions Unanswerable

Questions Telling Questions

Stop and ReflectStop and Reflect How do teachers in your school currently

share the important learnings that will be covered in a unit with the students? Give an example.

If teachers are not using essential questions, how would you lead them to that process? How long would it take to start the process?

Why might teachers struggle Why might teachers struggle with formulating Essential with formulating Essential

Questions?Questions?

Process OverviewProcess Overview

You can focus on NCLB: math, reading, and science, or do every subject, every grade.

Each teacher maps his/her own class Grade level subject teachers meet to share maps

and agree on a grade level subject map Evaluate maps for scope and sequence Work toward integration across the curriculum

through emphasis and active learning

Mapping Process (continued)Mapping Process (continued)Teachers can then align maps vertically and

horizontally for scope, sequence, and integration of key skills

A good place to begin is with reading as all teachers are teachers of reading

Look at 1, 2, and 3 year time framesSpecial ed should work with regular

division teachers

Timeline for implementationTimeline for implementation

All teachers are teachers of reading first! Weak NCLB area – first year

---- Individual classroom maps---- Grade level maps---- Use Illinois Interactive Report Card site

Sample TimelineSample Timeline USE THE STANDARDS AS YOUR GUIDE: Year 1 Classroom and grade level mapping* Year 2 - Vertical articulation* Year 3 - Horizontal articulation with integrated projects Year 4+ - Ongoing analysis and fine-tuning *data collection MUST be done as you go:

What is working? How are we doing it?What is NOT working?How can we do it differently?

Where do we start?Where do we start?

Day 1: Map as we go!

What “technology” should we What “technology” should we use?use?

Paper and pencil?Pro’s and Con's

Computer software? Pro’s and Con’s

Software OptionsSoftware Options ATLAS CURRICULUM

MAPPING SYSTEM www.rubiconatlas.com/mapping.ht

m  

TECH PATHS [email protected] .  

CURRICULUM MAPPER www.curriculummapper.

com

The CMDT - Curriculum Mapping and Design Tool. www.ael.org/cmdt/

ODDSEY CURRICULUM MAPPING TOOL http://www.santarosa.k12.fl.us/odyssey

Planning and Collaborating Planning and Collaborating District-wideDistrict-wide

THE IDEALYear 1: Plan the lessons together across

buildingsTHE DO-ABLEOption A: Plan together at grade level

within buildings and share to finalizeOption B: Grade or subject level team

leader

In aligning maps with the In aligning maps with the developmental needs of developmental needs of

students:students:Use IIRCUse Performance DescriptorsPay attention to Modifications ColumnANALYZE how much, how well, and how

diversely a standard is addressed through multiple performance descriptors.

Do the students know it ? ?

Different maps for different Different maps for different folksfolks

Elementary vs. PROS & CONS

Middle school vs. + / -

High School

Look at a 3-year time frame:Look at a 3-year time frame:

Year 1 MappingYear 2 Inter-grade and inter-subject analysis and articulation YEAR 3 CROSS GRADE AND CONTENT ARTICULATION FOR SCOPE AND SEQUENCE

At the same time, keeping At the same time, keeping analyzing the dataanalyzing the data

MORE DATA PLEASE ! ! !

BECAUSE IT IS THE DATA BECAUSE IT IS THE DATA THAT GUIDES:THAT GUIDES:

STAFF DEVELOPMENTCURRICULUMINSTRUCTION

The continuous improvement The continuous improvement cycle:cycle:

If we don’t know where we are going, we will end up somewhere, but it may not be where we want to be.

If we don’t know where we are If we don’t know where we are going, we will end up going, we will end up

somewhere . . . somewhere . . .

Also, along the way….Also, along the way….

Keep looking for opportunities for cross-content and cross-curricular integration

Denial is epidemic in times of Denial is epidemic in times of rapid changerapid change

Marketing to schools and Marketing to schools and teachersteachers

We do not market a product or process;

We market a promise.

Never doubt that a small group of Never doubt that a small group of dedicated, committed individuals dedicated, committed individuals

can change the world.can change the world.In fact, that is the only thing that In fact, that is the only thing that

ever has.ever has. ----Margaret Mead----Margaret Mead

““Where attention goes, energy Where attention goes, energy flows, and results show.”flows, and results show.”

----Dennis Waitley

Application Time!Application Time!