Curriculum Mapping for Instructional Leaders: Using a Mathematics Example Presented by: Gina W. Hopper.

Curriculum Mapping for Instructional Leaders:

Using a Mathematics Example

Presented by: Gina W. Hopper

Purpose To introduce instructional leaders to the concept

of curriculum mapping To conceptualize how the CCSS aligns with

curriculum unit maps To learn components of mapping To understand purpose, procedures, and the basic

framework of curriculum mapping

Laying the Foundation

• Establishing a purpose for using curriculum maps

• Burrowing into the mission of CCSS• Viewing CCSS as an opportunity to modernize

the curriculum• No paper—no bidders!• CCSS are NOT curriculum…they are the content!• CCSS are meant to be scaffolded• Root word of curriculum means a path to run in

small steps

Heidi Hayes Jacobs’ TED video

• http://youtu.be/XsUgj9_ltN8

Discuss with your Elbow Partner

Curriculum• How can we design curriculum to prepare our

learners for their future?

• How can we integrate the CCSS into our local school curriculum to support student learning?

Staff• What is their background on the CCSS?

• Do you have curriculum maps?

What are your thoughts?

• Share out responses.

What is curriculum mapping?

• Heidi Hayes-Jacobs defines mapping as…

o Calendar based curriculum mapping procedure for collecting and maintaining a database of the operational curriculum in a school/district.

o Provides basis for authentic examination of the database and the implemented curriculum.

o Review Robert Marzano’s Three Types of Curriculum if you want to know more about operational, intended and implemented curriculum.

Types of Maps• Unit Maps

DiaryProjection

Heidi Hayes-Jacobs, ASCD Conference 2012

• Core MapsCollaborativeConsensusEssentialDistrict

Beginning the Mapping Process

Collect data

First read through

Mixed small group review

Large group review

Areas of immediate revision

Areas for long term planning

Cycle continues

How do you implement the

process?• Mapping Basics• Merging standards into curriculum maps• Developing Unit Maps• Consensus Maps (Consistency and Flexibility)• Conducting the read through across grade levels

to eliminate gaps and redundancy (Vertical alignment)

• Conversations around non-negiotables in your school/district

• Then, give them resources, a plan, and get out of their way and let teachers create.

Elements of the MapAll Maps include:• Essential questions• Big ideas• Core content• Precise skills• Terms/vocabulary• Assessments (common)===========================================Unit Maps include:• Activities• Resources

• Heidi Hayes-Jacobs, ASCD 2012

Tips• What are skills?

o They start with verbso What students need to

be able to do!

• What is Content?o CCSS used in mapo Integration of other

standardso Strategies taughto Nouns

Schoolnet© Curriculum Manager

• Log into ISEE Portal via SDE Idaho websitehttps://isee.sde.idaho.gov/Pages/default.aspx

Schoolnet© Curriculum Manager

Click on check box

After check box, click on view to see unit.

Number & Operations in Base TenBig

Idea(s)/Major Content

Essential Questions

Core Content

Skills Benchmark Assessment

sThe base ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.Patterns exhibit relationships that can be extended, described and generalized.

What does place matter when writing numbers? MP#6

To what extent is there a pattern here? MP #8

A. Place Value System• Multi-digit

numbers• Patterns in

the number of zeros of the product

• Patterns in the placement of decimals

• Whole-number exponents to denote powers of 10

B. Decimals• Decimals to

1000s• Base ten

numerals• Number

names• <, +, >

A.1 Recognize connections to 10 in place value up to millions.A.2. Explain that a number is 10 times the number to the right of the 1/10 the number to the left.A.3. Explain patterns of zeros when multiplying by 10A.4. Explain patterns in placement of decimal point when multiplying or dividing by 10A.5. Represent whole number exponentsB.1. Read aloud decimals to 1000s

A3-5, B1-6, Formative Base 10 TestFormative: Test: Written

A1-2 “What Place” Test 5 questions Summative: Performance: Authentic Task

SampleSTRATEGY• “GTS” – GOOGLE-THAT-SAMPLE• GOOGLE “CURRICULUM MAPS aligned to CCSS” to

get examples of what types of map might work best for your school/district.

Using Maps to Inform

Foundation

Purpose of Maps

Unpacking and

knowledge of the CCSS

Crosswalks to

ensure precision

and quality

Strategic Grouping for Professional Map

Reviews• Extended team—special

area teachers, special ed staff, ESL

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

• Expanded local team—virtual groupings (online) Google docs; parents; community

• Global team—feedback and collaboration with meaningful worldwide educators and students

• Vertical—K-12; extended departmental meetings

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

• Across grade level—all third grade; all teachers of freshman

• Targeted cross grade level—interdisciplinary 7th grade team

Marie Alcock, Curriculum Designers, ASCD Conference, 2012.

CCSS Mathematics Basics

• Standards are professional targets

• Math standards are abstract discipline—all theory are applied in the practical world.

• Let’s take a quick glance at CCSS on the websitehttp://www.corestandards.org/Math

CCSS Mathematics Basics

• Example: Grade 1—extremely granular compared to old standards that were vague.

• Go to Math Practices on CCSS website

DIFFERENT EXPECTATIONS• Can’t just balance equation—read all information on the

screen—what is the number?-how does it function?--Show me and tell me the math.

• Larry Ainsworth’s work is very helpful in mapping units• Standards are unwrapping…what we must do is get to

translating and creating instructional units maps to the horizontal and vertical curriculum.

Using Maps to Advance Instruction

Importance of CCSS• Exciting work that enables teachers to have a

“scaffolded” approach to ensuring student success• Upgrading and modernizing maps with contemporary

assessments and the new literacies, digital, media, and global components are key to the mapping process

• Need for right now skills• E.g. Oral reports moving to podcasts• Need to use Web 2.0 tools• Creating and responding to different types of

media

Questions

?

Great Resources• www.curriculum21.com• http://www.curriculum21.com/clearinghouse/• http://www.curriculummapping101.com/resources

/curriculum-maps-sample-monthsunits

Contact Information

Gina [email protected]

References

Hayes-Jacobs, Heidi. Curriculum 21: Essential Education for a Changing World, ASCD: Virginia. 2010.Ainsworth, Larry. Rigorous Curriculum Design: How to Create Curricular Units of Study that Align Standards, Instruction, and Assessment. Lead + Learn Press: Colorado. 2010.