Curriculum Mapping Intro 1 13 10

Curriculum MappingScience Curriculum Committee

Presented by Carol Ferguson1/13/2010

GOAL OF SCIENCE CURRICULUM WRITING

To construct curricula with mapping and in the UbD format in order to promote higher order thinking skills, engage students in authentic performance assessment tasks, generate transfer and application of knowledge all of which improve student achievement as measured on criterion referenced tests such as the ASK3-8, teacher made tests, performance assessments.

RESOURCES/MATERIALS Understanding by Design Professional

Development Workbook, Wiggins, McTighe

NJCCCS (2009)

NJ Focus Areas

Science Curriculum website – http://sites.google.com/site/ncsdistrict/science-curriculum-committee

ScottForesman, Pearson textbooks

http://sites.google.com/site/ncsdistrict/science-curriculum-committee

http://sites.google.com/site/ncsdistrict/science-curriculum-committee

Curriculum Questionnaire for teachers

Complete the questionnaire to analyze current science curriculum.

Definition of Curriculum Mapping

Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school or district. Curriculum mapping provides the basis for authentic examination.

Module 1, Figure 1

Sample Curriculum Map

Essential Questions

Content

(noun)

Skills

(verb)

Assessment Activities

August

September

October

November

December

Slide from: http://sites.google.com/site/curriculummapld6/

Mapping is a Planning Tool

For curriculum reform.

For meeting date/unit standards.

For ordering materials, software…

For coordinating events.

For planning assessment and data review.


Curriculum Mapping

It provides the basis for authentic examination of that curriculum.

It allows multiple teachers to provide guidance and direction for a grade level curriculum.


•One side is the Documentation--the maps themselves

•One side is the Review Process--the collaborative examination and revision of the maps by the teachers

Mapping: A Two-Sided CoinModule 1, Figure 2

Essential Question: Why Map?

Eliminate teaching in isolation

If there are gaps within grade level, “there are virtual Grand Canyons” vertically.

Wide angle lens on K-8 to make senses of our students’ experiences over time.

Identify repetitions

Will help us identify gaps in specific skills within grade level school year and over a group of school years.

Validate standards

Curriculum Mapping Attempts to:

Create a “snapshot” of the educational activities of every classroom within the school/grade level/content area.

Capture the content skills and assessments taught by every teacher in the school/grade level/content area.

Organize this information into an easily accessed visual that presents a timeline of instruction by teacher and course.


Essential Questions: How can curriculum mapping impact student learning?

What issues could be addressed through the mapping process? What are strengths and weaknesses of current curriculum. How can mapping address weaknesses?

Look at sample maps from different grade levels and subjects provided in your binder. Study them.

What are consistent elements that occur on all maps, types of information gleaned from the maps, and quality of elements (what is better on some?)

Mapping is a Communication Tool for Staff

Between teachers in a school site.

Between teachers in feeding and receiving sites.

For future teachers.

For a new/revised curriculum.


Essential Question: How can feedback systems be structured to improve

student achievement?

Consensus Map Projects agreed-upon

areas of focus for a school or district

Identifies required content, skill, assessment, and essential questions for all students in a district.

Individual Maps Map what is currently being

taught in every classroom

Use this data from the review process to begin consensus maps for all grades

What is UbD?

UbD stands for Understanding by Design.

It was developed by Grant Wiggins and Jay McTighe.

Understanding by Design is not a prescriptive, lock-step program or curriculum.

Understanding by Design is a conceptual framework, design process and template, and an accompanying set of design standards.

Understanding by Design is a methodology to design or redesign any curriculum to increase student understanding.

ESTABLISHING CURRICULAR PRIORITIES

Mapping and UbD

Consensus Mapping Mapping provides the

“macro” view of district curriculum

Essential Questions – broad over-arching

Plan K-8 skills

UbD UbD provides “micro” –

individual grade level units and lesson

Essential questions – specific to unit

Plan year’s skills, assessment

Phases of mapping

Phase 1 – Collecting the data (identify content (essential concepts and topics), processes and skills, the products and performances that are the assessments of learning.

Phase 2 – First Read-Through- individually look for repetitions, gaps, meaningful assessments, matches with standards, potential areas for integration and timeliness. Reader simply spots area that needs work

Phase 3 – Mixed Group Review Session – teachers share what they found in phase 2

Phase 4 – Large Group Review – post findings, site emerging patterns

Phases of mapping (cont.)

Phase 5 – as large group determine those points that can be revised immediately. What are glaring repetitions that can be addressed?

Phase 6 – Determine points that require long-term research and development? For example, is there a gap in a series of assessments between elementary and middle school. Map out grade level topics, eliminate repetitions and gaps and AGREE

Phase 7 – The review cycle continues. After implementation of curriculum, meet to review horizontally and vertically.

Creating Individual Maps

Essential Questions – focus of unit

Content – the “what” that is being taught

Skills – directly aligned to essential questions and content, begin with action verbs and identify precise proficiencies students need to know and be able to demonstration

Assessment – the demonstrations of learning performances or exhibitions

Standards

Use 10 steps to curriculum mapping as a tool (handout)

Essential Questions…

Focus on a broad topic of study.

Have multiple answers and perspectives. They address “why” or “how”.

They are “mental Velcro” that helps ideas stick in students’ minds.


Essential QuestionsExamples

Which is more important – water or air?

What is change?

What if Shakespeare were a woman?


Skills

Skills are key abilities and processes students will develop related to specific content.

Skills are written beginning with a verb.


Skills Examples

Reading a map

Writing a play

Analyzing non-fiction text

Writing persuasive essays

Matching words and pictures


Assessment

Assessments are the products or performances that demonstrate student learning.

Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.


Assessment Examples

Group presentation Brochure Research Paper Essay exam Puppet show Debate Periodic Assessments Teacher Created Tests/Quizzes


Activities

Key activities that lead to acquisition of knowledge and skills.

Describe the "how" for the knowledge and skills.


Activities Examples

Writing persuasive letters to local government

Water analysis of local river

Critique a work of art

Create a 50 states quilt


Curriculum Map Samples

The following slides will include some examples of curriculum maps.

Keep in mind that not all of the sections are included or required.


Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________

Month#

Days SOLs Strand Content Skills Activities Assessments

7 3.8 Comp.& Est.

Review addition facts

Vocabulary:- addend

Addition strategies:- recall strategies- “make a ten”- doubles

Board practice Seatwork Flash cards Addition Bingo

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

Order and zeroproperties

Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day

times “Things You Can Do

In A Minute”

3 3.22 Prob.& Stat.

Graphs Read and interpretgraphs

Favorite movie graph Weekly Reader bar

graph

Weekly Readerscience graph

Sept.

8

3

3.8

3.4

Comp.& Est.

Review subtractionfacts; vocabularyFact families

Subtraction strategies:- recall strategies- “counting back”

Board practice Seatwork Flash cards Subtraction Bingo

HomeworkMad MinutesSilent Math Contests

4

2

3.10

3.14 Meas.

Word problems

Standard units of

Problem solving:- “Act it out” strategy

Measuring to nearest

Group work

Centers

Chapter 1 Math Test- addition- subtraction- fact families

measurement forlength

inch Measure individualstudents’ heights –record on “growingtree”

- word problems

Observation

Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Grade Level ______ Subject _________________ School _____________________ Name _________________

Month#

Days SOLs Strand Content Skills Activities Assessments

Nov. 4 4.6Inter./Earth/SpaceSys.

Storms:Cause/Effect/SafetyCulmination of unit

Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library

Open-book assessment

3 4.2 Force,MotionEnergy

Machines: Intro. of unit- force, inertia, gravity, & friction

(old book)- perform each vocab. word

Check notebooks for definitions of new vocab.

- use digital camera to record each group demo. of vocab. word

Answer questions

4 4.2Work and forms of energy

Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures

“Forms of Energy” worksheet

Check worksheet

3 4.2 Work/energy/force Review and assessment

“Book”-created chapter assessment

-- CHRISTMAS BREAK --

Make list of simple &

4 4.2Machines Simple & Compound Compare/contrast

compound machines at homeID the simple machines in manual can-opener

Team activities

Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham

4th Science


Remember...

Your curriculum map reflects

what actually occurs in your classroom

• Reality is “messy”• May not be a “pretty” document• That’s ok!


Some Guidelines...

Include enough specifics to make the map useful (so it “tells” you something upon reflection)

Use specific vocabulary vs. vague/generic terms


Benefits as an individual teacher...

Can review timing, sequence, level of instruction

Serves as documentation of successful instructional activities

Assists in monitoring types of instructional methods used (ex., cooperative learning, direct instruction, etc.)


As a group of teachers of varied grade levels or varied courses within a department...

Can examine for “gaps” in the curriculum

Can note “repetitions” in the curriculum

Provides opportunity to collaborate with colleagues across grade levels and courses


Curriculum Alignment, Pacing, and Mapping Can Put Curriculum Alignment, Pacing, and Mapping Can Put You On Target for Success!You On Target for Success!


Curriculum hours

Date/Assignment Hours

1/13/10 1.5

1/13/10 assignment (HW) 2

2/3/10 1.5

2/3/10 assignment (HW) 2

3/10/10 1.5

3/10/10 assignment (HW) 1.5

UbD curriculum writing 5/19/10-7/07/10

35

Total hours 45 hours

Assignments for next meeting on 2/3/10

Review 2005 Science Curriculum by grade level

Map units and topics that you actually teach

Review assessment data NJASK4 and 8

Review 2009 Science Standards

Complete standard grid according to what you taught last year

Curriculum Mapping Intro 1 13 10

Education

curriculum mapping attempts

curriculum questionnaire

curriculum reform

newrevised curriculum

teachers mapping

ubd consensus mapping

grade level curriculum

mapping process