Curriculum Mapping

Curriculum Mapping

Based on the work of Heidi Hayes Jacobs and Susan Udelhofen

Susan Udelhofen/SU-Consulting

Agenda For The Day• 8:30-9:00 Introduce Leadership Team

Large Group ActivityCredit

9:00-11:30 Where is your school with curriculum? Why Curriculum Map (PP) Review and Create Maps11:30-12:00 Lunch 12:00-3:30 Begin Mapping Process

Credit

• 1 graduate credit from USF- $40.00

EDU 549C Curriculum Mapping

August 9-11, 2005 White Lake 1 credit

• Renewal Credit – fill out form and I send

into the State Department

What is mapping?• calendar based curriculum mapping is a process

for collecting data representative of the operational (real) curriculum in a school and/or district

• curriculum maps are like a school’s manuscript


Curriculum Mapping is a process which begins…

• With the instructor listing content ( who knows better)• When it is being taught (how much time is spent)• What skills are use to teach content• We then add state standards (makes it obvious what

standards are not being addressed)• Schools/teachers become more aware of the flow of

the curriculum horizontally (all classrooms in grade one) and vertically (grade to grade)Instructors need to keep the needs of the students in

mind.

The Mapping Process Can Improve School Culture

• Shared sense of purpose• Opportunity to SHARE what you do in the

classroom (collaboration)• Time to reflect• Builds learning communities• Increased Test Scores• Make what students learn in one grade connect

with what they will learn in the next grade• Accountability to self, students, and parents

Administrator Support is Crucial

• Must communicate the process to school board and parents

(parent portal on DDN Campus- possibly) (open house)• Be flexible and forgiving in order to learn

what is taught and not taught.• Maps are not used for evaluation

Why Create Curriculum Maps?• Communication and Reflection We rarely have these conversations!

– identify what occurs throughout the entire school year

– a picture of students’ experience from grade to grade

– teacher expectations to parents and students

• Locates gaps, repetitions, areas for integration, assessments

• Authentic alignment to standards

• Accountability

• New teachers

• Defines expectationsSusan Udelhofen/SU-Consulting

Accountability• No Child Left Behind Act

– Emphasis on Literacy

• Literacy – 40% of all math errors on standardized tests are

reading errors– Daily exposure to fiction and nonfiction texts– Vocabulary instruction across all content areas– All teachers are reading and writing teachers

• Higher Order Thinking Skills – Comprehending texts, predicting outcomes,

summarizing, clarifying, questioning and visualizing


What information is collected on the map?

• Content (What is taught)• Skills (What students will do)• Assessments (This is how you find

out if they really know)• Standards (Meet by teaching skills)• Essential Questions*-(overarching

question)

• Susan Udelhofen/SU-Consulting

Content can be:

• discipline - focus on specific knowledge, or content area

• interdisciplinary – combination of one or two disciplines to examine a common focus


Content: topics/concepts/issues/problems/

themes– units of study or topics (dinosaurs, energy, community, bears)

– specific books: A Tale of Two Cities (Is a title to specific)

– poetry

– measurement

– estimation

– Bill of Rights

– paragraphs

– phonics

– biology: Ecosystems

– geometry: if-then statements, converses and postulates

Skills• precise skills can be assessed, observed and

described in specific terms – unlike general processes – and connected to assessments and standards

• This is often the most challenging aspect of mapping. • The skills are what the kids do to learn the content!• Look at lists of action verbs to help you as you prepare

your maps.


Examples of Precise Skills• finding main idea and supporting details• alphabetizing to the second letter• identify subjects and predicates• interpret data represented in a graph• identify root words, suffixes and prefixes• label the parts of a friendly letter• explain the difference between fact and opinion• Locate and identify parts of a book: table of contents, index and

glossary• compare and contrast the benefits, costs and limitations of nuclear

power• define the hypothesis and conclusion of an “if-then” statement• analyze six primary documents written by Martin Luther

Find areas for integration• identify areas for

integration of content, skills and assessment

• Technology

• Literacy

• Higher-order thinking

• Problem-solving

• Research skills

• Study skills


Standards analysis• identifies the standards

that are or are not being taught and assessed

• identifies standards and curriculum alignment

• defines what alignment really means

• Provides forum for discussion of crucial standards


Standards Availablewww.state.sd.us/deca/OCTA/contenstandards/index.htm

• Agriculture Education• Business, Computer and Marketing• Reading Standards/Communications/Arts• FCS• Fine Arts• Health Education• Health Occupations• Math Standards (being revised)• Physical Education• Science (currently looking at standards)• Social Studies• Special Education Functional Standards• Technology Education• Trade/Industrial Education• World Language

http://www.state.sd.us/deca/OCTA/contenstandards/index.htm

http://www.state.sd.us/deca/OCTA/contenstandards/index.htm

Look at the samples

Month Content SkillsSept.

6th grade Language Arts

Personal Narrative Writing

-identify the elements of personal narrative writing

-Use prewriting skills (searching for subject, brainstorming, focusing, designing a writing plan, outlining)

-Write first draft

-Proofread/ edit first draft and second

-Revise drafts

-Write final draft

Feb.

8th grade Social Studies

The Jackson Era

(1824-1845)

Manifest Destiny (1818-1853)

-Describe the key political and social events of the Jackson era

-Summarize the changes made and challenges faced by Jackson as president

-define the role of manifest Destiny in territorial growth of the United States

-Explain the reasons why people moved to the Oregon country

-Compare and contrast the roles of economics and Manifest Destiny in the American settlement of New Mexico and California

Connecting Content, Skills and Assessments Freshman English Fundamentals (Grade Nine)

Month Content Skills AssessmentSept. Newspaper

Unit1. Analyze newspaper

reading habits

2. Compare and contrast difference between news story and feature story

3. Identify different forms of headlines

4. Describe parts of the editorial page

5. Interpret and explain the structure and content of

newspaper advertising

1. Record how many times in the past week students have read the newspaper and note the sections they read

2. News story and feature story worksheet

3. Headline analysis activity

3. Write an effective headline

4. Write a letter to the editor, and editorial or editorial cartoon.

5. Write a classified advertisement

Month Teacher NotesOnly

EssentialQuestion

s

Content Skills

Assessment Standards

SeptemberTo October

Reading comp 1.Compare/Contrast 2. Sequencing Spelling 1. High-frequency words

1.Summarize what happened to the characters in the story.1.Choose two of the characters, using Venn diagram compare and contrast.1. Research two difference animals using the internet sites provided 2.Number the order of events in the story. 2. Describe in order the events which happened before you come to school 1. Word Wall

1. Written paragraph with correct punctuation.1.Venn Diagram 1. Comparison Notes Cards 2. Sequencing WS from the story. 2. Presentation about events using note cards and rubric.

4.R.1.1 The students will know how to compare and contrast events, which happen in different, story books. 4.W.1.1 Students will learn how to arrange events in the way it happened.

Step 1: Collecting the data• each teacher completes a map

- individually• All teachers follow the same

format (see format)• record content, skills,

assessments and standards• use computers – it simplifies

data collection, analysis and revision

• This is the first draft• Content, Skills and Standards

must stay the same, but “how”you teach and “assess” them with whatever you are comfortable with


Essential Questions• Never really answerable questions that engage students

in learning• You can change the standard into the Essential

Question• Brings content “to life”• Helps students and teachers “go deep” into the content• Avoids activity with little meaning-a way of organizing

content• Designing Essential Question Worksheet Newspaper activity

Prejudice and Tolerance

• What are the different kinds of human prejudice?

• How can tolerance be taught?

• What has been the impact of individual and group prejudice?

• How can I become more tolerant?

Flight

• What flies?

• How and why do things in nature fly?

• How does flight impact human beings?

• What is the future of flight?

Nutrition

• What is a balanced diet?

• What is healthy eating?

• Why do the foods that are good for you taste bad?

• What would happen if you only ate junk food.

Assessment Data:Include all Assessments

• Crucial component of the maps– Often the least developed, inclusive or balanced

• All classroom assessments • Assessments that are on-going throughout the

year– state assessments– district assessments– writing assessments– portfolio checks– early childhood assessments


Assessments: Tangible Products• persuasive essay – use district writing rubric to assess• photosynthesis lab report• written paragraph with correctly placed commas• model of circulatory system• role play Nixon/Kennedy debate• comparison paper of the movies “Othello” and “O”• spreadsheet of school store inventory, profits/expenses• write sentences correctly using chapter vocabulary words• documented observations• friendly letter• math addition and subtraction facts (0-20) timed test• essay exam

• a piece of writing• a picture• a spread sheet• a model• a photograph• a puppet• a blueprint• an exam

Tangible Products

• a speech

• a recital

• a debate

• a game

• a dance

• a reading

Observable Performances

K-2 Examples• Sculptures• Models• Observation notes• Captions• Story boards• Joke-telling• Graphs• Charts• Rubrics• Graphic organizers

Grades 3-5 Examples

• Play performance• Newspaper articles• Extended research• Reports• Note cards• Interview questions• Short stories• Photo essay +text• Graphic organizers

Grades 6-8 Examples

• Essay

• Models

• Note taking

• Graphic organizers

• Playwriting

• models

Most Frequently Assessed Tasks on Standardized Exams

• Using and interpreting graphs

• Making Inferences• Using Map and Globe Skills• Defending an Idea• Critiquing a Solution• Determining Cause and

Effect Relationships• Writing For Different

Audiences and for a Variety of Purposes

• Critically Analyzing Written and Other Visual Material

• Editing for Mechanics and Sentence Structure

• Evaluating and Extending Meaning

• Synthesizing Information and Ideas

Evaluate Predict Formulate Analyze

Compare Contrast Summarize Describe

Support Explain Infer Trace

Standards Alignment

• What is true alignment– True alignment versus “coverage”

• How to document the standards– Number codes

– Goals

– Indicators

– Benchmarks• Grade level

• Clearly connected to assessment Susan Udelhofen/SU-Consulting

The Curriculum Mapping Process

• Step 1: Collecting the data: each teacher creates a map individually• (Monday afternoon and all day on Tuesday)• Step 2: First read-through: teachers read each other’s maps also done • individually (Tuesday evening)• Step 3: Small mixed group review: sharing findings from editing• (Wednesday 8:30-10:00=trade maps+small group discussion)• Step 4: Large group comparisons: sharing findings from small group review• (Wednesday 10:15-11:00)• Step 5: Determine immediate revision points• Step 6: Determine points requiring some research and planning• Step 7: Plan for next review cycle


Approximate Time• elementary - 45 min. - 1

hour for content; 2-3 hours for skills and assessments – ½ day

• *K-2 Lang. Arts will take longer

• secondary - 45 min. per prep for content; 2 hours per prep for skills and assessments½ day

STOP


Step 2: Editing - Individual first read-through

Tuesday evening • each teacher reads a set of maps (at

the site)– At first elementary teachers may want

to edit maps one grade level above and below or your grade level

– Content specific teachers may want to edit maps closest to their own content area

• Ultimately everyone will be familiar with all maps

• Time: 2-3 hours based on editing 10 – 12 maps – this does not have to be done at one sitting

Edit for timeliness• review the maps for

current issues, new teaching methods, materials and new types of assessment

• Technology – Software


Identify curriculum repetitions and gaps

• recognize the difference between repetitions and redundancies

• spiraling is the goal


• examine maps for gaps in:

-content

-skills

-standards

-assessments

Edit for coherence

• examine maps for a solid match between the content, skills, standards and assessments– vertically

– horizontally


Editing Worksheet

Grade

Level

Subject

Area

Gaps Repetition or

Redundancy

Concerns/

Questions

Assessment

Concerns/

Questions

Other

Questions/

Comments

Editing Questions Often Asked By Teachers

• What am I suppose to look for?• I don’t teach this subject area so how can I

meaningfully edit?• How long should this take?• Do I have to do it alone?

What are your questions/concerns about this phase?


Things to think about when you are editing…

• Is it parent, student, teacher friendly?• Is everything on the map (all skills)?• Is there a sequence?• Did it flow smoothly?• Were there a variety of assessments?• Were “action verbs” used in the skill section?• Is it specific, but not wordy?• Have a variety of standards been met?• Have technology, study skills, research skills, problem

solving, high-order thinking skills been integrated?

Step 3: Small Mixed Small Group Review (8:30-10:00)

• groups of 5-6 faculty members are formed

• it’s best if the groups consist of individuals who do not work together

• looking at the “big picture”

• results are compiled• Based on open/honest

communication

Real Conversations About Real Data: The Best Part

Strategies:• all teachers must review all or

specific groups of maps at a site• appoint a recorder – a tool for

recording the findings helps – see template

• appoint a facilitator to monitor the time and discussion

• rules for discussion – not a time for debate

• time limit for each speaker– entire process 2-3 hours

• principal should be present• Susan Udelhofen/SU-Consulting

Questions To Consider Before Small Group Review

• Safety?• How often do your teachers get together to discuss

teaching issues?• How do you want the groups to be configured?

What are your questions/concerns about this step?


Small Group Review Directions

•As you work in small groups and discuss your edited maps please keep in mind the following:

•Groups are comprised of 6-8 faculty members representative of a wide range of grade levels.

• Do not try to “solve” anything. This is the time to merely state what you found. KEEP FOCUSED.

•This is the time to look at the “big picture” of your curriculum

•Record on the form the gaps, redundancies, meaningful assessments and new understandings (other) you have discussed.There should be NO JUDGEMENT!!!

See Template

Step 4: Large Group Review(10:15-11:00)

• small group findings are shared with entire faculty

• review findings and identify emerging patterns

• session is facilitated by principal, teacher leader or external facilitator


Examples of Group Review

• We need a list of core trade books being taught at grades K-8

• How do we as a district assess writing

• How and when is grammar taught and assessed?

Examples of Group Review Results• Math

– Fractions – at what grade levels are parts and whole fractions being introduced? When and how is it being assessed?

– How and when are analyzing graphs and charts being taught?

– How are basic math facts taught and assessed (H.S. math classes still reviewing???)

• Language Arts– We need a list of core trade

books being taught at grades K-8th

– How is mastery of phonics defined?

– How do we as a district assess writing?

– How and when is grammar taught and assessed?

• Social Studies– We need to address the

repetitions as a K-12 District

• i.e. Civil War– When are the specific U.S.

time periods taught – at what grade level?

Step 5: Determine Areas for Immediate Revision

• faculty analyzes results and identifies those areas that can be handled by the site with relative ease

• a timetable is established for revisions

Step 6: Determine Areas Requiring Long Term Planning

• faculty identifies areas requiring more in-depth investigation

• a district curriculum cabinet is developed that will review these matters

The First Phase Is Complete But It’s Just the Beginning

• The result should not be a group of photocopied maps placed in a curriculum binder and perceived as:

Now, my maps are completed and I’m finished!

• The authentic and meaningful curriculum modification, revision, and improvement begins


Step 7: The Cycle ContinuesHow to Continue the Work

• the district cabinet meets three times annually for map reviews and update


Next Steps: Focusing on Key Issues and Areas of Need

• Curriculum Integration

– Technology

– Research skills

– Study skills

– Literacy

– Related arts

• Assessment

– Developing common grade level assessments

– Expanding assessment strategies

• Standards alignment

– Analysis

– Modification as standards are changed and revised

• New legislation

• Shifting demographics

Next Steps• Use of early release time to continue work on the mapping

process• Year one 2004-2005 Reading• Continue to revise Reading• Begin Math 2004-2005 school year • Continue to revise and revisit• Begin Science 2005-2006 school year

Teachers will have access to all maps on the server as they continue to change and add they will be asked to make changes with a different color

Curriculum Mapping

Documents

Transcript of Curriculum Mapping