Jill BerkowiczApril, 2010

In Latin, curriculum means “a path to run in small steps.”

What do we cut? What do we keep? What do we create? How do we begin?

Focus on tools necessary to develop reasoned and logical construction of new knowledge

Aggressively cultivate a culture that nurtures creativity in all learners

Before writing Stop-Reflect-Make Intelligent Choices and begin with the end in mind

Documentaries Podcasts Web sites E-mail exchanges Digital music compositions Online journals Films

Second Life simulations Blogs Paper and Pencil Tests, Quizzes,

Homework Running Records Recorded Teacher Observation

Interactive whiteboards Webcams Laptop computers E-mail accounts Photoshop Flip cameras WebQuests

Wordle Moodle E-Interviews Wikipedia Electronic Field Trips Twitter Blogs

Curriculum mapping is a multifaceted, ongoing process designed to improve student learning

All curricular decisions are data driven and in the students’ best interest

Curriculum maps represent both the planned and the operational learning

Curriculum maps are created and accessed using 21st century technology

Teachers are leaders in curriculum design and curricular decision-making processes

Administrators encourage and support teacher-leader environments

Curriculum reviews are conducted on an ongoing and regular basis

Collaborative inquiry and dialogue are based on curriculum maps and other data sources

Action plans aid in designing, revising, and refining maps

Curriculum-mapping intra-organizations facilitate sustainability (Hale, 2008)

Maps are not meant to replace lesson plans; maps are meant to inform a learning organization about the big picture of student learning (Jacobs, 1997)

What is being learned When it is learned How learning is measured How learning is taught

Diary Map (individual) Projected Map (individual) Consensus Map (two or more teachers) Essential Map (task force including

administrator)

Content Skills District benchmark or state-mandated

assessments Standards Resources

An Essential Map is never meant to contain excessive detail. This takes away from the autonomy of a school site or an individual teacher. This map is not intended to be a scripted day-by-day or week-by-week pseudo pacing guide

The least amount of data in comparison to the other types of maps

Represents the essential or indispensable expectations

Once published, teachers may begin to develop Consensus Maps

Content, skills, and related standards Common or same assessments Resources available to all teachers

teaching the course Potential reorganization of when

learning will take place if flexibility within a grading period is permitted

Entirely new units of study

Task Force can draft a K-12 specific-discipline map ready for review in approximately 4-5 full days per discipline

Our goal for 2010-2011 is K-8 ELA, K-8 Math, K-8 Science, and HS MST, Essential Maps

A Guide to Curriculum MappingJanet Hale

Corwin Press, 2008Curriculum 21

Heidi Hayes JacobsASCD, 2010