Transcript Slide 1

Presentation Created By
Janet Hale, Curriculum Mapping Consultant
www.CurriculumMapping101.com
A verbal
agreement
isn’t worth
the paper
it’s written
on.
—Samuel
Goldwyn
Curriculum Mapping
is all about
the full written disclosure
of both operational and
planned learning.
A learning organization
collectively commits
to no longer making decisions
based on verbal statements.
Instead, all decisions and
discussions are based on
map documentation
that is inter-related within
a mapping system along with
other forms of pertinent data.
Is Honesty
an Issue?
• Will my maps be used
for my evaluation?
• Who will see the maps?
• How will my peers react
to my maps?
Remember, Curriculum mapping is an
emotional journey,
especially in the first few years!
BE AWARE:
It takes time and
practice, practice,
practice,
before “hitting
the bulls-eye”
and feeling
confident in one’s
ability
to write a quality
map!
If your learning organization is planning on
creating your own mapping system
or purchasing a subscription to a
commercial mapping system,
each system has unique features that effect
how a map is recorded in the system.
Therefore, this overview is generic in that the
specific protocols per system are not included.
CM Seven-Phase (Step) Review Process
 1. Collecting Ongoing Data (Initial Read-Through)
 2. First Read-Through Review
 3. Small (Like/Mixed) Group Review
 4. Large (Like/Mixed) Group Comparisons
 5. Determine Immediate Revision Points
 6. Determine Points Requiring Some
Research and Planning
 7. Plan for Next Review Cycle
From Mapping the Big Picture: Integrating Curriculum
and Assessment K-12; 1997, ASCD, Jacobs, HH.
Dr. Heidi Hayes Jacobs states, “Mapping is like a
two-sided coin: One side is collecting the data … If you
do not ‘flip the coin’ and focus on the other side—
using the data—you miss the ‘true value’ of mapping!”
An Important Realization…
The quality of a
school, schools, or district’s
curricular dialogues
can only be as strong as
the quality of its maps.
Noah Webster defines
quality as:
1. Characteristic elements;
2. Basic nature, kind;
3. The degree of excellence.
The Goal of Map Quality
Map readers do not need the
map writer or writers present
to correctly interpret the map data.
1. Collecting Ongoing Data
Teachers in each building begin to,
via the mapping system, input a first
draft of a Projected Map/Diary Map or
Consensus Map, based on a predetermined content area/discipline.
Choose
one
discipline
for initial
K-12 focus
to maximize
district-wide
articulation.
First Year Of Recording A Map
One discipline (Elementary),
One period (Middle or High School),
One grade level (Specialist),
One or two fully-included students
or One pull-out group (SpEd)
Talk Time!
Share with a neighbor which
discipline or class you think
you’d like to begin mapping
this year
The curriculum map that contains the most data is
the Projected/Diary Map. The Consensus Map and
Essential Map have less amounts of data based on
the collaborative agreements made by those
involved in the curriculum design process.
A CURRICULM DESIGN CAUTION
DO NOT DESIGN MAPS TO BE A
“COPY” OF CURRICULUM ADOPTIONS
(e. g., Language Arts Series,
Social Studies Textbook, Science Kits).
They are RESOURCES.
Curriculum must be
designed based on
(broken apart)
state, national, or
self-produced standards’
proficiencies.
What are the common initial
data elements included in a
Projected/Diary Map?
• UNIT NAME*
• CONTENT
• SKILLS
*Some
commercial
mapping
systems require
a Unit Name to
enter map data.
• ASSESSMENTS
• STANDARDS
• RESOURCES
• ACTIVITIES (optional)
Unit
• A unit name is similar in concept to the title
of a binder of information on a shelf.
You must give the unit of study a name.
– Discipline-specific state standards’ strand or
concept names such as:
– NUMBER SENSE
GEOMETRY
– Or a broad term or phrase
befitting the learning contained within the unit:
– 1776
– BIOMES
A UNIT NAME IS WRITTEN IN ALL CAPITALS
To distinguish between repeated unit names in
which each unit’s content, skills, assessments,
standards, and resources vary, either incorporate
a sequential numbering system such as Roman
numerals:
NUMBER SENSE I
NUMBER SENSE II
NUMBER SENSE III
or include a signifier after the base unit name:
LITERARY ELEMENTS
LITERARY AUTHOR STUDY
LITERARY 19TH CENTURY CLASSICS
Content = What Students Must KNOW
• Written as a
Key Noun/Noun Phrase: Descriptor
Think Table of “Content”
Write each word starting with a
capital letter.
3-D Shapes: Sphere, Cone, Cylinder Vs
Whenever
3-D Shapes
Poetry: Haiku, Diamante Vs
Poetry
Graphs: Double-Bar Vertical/
Horizontal, Up To 6 Variables
possible,
use a
numeral
instead
of the
number
word
(0-9).
Skills = What Students DO in
relationship to the KNOWing
There are technically three parts to
a quality written skill listing:
1. Measurable Verb
2. Target (“how” students will be
formally assessed)
3. Descriptor (that provides clarity
regarding the KNOWing)
Do not begin with: The student will…
Skills
1. Non-allowable verbs as measurable verb
= Demonstrate, Understand, Know,
Show, Use. They are not measurable.
Understand making connections to text
Distinguish text-to-me, text-to-text, text-toworld
Use clipboard to transfer graphics between
applications
Transfer graphics between applications
using clipboard
Skills
If standard verbs are not measurable, or
struggling with selection, Bloom’s Verbs
may prove helpful, but should not become
a crutch.
2. Targets– “How” Modalities =
orally, in writing, aurally, visually
kinesthetically, manipulatively
•
Identify in writing 5 phases of growth…
•
Distinguish aurally between ½, ¼ notes
•
Tell visually and in writing time using
analog and digital faces
Note: Some measurable verbs do not need
targets (e.g., Memorize, Recite, Read, Write).
In mathematics: Solve…, Calculate…,
Figure… are considered written unless
otherwise noted.
Skills = What Students Must Be Able To DO
3. Descriptors add clarity to the aligned
content listing; not duplicate the data.
Moving Toward Quality
Content: Addition: 2-Digit With Regrouping
Skill: Add addition problems
Quality
Content: Addition: 2-Digit With Regrouping
Skills: Solve horizontal and vertical problems
Solve 2-step word problems
Note: A skill statement starts with a capital letter,
but needs no period at the end of the statement.
Unit:
LIFE SCIENCE: ORGANISMS
Content:
Human Cells: Plasma Membrane, Nucleus,
Organelles, Golgi, Mitochondrion
Skill:
No: Demonstrate knowledge of human
cell structure
Yes: Label and define in writing 5 key
features of cell’s structure
A bit of “fine tuning” is
oftentimes needed in that
some may have difficulty
differentiating between
a
SKILL and an ACTIVITY.
A skill is what students must be able to do.
An activity provides practice concerning
a particular skill or skills’
development or reinforcement.
No: Review times tables No: Practice editing marks
No: Walk around room and interview…
Talk Time!
Skill or Activity?
o Watch video clips
o Brainstorm ideas for
fundraising
o Practice using library materials
and computer skills
o Discuss reasons for entry into
war using at least 3 Internet
primary sources to justify
reasoning
Learning is a continuum.
Therefore, there will be times when learning
starts as content, moves to be a skill, and
becomes an activity.
For example, compare and contrast…
• Content
Comparison/Contrast: Term Differentiation
• Skill
Compare and contrast, visually and written,…
• Activity
Working in groups of 3, students compare and
contrast…
Assessment = Product or Performance
Title of Assessment is recorded as a Defined Noun
Think: Naming the Assessment
There is no way (or would be appropriate map-wise)
to record ALL of the students’ assessments. Why?
• Summative = At a stage … the sum of
the learning; verification of the
learning up to that point
Curriculum
“Formal” Assessment (officially
Maps
graded and affects report card)
Assessment OF Learning
• Formative = An informal check
of learning wherein students’
Most often in
interaction and motivation are
Lesson
Plans
crucial for progress in learning
Assessment FOR Learning
“Informal” Assessment (not officially graded)
Assessments and Evaluations
One must be aware of the difference
between an assessment (product or
performance) and an evaluation
(a judgment and the given value for the
product or performance).
50 MC Test Vs Test
(Does not need evaluation/process included)
PowerPoint Cells Project Vs Project
(Does need an descriptive evaluation/process
included via attachment or supplemental info.)
Each mapping system has a different method for
including evaluation documentation
and process information.
If map readers cannot determine
how students will be/were evaluated
and a teacher is not yet able, or ready,
to technologically attach/add the information,
the teacher instead includes the statement:
(Evaluation: ___________)
directly after the assessment name.
Hmm
Molecular Structure Lab (Evaluation: Teacher
Obs/Journal/Checklist)
FOR Pyramid Building (Evaluation: Peer Discussion/
Checklist) [FOR = An Assessment FOR Learning]
25 MC/FinB/Short-Answer Test
(Does not need evaluation information.)
Resources*
• Adopted Text or Materials are always the first
recording(s) in a Resource list. List Chapter/Lessons
(title appears in course description area). Only need
to include specific page numbers if total chapter is
not used.
A.
--Chapter 5, pp. 186-192
--Lessons 18/19
• Begin each listing with a double-hyphen
B.
--Periodic Table Chart
--Video: It Does Matter!
All systems have the ability to create hyperlinks (URL)
or attach files,photos, etc. to a map.
*Only include key or critical-to-learning resources
Each mapping system
has a unique method
for intra-aligning the
content-skillsassessments to
standards.
Each method can
be explored when
testing each
company’s system.
CREATING INTRA-ALIGNMENT
(via Content listings)
is recommended using a
Letter/Number Coding
The coding process is designed to allow
map readers to not need map writer or
writers present to correctly interpret data.
Rubicon
Atlas
Some prefer to practice using a Microsoft Word
Table Template before purchasing a system.
High above the hushed crowd, Rex tried to remain
focused. Still he couldn’t shake one thought; he was
an old dog and this was a new trick.