curriculum mapping edpc605

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Introduction to Curriculum MappingEDPC605

+Heidi Hayes Jacobs Professor on the Department of Curriculum and Teaching at

Teachers College, Columbia University, NYC, since 1981

Consultations: the College Board, ASCD, IBM EduQuest, The Discovery Channel, Tapestry Productions, The Kennedy Center, Carnegie Hall, New York City Ballet Education Department at Lincoln Center, the Peace Corps., the National School Conference Institute, the Disney Company, Prentice-Hall Publishing, the Near East School Association based in Athens, Greece, International Baccalaureate, the European Council of International Schools, as well as state and local school districts.

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What year are youpreparing your students for?

1972? 1992? 2002?-Heidi Hayes Jacobs

+What is Curriculum Mapping?

It is…

Curriculum mapping is a system that thematically aligns assessment, curriculum, and instruction.

http://www.k-12.state.tn.us/tpd/currmap.htm

a process for collecting data that identifies the core content, processes, and assessment used in curriculum in order to improve communication and instruction among all teachers

http://artsedge.kennedy-center.org/professional_resources/howto/curriculum_map.html

+Curriculum Maps are useful in…

helping teachers understand what is taught at all levels

assisting teachers in creating interdisciplinary units that foster students‘ understanding of concepts, ideas, and activities

coordinating areas of study into larger interdisciplinary units, even though they may be assessed by other content area teachers

Fostering conversation about curriculum and instruction

reflecting upon and adjusting lesson and units

http://artsedge.kennedy-center.org/professional_resources/howto/curriculum_map.html

+A Curriculum Map will…

help identify seams and gaps in curriculum

identify repetition within scope and sequence

allow vertical alignment of assessments, content and methods across years or grade levels

support horizontal alignment of assessments, content and methods between subjects

improve both curriculum delivery and assessment over time.

+What are the 21st Century Tools our students need?

+Helpful tools to get started are…

Curriculum manuals or guides

Cluster-based syllabus planning

Individual student and IEP goals

Evaluation checklists

Weekly planning meetings

Activity archives

Learning objectives

+Research-Based Principles of An Effective Learning Environment Collaboration

Reflection

Shared Vision for Professional Growth

Student Learning

The process of curriculum mapping incorporates all these principles and brings educators together to learn from their practice as they share their insights to create a positive, effective learning environment for students.

+Target Student Needs

What is in the best interest of our specific students in our school:

Age

Stage of development

Learning characteristics

Communities

Aspirations

Needs

Allows you to determine what learning is most important for your students

+What is Curriculum?

Content is what students have to know (the nouns in the standards)

Skills are what students have to do (the verbs in the standards). Skills must be written so that you can measure the learning in the assessments. Be sure to begin each skill statement with a measureable verb. How do you measure “Know”?

Assessments are the measuring of learning

Resources are the supplies, tools or other materials that aid in instruction

+Curriculum Mapping

The Word “mapping” is a verb and should foster active engagament.

Calendar based

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

+Paradigm Shift on Two Fronts

• Curriculum is no longer an individual choice or action – individual curriculum maps are• Made public• Shared• Changed• Modified

• Curriculum is never “finished” – rather it is the beginning of a dynamic process

+Types of Curriculum Maps

Journal Map (diary)-mapping as you go

Projection Map-map what you did last year–use it to plan or project for this year

Consensus Map-district decision to map when and what things are taught in the classroom. The “how” is the individuality.

+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 grades 1-12) 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

+Curriculum Map Is a Tool for…

Communication (between all stake holders)

Planning (curriculum, assessments, reforms)

Pacing instruction over time

Differentiating instruction to meet “Michael’s” specific needs

- (by content, by process, by product, by

learning environment)

Staying focused

- (what’s good for “Michael or Susie”?)

Resource allocation

- (space, time, materials, staff development)

+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 expectations

+Ask Yourself These Questions

What do I want all my students to know or do as a result of my teaching?

How will I judge the quality of my student’s work?

How will I know my students have learned?

How does my practice impact student achievement?

Based on data, what do I know about my students’?

How do my schools’ goals and improvement plan impact my teaching?

How can I improve or strengthen my practice?

+“Give me the D and let’s get on with it.. Students very often

see education as something that happens TO THEM fail to see the relevance in their lives don’t understand HOW they learn learn to “play the game” or learning stops being fun increase the rigor and relevance!!

+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)

+Sample Curriculum Map Template

Month Essential Question

Content Skills Assessment Standards

+Content can be…

discipline - focus on specific knowledge, or content area

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

+Skills can be…

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.

+Assessment data can be…

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

Formative Assessment

(daily/on-going)

Summative Assessments that are on-going throughout the year

Example: Unit test, teacher observation

+Essential Questions

Answers are more than “just” facts

Brings content “to life” and makes it relevant

Helps students and teachers “go deep” into the content

Avoids activity with little meaning-a way of organizing content

Answers the “why” for learning

“What was the effect of the Civil War?” can be revised to, “Is the Civil War still going on?”

ARE NOT LEARNING OBJECTIVES