c mand c21
DESCRIPTION
PowerPoint from Heidi Hayes Jacobs workshop 8/23/10TRANSCRIPT
Curriculum Mapping for 21Curriculum Mapping for 21stst Century LearnersCentury Learners
Dr. Heidi Hayes Jacobs and Dr. Marie Dr. Heidi Hayes Jacobs and Dr. Marie Alcock Alcock
Our Essential Our Essential Questions:Questions:
How can we design curriculum to How can we design curriculum to prepare our learners for their prepare our learners for their future?future?
How is curriculum mapping project How is curriculum mapping project based learning in action? based learning in action?
How can we review and upgrade How can we review and upgrade our maps as professionals in our maps as professionals in collaboration? collaboration?
What to we What to we cut?cut?
What do we What do we keep?keep?
What do we What do we create?create?
. .
What year are you What year are you preparing your preparing your learners for? learners for? 1991?1991?
1972?1972?
2025?2025?
Amend your mission statement Amend your mission statement
Class of 2024- this Class of 2024- this year’s preschoolyear’s preschool
Are children and Are children and youth processing youth processing
information information differently? differently?
Stephen Wilmarth , Chapter 5- Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Curriculum 21: Essential Education in a Changing World Changing World ( edited by HH Jacobs), ASCD, 2010( edited by HH Jacobs), ASCD, 2010
Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com
Resistance to Resistance to GROWTHGROWTH• The myth of the good old daysThe myth of the good old days
• Bring back papyrusBring back papyrus
• The secret in lesson planning is….The secret in lesson planning is….
LAMINATION LAMINATION
• The separation of Tech and CurriculumThe separation of Tech and Curriculum
• Globalization is “enrichment” vs. a necessity Globalization is “enrichment” vs. a necessity
• Perhaps…the myth is that there is resistance! Perhaps…the myth is that there is resistance!
It is official- there It is official- there is evidenceis evidence There is a There is a
movement movement Beyond Reform Beyond Reform to New Forms to New Forms
We are using 21We are using 21stst century tools to century tools to
Navigate teaching and Navigate teaching and learning. learning.
Abundant web Abundant web resources for teachers resources for teachers and administrators: NO and administrators: NO
EXCUSESEXCUSES
Global Learning Global Learning Communities- NINGS Communities- NINGS
– “exporting and – “exporting and importing” importing”
curriculum units and curriculum units and resources resources
NINGSNINGS
Revising dated Standards, Revising dated Standards, Mission Statements, and the Mission Statements, and the
Nature of SchoolNature of School-Between states & provinces-Between states & provinces
-Between nations-Between nations
-CSCNEPA from Australia -CSCNEPA from Australia
-New Jersey, West Virginia, Wisconsin, Utah, -New Jersey, West Virginia, Wisconsin, Utah, RIRI
-CCSSO- New National Standards- -CCSSO- New National Standards-
- SOCIAL NETWORKS – Nings - SOCIAL NETWORKS – Nings
CTAUN Cyber School CTAUN Cyber School BusBus
CCSSO- Global CCSSO- Global Competency MatrixCompetency Matrix
So….what do we do at So….what do we do at our school?our school?
CURRICULUM 21 CURRICULUM 21 TEAMS- preparing TEAMS- preparing our learners for our learners for their future….their future….
What to cut?What to cut?
What to keep?What to keep?
What to create? What to create?
Curriculum 21 Curriculum 21 TEAMS- TEAMS-
provocation, provocation, invigoration, and invigoration, and
replacement replacement
Two Tier Model for Curriculum 21 Two Tier Model for Curriculum 21 TeamsTeams
SHORT TERM- UPGRADESSHORT TERM- UPGRADES- “revision - “revision and replacement” of dated and replacement” of dated curriculum and assessment types curriculum and assessment types with more vital contemporary with more vital contemporary forms.. forms..
LONG TERM- VERSIONING LONG TERM- VERSIONING to new to new versions of the program structures versions of the program structures in our school institutions that house in our school institutions that house curriculum and instruction.curriculum and instruction.
VERSIONING-VERSIONING-
revising for the long termrevising for the long termFour KEY…SCHOOL STRUCTURESFour KEY…SCHOOL STRUCTURES::
SCHEDULE-short term and long termSCHEDULE-short term and long term
STUDENT GROUPING PATTERNSSTUDENT GROUPING PATTERNS
TEACHER CONFIGURATIONSTEACHER CONFIGURATIONS
SPACE- both physical and virtualSPACE- both physical and virtual
VLM: Virtual VLM: Virtual Learning Magnets Learning Magnets
Global Educators Global Educators Online Online
NESA – Virtual NESA – Virtual Science FairScience Fair
..
Learners create and share Learners create and share knowledge differently from knowledge differently from
previous generations. previous generations.
FIVE TYPES OF FIVE TYPES OF ALIGNMENTALIGNMENT Internal: Internal: The elements in a teacher or district The elements in a teacher or district
curriculum map align to one another. curriculum map align to one another. Cumulative: Cumulative: The curriculum maps build year to The curriculum maps build year to
year; class to class K-12 and beyond. year; class to class K-12 and beyond. External: External: Curriculum and assessment maps Curriculum and assessment maps
align to external standards geared toward align to external standards geared toward
future productivity. future productivity. To Students: To Students: Curriculum and assessment Curriculum and assessment
maps are designed to match the needs of maps are designed to match the needs of
specific learners in specific locations for their specific learners in specific locations for their
future. future. GlobalGlobal: The aims and actions of our school : The aims and actions of our school
curriculum and programs will help our learners curriculum and programs will help our learners
connect to global communities. connect to global communities.
What are the basic elements in What are the basic elements in designing curriculum that need designing curriculum that need
upgrading?upgrading?
Upgrading Maps for Upgrading Maps for Learner EngagementLearner Engagement ScreenplaysScreenplays teleplaysteleplays PodcastsPodcasts broadcastsbroadcasts DocumentariesDocumentaries emailemail The SKYPE The SKYPE
grandmothersgrandmothers self publishingself publishing facebook pages of facebook pages of
historical figureshistorical figures text messaging as text messaging as
notetakingnotetaking Trailer for upcoming Trailer for upcoming
unit unit
Video conferences inVideo conferences in world language world language classesclasses My space as My space as biographybiography grant proposalsgrant proposals web pageweb page spread sheetsspread sheets CAD blueprintsCAD blueprints forecastsforecasts media criticismmedia criticism WebquestsWebquests Second life Second life technologytechnology Digital portfoliosDigital portfolios Web 2.0 applicationsWeb 2.0 applications Web 3.0 applications Web 3.0 applications
Engaging Learners Engaging Learners in self-assessment: in self-assessment: The Digital Portfolio The Digital Portfolio
Richer Picture software from Richer Picture software from Ideas Consulting Ideas Consulting
David Niguidula, David Niguidula, [email protected]@ideasconsulting.com
Rhode Island – Graduation by Rhode Island – Graduation by ProficiencyProficiency
class of 2008class of 2008students will demonstrate students will demonstrate mastery through portfolio, mastery through portfolio, senior project, certificate of senior project, certificate of initial masteryinitial masterywww.richerpicture.com www.richerpicture.com
Digital Portfolios Digital Portfolios
Olivia Olivia personalizes the personalizes the
Global Global
OLIVIA’sOLIVIA’s
Performance Based Global Performance Based Global AssessmentAssessment
Student Student developed developed world wide world wide news servicenews service
What YEAR is reflected What YEAR is reflected in your current PD in your current PD delivery systems?delivery systems?
• Is it the “PULSE TEST” for in-service credit?Is it the “PULSE TEST” for in-service credit?
• Do you meet by habit or purpose?Do you meet by habit or purpose?
• Is there differentiated pd?Is there differentiated pd?
• Do all of your faculty and administrators Do all of your faculty and administrators participate in global networks? participate in global networks?
Upgrading applies Upgrading applies to the all of us as to the all of us as professionals as professionals as
well…well…
Replace Replace dated PD dated PD practices practices with new with new
ones ones
THE IBSC Keynote Challenge THE IBSC Keynote Challenge
A recent A recent example of example of
personalizing personalizing the global in the global in
our PD ..our PD ..
Revising Revising and and
upgradinupgrading skills in g skills in
the the curriculucurriculu
mmPlanting lifelong capacity:Planting lifelong capacity:
Digital Literacy Digital Literacy Global LiteracyGlobal LiteracyMedia Literacy Media Literacy
Cultural LiteracyCultural Literacy
Expansion of Literacy: Expansion of Literacy: Media Criticism/ Media Invasion/Media Media Criticism/ Media Invasion/Media
MakingMaking Unit: Unit: Effects of TV on MeEffects of TV on Me
Formal media criticism begins grade 4Formal media criticism begins grade 4
Television/film writing and productionTelevision/film writing and production
Documentary studiesDocumentary studies
Web based national/international Web based national/international anthologies of children’s stories and anthologies of children’s stories and observations (RTW)observations (RTW)
Teaching students to conduct video Teaching students to conduct video conferences:conferences:
TV critiques pre K-grade 3TV critiques pre K-grade 3
Current Communications BenchmarkCurrent Communications Benchmark
MEDIA LITERACY in Common MEDIA LITERACY in Common Core Core
Web 2.0- Web 2.0- Strategic Interactive Strategic Interactive
InstructionInstructionInteractiveInteractive
ReplacementReplacement
Skill reinforcing Skill reinforcing
‘‘De-gimmick-ifi-De-gimmick-ifi-cation”cation”
www.visualthesaurwww.visualthesaurus.com us.com
De- De- gimmickifcation of gimmickifcation of
Web 2.0 toolsWeb 2.0 toolswww.wordle.net www.wordle.net
A new habit for A new habit for meetings….meetings….
Google Wonder Google Wonder WheelsWheels
www.curriculum21.comwww.curriculum21.comClearinghouseClearinghouse
Instructionally targetedInstructionally targeted
This leads us to This leads us to Curriculum Curriculum MappingMapping
FOUR PHASES for FOUR PHASES for CURRICULUM MAPPING CURRICULUM MAPPING
TRAININGTRAINING
I.I. I. Laying the FoundationI. Laying the Foundation
II.II. II. Launching the Process /Getting StartedII. Launching the Process /Getting Started
III.III.III. Sustaining, and Integrating the System-III. Sustaining, and Integrating the System-Merging Assessment Data into MapsMerging Assessment Data into Maps
IV.IV.IV. Advanced Mapping TasksIV. Advanced Mapping Tasks
FOUR PHASE FOUR PHASE MODELMODEL
I. LAYING THE I. LAYING THE FOUNDATIONFOUNDATION
Setting up leadership team in each Setting up leadership team in each building to LEARN the Fundamentalsbuilding to LEARN the Fundamentals
The Prologue to MappingThe Prologue to Mapping
Mapping is a coin Mapping is a coin with two sideswith two sides
One side is the documentation –the maps One side is the documentation –the maps
themselves themselves
One side is the review process – examining and One side is the review process – examining and
revising map cumulatively between teachersrevising map cumulatively between teachers
What Is What Is Curriculum Mapping?Curriculum Mapping?
Calendar-based curriculum Calendar-based curriculum mapping is a procedure for mapping is a procedure for collecting and maintaining a data collecting and maintaining a data base of the operational curriculum base of the operational curriculum in a school and/or district.in a school and/or district.
It provides the basis for authentic It provides the basis for authentic examination of the data base.examination of the data base.
Lessons Lessons from an from an
Architect Architect Choices for the designChoices for the design
Limits and possibilitiesLimits and possibilities
Local zoning lawsLocal zoning laws
Meeting the needs of the Meeting the needs of the usersusers
Quality of ConstructionQuality of Construction
Communication is Communication is essentialessential
Alignment !!!Alignment !!!
FIVE TYPES OF ALIGNMENTFIVE TYPES OF ALIGNMENT
Internal: Internal: The elements in a teacher or district The elements in a teacher or district consensus curriculum map align to one another. consensus curriculum map align to one another.
Cumulative: Cumulative: The curriculum maps build year to The curriculum maps build year to year; class to class K-12year; class to class K-12
External: External: The curriculum and assessment maps The curriculum and assessment maps align to external standards and expectations. align to external standards and expectations.
To Students: To Students: Curriculum and assessment maps Curriculum and assessment maps are specifically designed to match the needs of are specifically designed to match the needs of specific learners in specific locations. specific learners in specific locations.
GlobalGlobal: The aims and actions of our school : The aims and actions of our school curriculum and programs will help our learners curriculum and programs will help our learners connect to global communities. connect to global communities.
TTargeting Needs: Discussions, argeting Needs: Discussions, debates, and decisions will be debates, and decisions will be
based onbased on
What is in the best interest of our What is in the best interest of our specific clients, the students in our specific clients, the students in our educational setting?educational setting?
Their agesTheir ages
Their stages of developmentTheir stages of development
Their learning characteristicsTheir learning characteristics
Their communitiesTheir communities
Their aspirationsTheir aspirations
Their needs Their needs
The need for cumulative learningThe need for cumulative learning
Elements of a Elements of a Curriculum: Curriculum:
CONTENTCONTENT
SKILLSSKILLS
ASSESSMENTASSESSMENT
FRAMED by Essential QuestionsFRAMED by Essential Questions
Content: Content:
The subject matter The subject matter itself:itself:
key concepts, facts, key concepts, facts, events, which may be events, which may be presented with a map presented with a map
in three formatsin three formats::
Content Content FormatsFormats
Discipline-BasedFocus on subjects:
math, science, social studies, literature, arts,
physical education, etc.
Should be active: students as
“scientists”; as “artists”
InterdisciplinaryFocus on
connections between two or more subjects
examining common
organizing center
Rigorous; avoiding potpourri
Student- CenteredFocus on student-
developed interests
Emerges directly from learner
What is a BIG IDEA? Why are they so What is a BIG IDEA? Why are they so critical to learning and to mappingcritical to learning and to mapping??
A “big idea” is a concept stated as a A “big idea” is a concept stated as a relational statement that provides the focus relational statement that provides the focus and basis for acquiring knowledge.and basis for acquiring knowledge.
Concept based learning sustains long term Concept based learning sustains long term recall of facts vs. isolated fact base learning.recall of facts vs. isolated fact base learning.
A concept is synonymous with the enduring A concept is synonymous with the enduring understanding or big idea from UbD. understanding or big idea from UbD.
Examples of Examples of concepts:concepts: A history unit on Ancient Egypt might focus on A history unit on Ancient Egypt might focus on
the concept:the concept:The geographical location of a culture largely The geographical location of a culture largely
determines its social, political and economic determines its social, political and economic possibilities. possibilities.
A science unit on the Rainforest might focus on A science unit on the Rainforest might focus on the concept: the concept: In the natural world there are systems comprised of In the natural world there are systems comprised of
interdependent component parts. interdependent component parts.
Skills Skills are displayed on are displayed on
a map as:a map as:
Precise skills Precise skills that can that can be:be:
• Assessed/measuredAssessed/measured
• ObservedObserved
• Described in specific Described in specific termsterms
Skills are action Skills are action verbs…verbs…
Skills scaffold over Skills scaffold over timetime
Unlike general Unlike general processesprocesses
Precision expectation Precision expectation is crucial to skill is crucial to skill
development.development.
THE COACH THE COACH DOESN’TDOESN’T SAY: SAY:
““We’re working on We’re working on critical playing critical playing
skillsskills today.” today.”
THE COACH DOES SAY: THE COACH DOES SAY:
“ “We’re working on driving We’re working on driving
into the basket.”into the basket.”
Skills Skills acrossacross disciplines disciplines precise skillsprecise skills might includemight include::
EditEdit and and reviserevise [skills] in all disciplines [skills] in all disciplines
UtilizeUtilize organizational skills organizational skills
ReadRead for decoding for decoding
ReadRead for text interaction for text interaction
SpeakSpeak in a range of forums in a range of forums
ResearchResearch using technology for using technology for
information accessinformation access
CreateCreate a technological production purposes a technological production purposes
IsolateIsolate and and improve improve career habits for career habits for personal and group workpersonal and group work
SkillsSkillsHave you identified the thinking skills Have you identified the thinking skills that will be required to give meaning to that will be required to give meaning to the content?the content?
Have you identified the literacy skills?Have you identified the literacy skills?
Have you identified the pre-requisite Have you identified the pre-requisite skills in order for students to be skills in order for students to be successful with the work?successful with the work?
On Maps, Assessments On Maps, Assessments are the Major are the Major
Products and Products and PerformancesPerformances::
Assessment is the Assessment is the demonstration of learningdemonstration of learning
Assessment is the Assessment is the observable evidenceobservable evidence
They must be listed as They must be listed as defined nouns:defined nouns:
Tangible Products orTangible Products or
Observable PerformancesObservable Performances
SELECTED RESPONSE:SELECTED RESPONSE:
Multiple Choice Multiple Choice 50-Q M.C. Quiz
Constructed- Response Questioning?Constructed- Response Questioning?
10-Q Short-Answer Test
Collections of Collections of Assessments:Assessments:
PortfoliosPortfolios
AnthologiesAnthologies
Recordings of observable performancesRecordings of observable performances
Performance-Based Performance-Based Assessment?Assessment?
Student Student developed developed world wide world wide news servicenews service
ASSESSMENASSESSMENT reveals:T reveals:
_ Proficiency of targeted _ Proficiency of targeted skill developmentskill development
-Knowledge and insight Knowledge and insight into contentinto content
DIAGNOSIS-DIAGNOSIS-
finding what our learnersfinding what our learners
need from the assessment dataneed from the assessment data
PRESCRIPTION-PRESCRIPTION-
revising our maps collaboratively to revising our maps collaboratively to respond to those targeted needsrespond to those targeted needs
Let’s remember …Let’s remember …
Content - is the subject matter; key concepts; Content - is the subject matter; key concepts; facts; topics; important information facts; topics; important information
SkillsSkills - are the targeted proficiencies; technical - are the targeted proficiencies; technical actions and strategies actions and strategies
Assessment - is the demonstration of learning; Assessment - is the demonstration of learning; the products and performances used as the products and performances used as evidence of skill development and content evidence of skill development and content understandingunderstanding
Essential questionsEssential questions provide provide focus and direction to engage focus and direction to engage
learners in fulfilling the learners in fulfilling the mission mission
Essential Essential QuestionsQuestions encourageencourage
……
New thinkingNew thinking
Genuine inquiryGenuine inquiry
Fresh insightsFresh insights
Stimulating ideasStimulating ideas
Motivated learnersMotivated learners
Active debateActive debate
Intellectual engagementIntellectual engagement
Essential QuestionsEssential Questions are a form of are a form of
mental velcro…mental velcro… A literacy toolA literacy tool
An instructional focus An instructional focus
An aid for knowledge retentionAn aid for knowledge retention
How can we How can we organize and frame organize and frame
essential essential knowledgeknowledge??
Key concepts Key concepts Enduring UnderstandingsEnduring Understandings
Supported by specific and salient facts, Supported by specific and salient facts, information, findings, observationsinformation, findings, observations
IMPORTANT to note that these very facts, IMPORTANT to note that these very facts, information, findings, observations will information, findings, observations will change with timechange with time
KNOWLEDGE growsKNOWLEDGE grows
Essential Essential questions should questions should
align with our align with our key curriculum key curriculum
elements: elements: CONTENTCONTENT
ASSESSMENTASSESSMENT
SKILLSSKILLS
Why do we need Why do we need essential essential
questions?questions? Potpourri problemPotpourri problem
Lack of focusLack of focus
Long term recallLong term recall
Communication between teachersCommunication between teachers
Communication between student and Communication between student and teacherteacher
Clarifying purposeClarifying purpose
Framing connections between content, skill, Framing connections between content, skill, and assessment choicesand assessment choices
Refining the Refining the content data:content data:
Revisiting the content section . Revisiting the content section .
Revisiting it whether it is based on a Revisiting it whether it is based on a topic, theme, issue, problem, or work.topic, theme, issue, problem, or work.
REFINING and FOCUSING the content REFINING and FOCUSING the content using a set of essential questions.using a set of essential questions.
Design Essential Design Essential QuestionsQuestions
Structure the unit Structure the unit around 2 to 5 around 2 to 5 essential questionsessential questions
Use questions as Use questions as the scope and the scope and sequence of unitsequence of unit
Embrace the Embrace the appropriate appropriate standardsstandards
Essential Essential Questions as an Questions as an
OrganizerOrganizer
•ESSENTIAL QUESTIONS are Curriculum Chapters
Criteria for Criteria for Essential Essential
Questions:Questions:Highlights conceptual Highlights conceptual prioritiespriorities
Fulfills outcomesFulfills outcomes
Language for organizingLanguage for organizing
2 to 5 questions2 to 5 questions
Distinct sectionDistinct section
Non-repetitive setNon-repetitive set
Realistic set of timeRealistic set of time
POSTED by allPOSTED by all
Connects a range of Connects a range of disciplines (if.....)disciplines (if.....)
Logical sequenceLogical sequence
Understood by each Understood by each childchild
Open for investigationOpen for investigation
MAPQUEST:MAPQUEST: Type of map Type of map matches the matches the
level of level of information information
neededneeded
Consensus Maps: Consensus Maps: GuaranteedGuaranteed
Integrating Integrating benchmark benchmark assessmentsassessments
Collaborative Collaborative commitmentscommitments
ConsistencyConsistency
Diary Maps: Diary Maps: ViableViable
Individual Individual classroom teacherclassroom teacher
Responsive to Responsive to students students
FlexibilityFlexibility
PHASE II: PHASE II: Launching Mapping- Getting Launching Mapping- Getting StartedStarted The leadership team: The leadership team:
Structures conditions that will make Structures conditions that will make
a difference in your planning and initiatinga difference in your planning and initiating
Identify and choose a technology format and Identify and choose a technology format and templatetemplate
Identify most valuable forms of assessment.Identify most valuable forms of assessment.
Draft an Action Plan (Timeline) for introducing the Draft an Action Plan (Timeline) for introducing the mapping process to the faculty.mapping process to the faculty.
The Hub EffectThe Hub Effect
Identify Identify initiatives that initiatives that would be would be better served better served through the through the use of the CM use of the CM review review process, for process, for example…example…
? ?
?
CM
In order to motivate In order to motivate and engage staff:and engage staff:
Best Practice: Best Practice:
Introduce CM as a tool to solve a Introduce CM as a tool to solve a specific teaching and learning specific teaching and learning
problem at the school for the “child” problem at the school for the “child” in the empty chair in the empty chair
Best Practice:Best Practice:
Introduce CM as a hub for integrating Introduce CM as a hub for integrating building and district initiatives.building and district initiatives.
Potential tasks to address Potential tasks to address school/district/complex problems: school/district/complex problems:
l Gain informationGain information
l Avoid repetitionAvoid repetition
l Identify gapsIdentify gaps
l Locate potential Locate potential
areas for areas for
integrationintegration
l Match with learner
standards
l Examine for
timeliness
l Edit for coherence
To Gain “Task Information” On To Gain “Task Information” On Maps…Maps…
Highlight Highlight something new you something new you have learned about have learned about the operational the operational curriculum.curriculum.
When sharing with When sharing with colleagues, this colleagues, this process expands a process expands a teacher’s teacher’s understanding of understanding of the students’ the students’ experience.experience.
Edit for RepetitionsEdit for Repetitions……
Recognize Recognize the difference the difference between between meaningless meaningless redundancy redundancy and powerful and powerful spiraling.spiraling.
Edit for GapsEdit for Gaps……
Examine maps for Examine maps for gaps in: gaps in:
• ContentContent
• SkillsSkills
• AssessmentsAssessments
Integrate Integrate Curriculum Curriculum
Find natural Find natural points of points of integration integration between subjects between subjects for either content for either content connections, connections, cross disciplinary cross disciplinary skills, or shared skills, or shared assessment assessment designs. designs.
Validate National, State, School, Validate National, State, School, Standards or Mission Statement Standards or Mission Statement
Search the maps Search the maps for places where for places where students are students are completing completing Performance Tasks Performance Tasks related to Skills related to Skills and Content that and Content that match your match your Standards or Standards or Mission Mission Statement .Statement .
Edit for timelinessEdit for timeliness……
Be vigilant about Be vigilant about technology in all technology in all aspects of learning.aspects of learning.
Review the maps Review the maps for timely issues, for timely issues, breakthroughs, breakthroughs, methods, materials, methods, materials, and new types of and new types of assessments.assessments.
Edit for Edit for Coherence…Coherence…
Scrutinize the maps for a solid match Scrutinize the maps for a solid match between the choice of Content, the between the choice of Content, the featured Skills & Processes, and featured Skills & Processes, and Assessments.Assessments.
If your school is If your school is mapping based mapping based on standards…..on standards…..
Indicators of Indicators of Standards-Based Standards-Based
Teaching and Teaching and Learning in the CM Learning in the CM
process: process: The district develops clear statements of The district develops clear statements of
what students should know and be able what students should know and be able to do.to do.
Standards apply to all students with high Standards apply to all students with high expectations for their successexpectations for their success
The teacher knows how each lesson The teacher knows how each lesson relates to district and state academic relates to district and state academic standardsstandards
Curriculum Curriculum Mapping provides Mapping provides
that: that: Students know what they are Students know what they are learning, what standards are learning, what standards are related to it, and why they are related to it, and why they are learning it.learning it.
Standards are constant, Standards are constant, instructional strategies and instructional strategies and time are the variables.time are the variables.
Planning begins with standards Planning begins with standards rather than materials.rather than materials.
Curriculum Curriculum Mapping allows Mapping allows
for: for: Practice activities are clearly aligned Practice activities are clearly aligned to standards with the student as to standards with the student as worker and the teacher as coach.worker and the teacher as coach.
Students know how the teacher Students know how the teacher expects than to show what they’ve expects than to show what they’ve learned.learned.
Students frequently evaluate their Students frequently evaluate their own work before the teacher does, own work before the teacher does, using the same criteriausing the same criteria
Curriculum Curriculum Mapping is based Mapping is based
on: on: Feedback to students is related Feedback to students is related to performance levels on to performance levels on standards, not based on standards, not based on comparison with other comparison with other students.students.
Student performance data is Student performance data is used to revise curriculum and used to revise curriculum and instruction.instruction.
The assessment system The assessment system includes a balance of external includes a balance of external tests for program evaluation tests for program evaluation and classroom assessments for and classroom assessments for individual student diagnosis individual student diagnosis and instructionand instruction..
Curriculum Curriculum mapping mapping
supports: supports: Students have multiple Students have multiple opportunities to demonstrate opportunities to demonstrate achievement of standards.achievement of standards.
Assessment of student Assessment of student achievement is consistent across achievement is consistent across teachers and schools, using teachers and schools, using common performance indicators.common performance indicators.
Teachers work with colleagues to Teachers work with colleagues to share and compare scoring of share and compare scoring of classroom-based assessmentsclassroom-based assessments
THE CM REVIEW AND THE CM REVIEW AND REVISION PROCESSREVISION PROCESS
The procedures for mapping The procedures for mapping are best presented in a are best presented in a seven-phase model for seven-phase model for
teachers. teachers.
The CM Review The CM Review Process is Project Process is Project Based Learning in Based Learning in
Action Action ““PBL is a systematic teaching method that PBL is a systematic teaching method that engages students in learning essential engages students in learning essential knowledge and life-enhancing skills through an knowledge and life-enhancing skills through an extended, student-influenced inquiry process extended, student-influenced inquiry process structured around complex, authentic questions structured around complex, authentic questions and carefully designed products and tasks.”and carefully designed products and tasks.”
From PBL online From PBL online
The CM Seven-Step Review The CM Seven-Step Review Process:Process:
1. Collecting the Data1. Collecting the Data
2. First Read-Through2. First Read-Through
3. Small Like/Mixed-Group Review3. Small Like/Mixed-Group Review
4. Large Like/Mixed-Group Comparisons4. Large Like/Mixed-Group Comparisons
5. Determine Immediate Revision Points5. Determine Immediate Revision Points
6. Determine Points Requiring Some Research 6. Determine Points Requiring Some Research and Planningand Planning
7. Plan for Next Review Cycle7. Plan for Next Review Cycle
((from Mapping the Big Picture: Integrating Curriculum and from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)Assessment K-12; 1997, ASCD, Jacobs, HH.)
QUALITYQUALITY
Define...
What do exemplary maps look
like?
COACHING Points COACHING Points for First for First ExperiencesExperiences::
Do not Do not overwhelm overwhelm teachers with an initial teachers with an initial task entry that is too large!task entry that is too large!
One disciplineOne discipline in an elementary school; in an elementary school; preferably one in need of attention given preferably one in need of attention given student performance.student performance.
One prepOne prep per secondary teacher. per secondary teacher.
Red Flag!
1. Collecting the 1. Collecting the DataData
Eventually each teacher in the Eventually each teacher in the building completes a first-building completes a first-draft of a projected or diary draft of a projected or diary mapmap
The format is consistent for The format is consistent for each teacher, but reflects the each teacher, but reflects the individual nature of each individual nature of each classroom classroom
Important Note: Technology Important Note: Technology simplifies the publishing of simplifies the publishing of data collection data collection
Remember When Remember When Collecting The Content Collecting The Content
Data May Be ListedData May Be Listed::
ConfigurationConfiguration
Discipline-Field Discipline-Field BasedBased
InterdisciplinarInterdisciplinaryy
Student-Student-CenteredCentered
Type of Focus
•Topics
•Issues
•Works
•Problems
•Themes
Recording and Recording and Collecting Skill and Collecting Skill and AssessmentAssessment Data Data::
• Enter the Skills and Assessments fore grounded for each unit Enter the Skills and Assessments fore grounded for each unit of study or courseof study or course
Enter the Skills and Assessments that are on-going through Enter the Skills and Assessments that are on-going through the course of a yearthe course of a year
Portfolio ChecksPortfolio ChecksEarly Childhood AssessmentsEarly Childhood Assessments
• Precision is the keyPrecision is the key
Is Honesty Is Honesty an Issue?an Issue? FAQ’s:FAQ’s: How will the maps How will the maps
be used?be used?
Who will see the Who will see the maps?maps?
How will my peers How will my peers react to my map?react to my map?
Does my name Does my name need to be on my need to be on my map?map?
Huge Red Flag!
Time Frames for a FIRST DRAFT of Time Frames for a FIRST DRAFT of projected mapprojected map..
PrimaryPrimary:: Approximately 1 hour for Approximately 1 hour for Content; 2-3 hours for Skills and Content; 2-3 hours for Skills and Assessment Assessment per subject per subject . (exception is ELA . (exception is ELA for ages 4-7)for ages 4-7)
SecondarySecondary: : Approximately 45 minutes for Approximately 45 minutes for Content; 2 hours for Skills and Content; 2 hours for Skills and Assessments Assessments per prepper prep..
2. First Read-Through2. First Read-Through
Each teacher reads the Each teacher reads the entire grade-level, entire grade-level, discipline, or school-wide discipline, or school-wide maps as an editor and maps as an editor and carried out the prescribed carried out the prescribed “tasks.”“tasks.”
Places where new Places where new information is gained are information is gained are noted/recorded. Places noted/recorded. Places requiring potential revision requiring potential revision are also noted/recorded.are also noted/recorded.
Setting up PROFESSIONAL Reviews: Setting up PROFESSIONAL Reviews:
Identifying the best Identifying the best grouping patterns for review.grouping patterns for review.
Using productive Using productive communication for feedback communication for feedback
and decision making.and decision making.
3. Mixed Small-3. Mixed Small-Group ReviewGroup Review
Groups of 5 to 8 faculty Groups of 5 to 8 faculty members are formed – members are formed – BASED ON PURPOSEBASED ON PURPOSE
Groups can be from diverse Groups can be from diverse configurations (i.e., different configurations (i.e., different grade levels and grade levels and departments)departments)
Meetings should run Meetings should run approximately 1-1/2 hoursapproximately 1-1/2 hours
The goal is to simply share The goal is to simply share individual findingsindividual findings
No revisions are suggested No revisions are suggested at this timeat this time
Strategic Grouping for Professional Strategic Grouping for Professional ReviewsReviews
•Vertical – K-12 Vertical – K-12 ; extended departmental meetings; extended departmental meetings
•Targeted Vertical- Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12examples: K-1; 3-6 ; 7-11; 10-12
•Across grade level- Across grade level- all third grade; all teachers of all third grade; all teachers of freshmenfreshmen
•Targeted cross grade level- Targeted cross grade level- interdisciplinary 7interdisciplinary 7thth grade grade team team
•Extended team- Extended team- special area teachers, special ed special area teachers, special ed staff, ESLstaff, ESL
•Feeder pattern- Feeder pattern- in larger districts only those sharing in larger districts only those sharing same students; within school following student same students; within school following student groupsgroups
•Expanded local team- Expanded local team- virtual groupings (online); virtual groupings (online); parents; community; internshipsparents; community; internships
•Global team- Global team- Feedback and collaboration with Feedback and collaboration with meaningful worldwide educators and students. meaningful worldwide educators and students.
What are the purposes of the Reviews?
Horizontal & Vertical
• To identify the areas or priorities in needof
monitoring or changing
• To examine maps for gaps, absences, and
redundancies
• To raise central or extended questions and
issues concerning on-going mapping discoveries
4. Large-Group 4. Large-Group ReviewReview
All faculty members come together and All faculty members come together and examine the compilation of findings examine the compilation of findings (based on recorded notations) from the (based on recorded notations) from the smaller group meetingssmaller group meetings
Session is facilitated by principal and/or Session is facilitated by principal and/or teacher-leader(s)teacher-leader(s)
5. Determine areas for immediate 5. Determine areas for immediate revisionrevision
The faculty identifies those The faculty identifies those curricula decisions/areas that can curricula decisions/areas that can be handled by the site with relative be handled by the site with relative ease.ease.
The specific faculty members The specific faculty members involved in those revisions involved in those revisions determine a timetable for action.determine a timetable for action.
Teachers return to Teachers return to original grouping: original grouping:
mixed teams, grade mixed teams, grade levels…levels…Begin the sorting process:Begin the sorting process:
Which of the items/issues appear Which of the items/issues appear to be solved with relative ease?to be solved with relative ease?
Who might be the right people Who might be the right people on staff to resolve these on staff to resolve these items/issues?items/issues?
Which items/issues will take Which items/issues will take extensive R & D?extensive R & D?
Curricula or Curricula-Related
“Red Flag”
6. Determine those areas requiring 6. Determine those areas requiring long-term plalong-term planningnning
Faculty members identify Faculty members identify those areas that have those areas that have implications beyond the implications beyond the site and into/with other site and into/with other sites.sites.
Faculty members identify Faculty members identify those areas where more those areas where more research is needed.research is needed.
Using the Maps to Impact Learning Using the Maps to Impact Learning
•Review maps to determine where Review maps to determine where and with what frequency skills and with what frequency skills are taughtare taught
•Review timeline to determine Review timeline to determine when they are taughtwhen they are taught
•Make needed changes or Make needed changes or revisionsrevisions
•Develop goal plans and timelinesDevelop goal plans and timelines
•Develop staff-development Develop staff-development plan(s) and timelinesplan(s) and timelines
Once CM is established, the Once CM is established, the District CM Cabinet meets District CM Cabinet meets approximately three to four approximately three to four times annually for review times annually for review updates.updates.
Task forces report on their Task forces report on their timetables.timetables.
The site-based CM Councils The site-based CM Councils continue with ongoing continue with ongoing review. review.
7: The Cycle Continues … 7: The Cycle Continues … As you transition to new decision As you transition to new decision
making structures…making structures…
Long-Term Time Long-Term Time Frames…Frames…
Data Collection: Data Collection: Within 3-5 months Within 3-5 months of initially learning the mapping of initially learning the mapping elements and process of map elements and process of map recodingrecoding
First Reviews: First Reviews: Try to have within 2 Try to have within 2 months after initial data collectionmonths after initial data collection
First Minor Revisions: First Minor Revisions: Immediately Immediately after first reviewsafter first reviews
Major R & D Review: Major R & D Review: Planned Planned within first yearwithin first year
BeginBegin On-going Review Site On-going Review Site Councils: Councils: Second yearSecond year
Differentiated Staff DevelopmentDifferentiated Staff Development
According to experience According to experience with curricula and with curricula and technologytechnology
According to According to demonstrated competencedemonstrated competence
According to what will According to what will best help the learnersbest help the learners
#2
Low Technology
High CM. Language
#1
High Technology
High CM. Language
#4
Low Technology
Low CM. Language
#3
High Technology
Low CM. Language
TECHNOLOGY
CM
. LA
NG
UA
GE
LOW HIGH
HIG
HLO
W
Consider a Range of P.D. Venues…Consider a Range of P.D. Venues…
Various GroupingsVarious Groupings
Hands-On LabsHands-On Labs
Small WorkshopsSmall Workshops
Work SessionsWork Sessions
On-line CoursesOn-line Courses
Staff Development Staff Development Days Based On Days Based On DataData
Observing MentorsObserving Mentors
Peer CoachingPeer Coaching
Video Video ConferencingConferencing
Site-Base Staff Site-Base Staff DevelopmentDevelopment
Cumulative decision-makingCumulative decision-making patternspatterns
Targeted groups of teachers Targeted groups of teachers building on-going assessment building on-going assessment review collectivelyreview collectively
Based on a range of Based on a range of assessment dataassessment data
III. SUSTAINING, AND III. SUSTAINING, AND INTEGRATING THE SYSTEM: -INTEGRATING THE SYSTEM: -MERGING ASSESSMENT DATA MERGING ASSESSMENT DATA INTO MAPSINTO MAPS
Consensus mappingConsensus mapping
Establishing benchmark assessmentsEstablishing benchmark assessments
Informing maps with assessment Informing maps with assessment resultsresults
Schools and Districts are developing Schools and Districts are developing Master Maps to replace guidelines.. Master Maps to replace guidelines..
Wrestling with Wrestling with ConsensusConsensus--
Root in Latin:Root in Latin:““acknowlgement of truthsacknowlgement of truths” ”
All mean the same…you need to All mean the same…you need to determine what terms you will use determine what terms you will use
at your school at your school
Master MapMaster Map
Consensus MapConsensus Map
Essential MapEssential Map
Core Map Core Map
CollaborativeCollaborative
Through consensus we Through consensus we are making commitments are making commitments
through our mapsthrough our maps. .
What are your What are your negotiable? negotiable?
Non-negotiable? Non-negotiable?
How do we weave ourHow do we weave our individual maps into a individual maps into a meaningful designmeaningful design that that
will benefit all students?will benefit all students?
CONSENSUS: Creating anCONSENSUS: Creating an Essential Essential MapMap
Developing an essential map that Developing an essential map that eventually replaces course or eventually replaces course or grade-level guidelinesgrade-level guidelines
Considering each discipline Considering each discipline separatelyseparately
Identifying cross-disciplinary Identifying cross-disciplinary consensusconsensus
Policy Policy concerning…concerning…
Where is consistency critical for our Where is consistency critical for our students’ learning?students’ learning?
Where is flexibility equally as Where is flexibility equally as
importantimportant??
Two Basic Two Basic ApproachesApproaches::
One: One: Using individual diary mapsUsing individual diary maps, have grade-, have grade-level or course teachers develop a subject or level or course teachers develop a subject or course’s course’s Essential MapEssential Map by identifying: by identifying:The core curriculum concepts The core curriculum concepts The critical focal skills The critical focal skills Benchmark assessmentsBenchmark assessmentsCommon essential questionsCommon essential questionsEssential learnings/Power standardsEssential learnings/Power standards
Two Basic Two Basic ApproachesApproaches::
Each discipline Each discipline presents presents different different
considerations considerations when wrestling when wrestling with consensuswith consensus..
MathMath ConsistentConsistent
Sequence of Sequence of assessmentsassessments
Portfolio of student Portfolio of student commentarycommentary
Benchmark measuresBenchmark measures Assessment TargetsAssessment Targets Language based Language based
approachapproach CommonCommonEditing/revision policyEditing/revision policy
Flexible Approach Pace Grouping of
students Developmental
timeframes
English/Language English/Language ArtsArts
ConsistentConsistent Exposure to Exposure to
genregenre Expression of Expression of
genregenre Grammar Grammar
sequencesequence Editing Editing
standards and standards and rubricrubric
Benchmark tests Benchmark tests & portfolios& portfolios
Power standardsPower standards TERMSTERMS
Flexible Choice of books within
genre Independent reading
selections Response to local
performances
ScienceScience
ConsistentConsistent Exposure to various Exposure to various
science area unitsscience area units Essential questionsEssential questions Common Common
benchmark benchmark assessmentsassessments
Lab experienceLab experience Field experienceField experience Expanded Expanded
opportunities for opportunities for assessing speaking assessing speaking and note takingand note taking
Flexible Discoveries in class Student interest Discoveries by scientists Range of presentation
opportunities
Social StudiesSocial Studies
ConsistentConsistent
Historical eras expansiveHistorical eras expansive Geographic skills Geographic skills
assessed in applicationassessed in application Cultural anthropology Cultural anthropology
unitsunits Primary source document Primary source document
analysisanalysis
Flexibility Student interest Field experiences Instructional approaches
The The ArtsArts
CONSISTENCYCONSISTENCY
Cultural literacy Cultural literacy exposureexposure
Opportunities Opportunities for self for self expressionexpression
Exposure to a Exposure to a range of arts range of arts areasareas
• FLEXIBILITY• Student
performances and product design
• Local events and opportunities
Health and Health and Physical Physical EdEd
ConsistentConsistent– Personal health Personal health
emphasisemphasis– Self-monitoringSelf-monitoring– Exposure to Exposure to
specific sportsspecific sports– Wellness Wellness – Substance Abuse Substance Abuse
preventionprevention
• Flexible– Team participation for school– Pace of performance for
individual student– Cultivating personal
preferences in sports
There are cross-There are cross-disciplinary literacy in disciplinary literacy in
every map:every map:
Questions you might Questions you might considerconsider
Is the work “good” enough? What Is the work “good” enough? What evidence do you find that supports your evidence do you find that supports your opinion?opinion?
Was the student able to answer the Was the student able to answer the essential question(s)?essential question(s)?
What inferences can you make about the What inferences can you make about the engagement of the student?engagement of the student?
What evidence is there that What evidence is there that demonstrates the student’s demonstrates the student’s understanding?understanding?
What can you tell about the range of What can you tell about the range of work, if a range is represented?work, if a range is represented?
Reaching new ground as a team…Reaching new ground as a team…..
Guiding staff Guiding staff to benchmark to benchmark assessments assessments on our on our consensus consensus mapsmaps
New New LeadershiLeadershi
p p ApproachApproach
eses
Mapping is Mapping is collaborative collaborative leadership in leadership in
action action
--Formal inquiry vs Formal inquiry vs
conversation conversation
Strategic Grouping for Professional Strategic Grouping for Professional ReviewsReviews
•Vertical – K-12 Vertical – K-12 ; extended departmental meetings; extended departmental meetings
•Targeted Vertical- Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12examples: K-1; 3-6 ; 7-11; 10-12
•Across grade level- Across grade level- all third grade; all teachers of all third grade; all teachers of freshmenfreshmen
•Targeted cross grade level- Targeted cross grade level- interdisciplinary 7interdisciplinary 7thth grade grade team team
•Extended team- Extended team- special area teachers, special ed staff, special area teachers, special ed staff, ESLESL
•Feeder pattern- Feeder pattern- in larger districts only those sharing in larger districts only those sharing same students; within school following student groupssame students; within school following student groups
•Expanded local team- Expanded local team- virtual groupings (online); parents; virtual groupings (online); parents; community; internshipscommunity; internships
•Global team- Global team- Feedback and collaboration with meaningful Feedback and collaboration with meaningful worldwide educators and studentsworldwide educators and students. .
The task should merge with the on-going The task should merge with the on-going curriculum naturally.curriculum naturally.
Student products can then be evaluated Student products can then be evaluated both vertically and horizontally.both vertically and horizontally.
Revisions in the curriculum map should Revisions in the curriculum map should reflect a few targeted skills needing help.reflect a few targeted skills needing help.
Revisions should be applied thoughtfully to Revisions should be applied thoughtfully to developmental characteristics of the learner.developmental characteristics of the learner.
Mapping Cornerstone and Benchmark
Assessments
Mapping Benchmark Mapping Benchmark AssessmentsAssessments
Benchmarks can be designed on Benchmarks can be designed on multiple levels: state tests, district, multiple levels: state tests, district, classroom tasks.classroom tasks.
A school establishes a common set of A school establishes a common set of skills needing development.skills needing development.
An internally generated benchmark An internally generated benchmark assessment task is developed by assessment task is developed by teachers with the same protocols; the teachers with the same protocols; the same timetable.same timetable.
No common end of unit assessmentsTeach units when choose
Free choice of instructional materials
Common end of unit assessmentsTeach units within quarters
Free choice of instructional materials
Common end of unit assessmentsTeach units in required order & month
Limited choice of instructional materials
Common end of unit and during unit assessmentsTeach units in required order and month
Common lesson plans & instructional materials
Flexible ConsistentHamburg, NY Glendale Unified HS District, AZ
Kau Keaau Pahoa, HI
Cornerstone Assessments
Overarching EssentialQuestion(s)
OverarchingUnderstanding(s)
ContentStandards
Program Area
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
Course 1 Course 3 Course 4Course 2
unit 5
Selected ResponseSelected Response—Choose from options that—Choose from options that have already been determined and are provided have already been determined and are provided
for the student.for the student.
–TypesTypes
Multiple ChoiceMultiple Choice
True/FalseTrue/False
MatchingMatching
Short Answer Fill inShort Answer Fill in
Extended Written ResponseExtended Written Response—Student is asked to —Student is asked to respond in written form with complete sentences respond in written form with complete sentences
that could range from a small number of sentences that could range from a small number of sentences to a complete written work depending upon the to a complete written work depending upon the
task assigned.task assigned.
TypesTypes– Personal EssayPersonal Essay– Persuasive EssayPersuasive Essay– Analytic EssayAnalytic Essay– Descriptive EssayDescriptive Essay– Simple research paperSimple research paper– Complex research paperComplex research paper– Brief ResponseBrief Response
Performance Assessments Performance Assessments and Products and Products
Can be observed from three perspectives: Can be observed from three perspectives: observation during work, observation of work observation during work, observation of work in process to final product of work. in process to final product of work.
It must include scoring criteria in advance of It must include scoring criteria in advance of the observation. the observation.
Assessment of process would be dictated Assessment of process would be dictated from the standard and the inherent learning from the standard and the inherent learning process required to meet that standard.process required to meet that standard.
Types of Performance Types of Performance AssessmenAssessmentsts
Products Story Boards Thinking maps and graphic
organizers Story lines Graphs Charts Observational drawing Note cards Artifact analysis Photo essay with text Comparative observations Blue prints Power point presentation
Personal and Public Personal and Public Communications Communications
Highly structured and systematic opportunity for students to convey Highly structured and systematic opportunity for students to convey their learning either from student to student, student to teacher, their learning either from student to student, student to teacher,
and/or student to other assessor or through their reflectionsand/or student to other assessor or through their reflections..
ConversationConversation
JournalJournal
PortfolioPortfolio
Letter writingLetter writing
EmailEmail
Oral examinationOral examination
Documentaries Documentaries
Running RecordsRunning Records
LogLog
Interactive NotebookInteractive Notebook
www.curriculum21.com www.curriculum21.com
JOIN OUR NINGJOIN OUR NINGPLAN FOR THE FUTUREPLAN FOR THE FUTURE
FOUR PHASES for FOUR PHASES for CURRICULUM MAPPING CURRICULUM MAPPING
TRAININGTRAINING
I.I. I. Laying the FoundationI. Laying the Foundation
II.II. II. Launching the Process /Getting StartedII. Launching the Process /Getting Started
III.III.III. Sustaining, and Integrating the System-III. Sustaining, and Integrating the System-Merging Assessment Data into MapsMerging Assessment Data into Maps
IV.IV.IV. Advanced Mapping TasksIV. Advanced Mapping Tasks