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Curriculum Mapping 101: Tools, Strategies, Processes,

and Templates

Dr. Ann Johnson

ann@curriculum21.com ** (c) copyright 2011 - Ann Johnson, all rights reserved

Dr. Ann Johnson

ann@curriculum21.com

Curriculum Mapping 101: http://www.curriculum21.com/z-docs/mapping101.pdf

http://annjohnson.yolasite.com/

Mapping to the Core: http://www.curriculum21.com/z-docs/MTTC.pdf http://www.curriculum21.com/z-docs/DOK_12-151.pdf

Curriculum Mapping

Targets for Today…

• The Four Phases of Mapping

• Definition of Curriculum

Mapping

• Reasons to Map

• Tasks in the Mapping Process

• Connection with other Initiatives

• Upgrading Your Curriculum

FOUR PHASE MODEL

Jacobs, H. H. and Johnson, A., The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development (ASCD, 2009)

Four Critical Phases to the Mapping Process

I. Laying the Foundation

II. Launching the Process

III. Sustaining and Integrating the Process: Informing Curriculum with Assessment Data

IV. Advanced Mapping Tasks

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I. Laying the Foundation

• The Prologue: Mapping Basics

• Establishing Reasons to Map

• Creating a Vision for Your

School

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Where do we start…???

• What are the strengths of your current curriculum?

• What changes if made would strengthen the current curriculum and better prepare our students for the future?

Strengths Changes

Class of 2024

Class of 2027

The Challenge We Face…

“We are currently preparing students for jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponential times. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shift Happens)

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Factors Influencing Our Reality

• State, Federal, Local Mandates

• Societal Changes

• Different Types of Learners

• Advancements and Innovations

• Standards

• Data

• Research

• Others????

Factoring in the Future

• A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.

• The number of text messages sent and received every day exceeds the planet’s population.

• The amount of technical information is doubling every 2 years.

• By 2023, a $1000 computer will exceed the capabilities of the human brain.

• By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race.

• The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.

• The top 10 in-demand jobs in 2010 didn’t exist in 2004.

• For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.

Other Advancements… • Within three years, we will be able to take a test

for DNA at the pharmacy…. We can already take gene test via mail.

• In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells.

• Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine.

• Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not to hot, not too cold.”

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… What innovations, discoveries, and/or inventions have occurred in the past 5 years that have had or will have an impact on the curriculum…???

The Standards Problem • 160 national, state-level, and local

standards documents (more than 2000 pages)

• Plus factor in the Common Core and international standards

• A synthesis yielded 255 standards and 3,968 benchmarks

• Require an additional 15,465 hours for students to learn them all

• 9+ more years of education

Standards

Definition – Level of quality accepted as norm

• Types of Standards – State Standards

– Common Core

– College Readiness (ACT)

– National Organizations

– International (AERO)

Why Standards?

- Establish a “staircase” of increasing complexity in content and skills across the grades and subjects

- Provide building blocks for successful classrooms

- Ensure a consistent core curriculum for all students

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FACTORING IN THE DATA

What We Know About Effective Schools

A “guaranteed and viable curriculum is the #1 school-level factor impacting student achievement.”

-Marzano, What Works in Schools

…So what does a 21st Century curriculum look like and how do we “upgrade” or rethink our curriculum to better prepare our students for their futures?

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The Challenge We Face….

• What do we keep?

• What do we delete?

• What do we create?

Heidi Hayes Jacobs

Curriculum is …

A path or course of small steps…

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 – in “real” time

• Curriculum maps provide the basis for the authentic examination and analysis of the data base (real curriculum) Heidi Hayes Jacobs

Curriculum Mapping is a verb.

Creating the maps

themselves …And then Using them to make instructional

decisions

Types of Maps

Core Maps

Collaborative Maps

Consensus Maps

Essential Maps

District Maps

Individual Maps

Diary Maps

Projection Map

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Sample Map Activity

Please select several of the maps and read them for the following:

Kinds of Information you can glean from a map…

Consistent Elements found on a map…

How could this be helpful in school….

Standards

Where do standards fit in maps?

…What became clearer? What might be next steps for you and your staff?

…Possible Entry Points?

Possible Entry Points

21st Century Curriculum

Assessment Data

K-12 alignment

21st Century Skills

Alignment to Standards

Integrate Literacy

Visual Tools: David Hyerle

Textbook Adoption

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Entry Points to Mapping

Curriculum

Mapping

Visual Tools: David Hyerle

II. Launching the Process

• Developing Consensus Maps

• Individual Unit Maps

• Initiating the Read Through

Process

Developing Consensus Core Maps

Anchor Headings/Strands

Major Concept(s)/Big Idea(s)

Essential Questions

“Unpacking” the nonnegotiables – core content and precise skills

Evidence of Learning

K-12 Strands/Themes

…In your curricular teams, identify the 5-8 strands or themes that “cut across” grades and courses in your area…

…Now, unpack the content topics

Reading/Literature

Comprehension

• Literary Elements

• Comprehension Strategies

• Genre

• Literary Analysis

Fluency

• Expression

• Sight Words

Vocabulary

• Word Meaning

• Word Usage

Writing…

Writing Process • Prewriting

• Drafting

• Revising

• Editing

• Publishing

Writing Components • Ideas and Content

• Organization

• Voice

• Word Choice

• Sentence Fluency

• Conventions (i.e. grammar and usage, spelling, punctuation, capitalization, paragraph breaks)

Writing Applications • Expressive

• Expository

• Functional

• Persuasive

• Literary Response

• Research

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Mathematics

Algebra • Patterns, Functions, and Relations

• Analysis of Change

• Symbolic Representations

• Models

Data Analysis and Probability • Data Display

• Probability

• Statistical Methods

Geometry • Characteristics of 2-d and 3-d Shapes • Coordinates and Locations • Spatial Reasoning • Transformations

Measurement • Applications or Measurement • Concepts of Measurement Number and Operations • Computation and Estimation • Meanings of Operations • Numbers, Properties, and Representations

Social Studies

• Geographic

Perspective

• Cultures and

Beliefs

• Role Models and

Leadership

• Citizenship and

Social

Responsibility

• Systems and

Communities

• Economics and

Technological

Innovation

• Conflict and

Interactions Among

People

Science Strands and Topics

Physical Science

• Structure of Matter

• Energy Transformations

• Forces and Motion

Living Systems

• Life Processes

• Heredity

• Interdependence of Life

• Evolution of Life

Science (cont.)

Science Practices

• Inquiry

• Science Demands Evidence

• Science Explains and Predicts

• Science and Technology

Earth and Space Systems

• Human impact

• Universe

• Earth

• Processes

Mathematics Common Core Grades 1-5

Operations and Algebraic Thinking • Addition, subtraction, multiplication, division

• Patterns and expressions

• Numerical expressions

• Whole numbers

Numbers and Operations in Base Ten • PLACE VALUE

• Counting Sequence

• Properties and Operations

• Multi-Digit Arithmetic

Numbers and Operations – Fractions (Grades 3-5)

•Fractions as numbers

•Fraction equivalents

•Decimal notations

•Add and Subtract Fractions

Measurement and Data •Measurable attributes

•Classification and Categorization

•Time

•Length units

•Represent and interpret data

•Geometric measurements

Geometry •Shapes and their attributes

•Classification

•Graphing

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ELA Common Core

Informational Text

• Key Ideas and Details

• Craft and Structure

• Integration of knowledge and Ideas

• Range of Reading and Text

Writing

• Text Types and Purpose

• Production and Distribution of Writing

• Research to Build Knowledge

• Range of Writing

Big Idea or Major Concept

Declarative statement that describes concepts that transcends grade levels and courses.

•Serve as an umbrella concept

•May be thought of as a linchpin/organizer

•Holds the main idea

•Goes to the heart of the subject

•Serves as a conceptual anchor for making facts more understandable and useful

Sample Big Ideas/Main Concepts

• Writing is a recursive process that conveys ideas, thoughts and feelings.

• Systems and Communities are comprised of interdependent components.

• Geography is used to explain the past, interpret the present, and plan for the future.

• There are Role Models from the past and present who can help define the qualities of effective leaders.

• Writers use supporting details to justify their opinion and support their point of view.

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Steps in the Process…

• Determine the Anchor Headings/Strand

• Identify your Big Idea/Major Concept

• Develop your Essential Questions (reword your Big Idea/major concept, others?)

• “Unpack the Core Content”

• Include corresponding precise skills for each piece of content (cross check with standards)

• Check level of understanding for alignment with standards

• Identify the assessments that would allow students to demonstrate understanding

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Instruction Curriculum

Assessment

Curriculum Alignment

…What are your school’s priority areas as you consider this phase in the mapping process?

Elements on a Unit Map

● Essential Questions

● Major Concept(s)/Big Idea(s)

● Core content

● Precise Skills – content and integrated

● Terms/Specialized Vocabulary

● Assessments

● Activities

● Materials and Resources

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Developing Quality Maps… Unit Title: Essential Questions:

Major Concept/Big Idea: Content Topics and Key Information:

Naming the Unit… Once you have the determined the focus

of the unit, work with the title to clarify the purpose…

The American Political System: The Roots of Our Foundation

Photosynthesis and Cell Reproduction: Producing Energy for Life

Research: Organizing the Information

Poetry: Rhythm and Rhyme

Content

THE “WHAT” THAT IS TO BE TAUGHT

Content Topics

Targeted facts and key information

Additional content relevant to that

grade or subject

Written in noun form

Specialized Terms

Identify the key new vocabulary that students need to master in a specific unit.

Essential Questions

Over-arching interrogatives that

provide focus and engage students

●Organizers to sharpen focus

●Higher-level thinking

●“Mental Velcro”

●Connections beyond content being studied

●“So why is this important”…?

Why do we need essential questions?

Potpourri problem Lack of focus Long term recall Communication between teachers Communication between student and

teacher Clarifying purpose Framing connections between content, skill,

and assessment choices Heidi Hayes Jacobs

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Essential questions should

align with our key curriculum

elements:

CONTENT Major Concepts

ASSESSMENT

SKILLS

Essential Questions are a form of mental Velcro…

A literacy tool

An instructional focus

An aid for knowledge retention

Organizers to sharpen focus

Over-arching interrogatives that provide

focus and engage students

Heidi Hayes Jacobs

TYPES of UNIT QUESTIONS

Essential Questions Concept-Related Big Ideas / Enduring

Understandings (Janet Hale)

Topical Questions Unit-Specific , Factual Learning

Direct-Answer Questions Foundational

/Yes/No/Factual

Isolated Questions

Essential Questions

• How do systems work together?

• Where do we find cells?

• Why are the Greeks and Romans considered classical?

• How is tolerance taught?

• What is Egypt’s legacy?

• How can we learn from the past?

• Can any civilization be original?

Skills/Learning Target

WHAT STUDENTS NEED TO KNOW OR BE ABLE TO DO IN

ORDER TO DEMONSTRATE MASTERY OR UNDERSTANDING OF THE CONTENT

●Are specific, observable and measurable ●Include benchmark skills, critical skills, and 21st century skills ●Begin with action verbs….

Precision is Critical to a Successful Performance

Consider the precise

skills needed for any

performance:

•Basketball

•A Musical

•Skating

•Medicine

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Examples of Precise Skills

• Find the main idea and

supporting details

• Estimate sums and

differences using rounding

techniques to the nearest

1000.

• Alphabetize to the second

letter

• Interpret data represented

in a bar graph

• Identify root words,

suffixes and prefixes

• Label the parts of an

informative speech

• Explain the difference between fact and opinion

• Locate and Identify parts of a book: title page, table of contents, index and glossary

• Compare and contrast the benefits and limitations of a hybrid car and SUV

• Define the hypothesis and conclusion of an “if-then” statement

• Analyze four primary documents written by John F. Kennedy

• Tell time to the minute

Compare and contrast different types of cells.

Interview a local politician about his or her political contributions

Create a poster that categorizes vertebrates and invertebrates

Categorize insects into groups of vertebrates and invertebrates

Read and take notes from non-fiction chapter

Explain the steps in the problem solving process.

Skills or Activity? List major events on a timeline of US History

Develop a podcast that summarizes the key points in the text.

Keep a fitness log to keep track of aerobic activities

Summarize plot by describing the story problem, main events, and the resolution

Compute the perimeter of simple geometric figures with unknown side lengths.

Webb’s Four Levels of Cognitive Complexity •Level 1: Recall and Reproduction

Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure

•Level 2: Skills & Concepts Includes the engagement of some mental processing beyond recalling or reproducing a

response Items require students to make some decisions as to how to approach the question or

problem Actions imply more than one mental or cognitive process/step

•Level 3: Strategic Thinking Requires deep understanding exhibited through planning, using evidence, and more

demanding cognitive reasoning The cognitive demands are complex and abstract An assessment item that has more than one possible answer and requires students to

justify the response would most likely be a Level 3

•Level 4: Extended Thinking Requires high cognitive demand and is very complex Students are expected to make connections, relate ideas within the content or among

content areas, and select or devise one approach among many alternatives on how the situation can be solved

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

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First Grade Math Example

Explain a complex pattern.

Distinguish between different kinds of patterns.

Match one-to-one correspondence.

Demonstrate an understanding of joining objects to make larger groups.

Explain how you solved the problem

(communication skill)

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Fourth Grade Language

Arts

• Brainstorm possible topics for multi-paragraph

essay • Narrow and select an appropriate topic • Write a multi-paragraph essay centered around

a main idea, with a distinct beginning, middle, and end

• Write a topic sentence with supporting detail sentences in each paragraph

• Develop the paragraphs using supporting details from research

• Indent the first line of the paragraph • Use indentation to begin each paragraph • Edit for correct punctuation at the end of every

sentence.

Questions to Consider…

• How does this “fit” with our work?

• Are there aspects that could enhance our process?

• Questions?

III. Sustaining and Integrating the Data in

the Mapping Process

• Developing Benchmark

Assessments: Merging Assessment

Data into Maps

• Integrating Literacy Strategies into

Maps

• Developing a Professional

Development Map

• Making the Hub Work

Assessments

• Demonstrations of learning

• Are tangible products, projects, or observable performances

• Include multiple types of assessment to give a more complete picture of learning

• Written in noun form

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A Well Balanced Assessment System

Balanced

Assessment

SELECTED RESPONSE:

Multiple Choice 50-Q M.C. Quiz

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Performance-Based Assessment

Third Grade Problem Solving Task

Your favorite job is a window washer hanging on the side of a

building to clean windows. On a weekend trip with your family, you

see three motels in a row. You notice that the Holiday Inn is 4 floors

and each floor has a total of 7 windows. The Best Western has 6

floors and each floor has a total of 9 windows. The Comfort Inn has

8 floors and each floor has a total of 5 windows.

If you were to wash the windows of the Holiday Inn, how many

windows would you wash?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Please solve this problem in more than one way. You must show

your solution visually and with a number sentence. Materials will be

provided if you would like to use them.

Constructed Response Assessment

12th Grade Reading Constructed Response

Discuss the relationship between the two cases,

Plessy v. Ferguson (1896) and Brown v. The Board of

Education of Topeka (1953). Be sure to review the

similarities and differences between the cases and

emphasize the relationship between the two. Give

specific examples from both readings and draw from

outside sources and/or personal experiences to

support your answer.

Assessments: Tangible Products Evidence of Student Learning

Documentaries

Surveys

Diagrams

Web 2.0 applications

Persuasive speech

Create models

Legal Briefs

Blogs

Web page

Hypothesis testing

Grant proposals

Video Conference

Podcasts

Media Criticism

Captions

Original plays

Graphic organizers

Digital Storytelling

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21st Century Skills

Critical Thinking

Problem Solving

Communication

Collaboration Information Literacy Media Literacy

FIVE TYPES OF ALIGNMENT Internal: The elements in a teacher or district

consensus curriculum map align to one another. Cumulative: The curriculum maps build year to

year; class to class K-12 External: The curriculum and assessment maps

align to external standards and expectations. To Students: Curriculum and assessment maps

are specifically designed to match the needs of specific learners in specific locations. Global: The aims and actions of our school

curriculum and programs will help our learners connect to global communities.

Heidi Hayes Jacobs

Activities:

Align directly with the skills and provide the opportunity for students to practice and become proficient at a specific skill

Steps in the Process…

• Identify your unit topic and subtitle

• Identify your Big Idea/major concept

• Develop your Essential Questions

(reword your Big Idea/major concept,

others?)

• Unpack the content you need to teach

(check standards) so students can

demonstrate an understanding of the Big

Idea

• Include corresponding precise skills for each piece of content (cross check with standards)

• Check level of understanding for alignment with standards

• Consider possible assessments that would allow students to demonstrate understanding

• Include activities that allow students to practice the skills

• Include resources that support the unit and engage students in the learning process

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Coaching for Quality

What are the questions that you could use to guide others to think about quality?

Curriculum Mapping A-Z Chart

A-B C-D E-F

G-H I-J K-L

M-N O-P-Q R-S

T-U V-W-X Y-Z

TERMS MATTER! The CM Seven-Step Review Process:

1. Collecting the Data 2. First Read-Through 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.)

The Read-Through Process • Each person reads the maps for the

predetermined areas of focus and notes items to be shared during the process.

• Data is collected and compiled in the small group(s) during the Read Through process.

• Common themes are identified and target(s)/priority areas are determined.

• Small groups meet to address the target/priority areas and consider next steps.

Reading the Maps Use the areas of focus in the

quadrant: Skim each map for that information Nonnegotaibles easily determined Note any possible gaps/repetitions Check for precise language – skills and content Check for progression of skills Check level of understanding (Bloom’s Taxonomy and/or DOK) Write comments directly on the map or jot your notes on the form

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Areas of Focus

1. Are the Nonnegotiables Easily Determined?

2. Possible Gaps/Repetitions?

3. Precise language – content and skills?

4. Scaffolding of Skills?

Reading a Map: Areas of Focus

1. Scaffolding of Skills? 2. Possible Gaps/Repetitions

3. Integration of Literacy Skills

4. Questions/Clarifications

Questions to Consider…

• What Common Themes Surface Across the Grades?

• Priority Areas?

• Questions to Be Addressed?

…How can the mapping process be used to integrate other initiatives?

Mapping As a Hub…..

Curriculum Mapping

UbD

Literacy

Pacing Guides

Standards

RTI

Differentiation

Visual Tools: David Hyerle

Connecting Initiatives (team exercise)

• Ask school or district teams to brainstorm a list of key current building initiatives. Write each initiative on a separate post-it note.

• Brainstorm two or three value added points for students from implementing that initiative. Add those as bullet points under the initiative and place it on the table.

• Write the term Curriculum Mapping in the center of one of the post-it note.

• List the value added to students as bullet points under Curriculum Mapping and place it in the center of the table.

• As a team, discuss the connections. How do they support each other?

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Mapping as a Hub

Curriculum

Mapping

Visual Tools: David Hyerle

IV. Advanced the Mapping Process

• 21st Century Upgrades – content,

skills, and assessments

• New Forms and Structures

• Integrating New Standards

Upgrading Assessments

• Step 1 – Develop a pool of assessment replacements.

• Step 2 – Identify the existing types of software, hardware, and Internet-based capabilities in your school or district.

• Replace a dated assessment with a modern one.

• Share the assessment upgrades with colleagues and students.

Dr. Heidi Hayes Jacobs

Curriculum 21

http://www.curriculum21.com/clearinghouse

A

Student Benefits Teacher Benefits

District Benefits Parent Benefits

Benefits of Curriculum Maps

Common

Benefits

CM…Valued Added….

• Common Language

• Gain information

• Avoid Needless Repetitions

• Identify Gaps

• 21st Century Skills

• Integration of Literacy

• Types of Assessments

• Higher-order thinking

• Other Initiatives…

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…What do you see as possible next steps as you think about mapping in your school?

Questions…????

http://www.curriculum21.com/

ann@curriculum21.com

Mapping Your Support Structure

Members of the

Team

Potential Roles

and

responsibilities

Training needed

to be successful

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Copyright © 2010 Curriculum Designers Inc

Core Map Template Strand: __________________________

Big Idea(s)/Major

Concept(s)

Core Content Skills Evidence

Unit  Map      

Unit Title: _______________________________________ Subject/Course: _____________ Grade: ____________ Length of Unit: _____________   Essential Questions

Big Idea(s)/Major Concept(s)

Content

Skills

Assessments

                   

               

       Key  Terms:  

   

     

Unit  Map      

Unit: Grade/Subject:   Essential Questions

Major Concept/Big Idea

Content

Skills

Assessments

Activities

Materials/ Resources

             

 

Unit  Map