ASD20’s Learning Services DepartmentCurriculum & Instruction Team

April 2013

Curriculum Mapping

Anticipated Outcomes for Today:

• Learn about the history and understand the benefits of curriculum mapping

• Experience multiple tools to help curriculum map

• Participate during working time to begin the curriculum mapping process

Began in the 1980sCurrent gurus are Janet Hale & Dr. Heidi

Hayes Jacobs

CM in simple terms is:The documentation and

discussion of what teachers teachA collaborative process that helps

us understand teaching and learning

What is Curriculum Mapping?

Curriculum Mapping IS…A living, breathing documentA processVaried in formA collaborative effort

“set in cement”Our state standards or CCSS documentsA scope and sequenceA syllabus or lesson planA forgotten “list” of what we do or did

Curriculum Mapping is NOT…

It’s ongoing

Not static

Why Curriculum Mapping?

• It benefits ALL students.

• Mapping is a COMMUNICATION tool.

• Mapping is a PLANNING tool; it keeps us FOCUSED and targets necessary information.

• Promotes PROFESSIONALISM and teaching creativeness.

GapsRepetitionsExtra lessonsSupplements for BOEv

Specific parts of lessons that will address certain standards

What might be revealed

today…

Benefits of Curriculum Mapping

• Mapping replaces repeat teachings

• Mapping allows us to focus on fewer goals, and therefore, teach concepts in depth

• Mapping will eliminate wasted review and expand teaching time

• Horizontal alignment assures that teachers on a team follow a similar timeline

Curriculum Mapping: A Tool Belt for Teachers

1. Standards & Textbooks

2. Essential Questions

3. Assessment

4. Learning Experiences

Curriculum Mapping

FullTemplate:

A Connection

to our Colorado

Academic Standards

21st Century Skills: Inquiry

Questions

Questions intended to promote deeper thinking, reflection, and refined understandings.

21st Century Skills: Relevance and Application

Examples of how the expectation is applied at home, on the job, or in a real-world, relevant context.

21st Century Skills: Nature of

the Discipline

The characteristics and viewpoints one keeps as a result of mastering the expectation.

Expectations-Concepts

/Skills

What do students need to know? The indication that a student is making progress toward being prepared for high school and /or a prepared graduate.

Evidence Outcomes

How do we know that a student can do it? The indication that a student is meeting an expectation at the mastery level.

StandardsThe topical organization of an academic content area.

Learning Resources

An array of print or non print resources available to support student acquisition of concepts and skills. Ideas include: PPT, Word, Podcasts, Textbook materials, etc.

Learning Experiences

Activities and experiences that will engage students and help them learn, and enable them to achieve the essential learning targets.

Assessment

Diagnostic, formative, and summative. Used to gather evidence of student learning. May include demonstrated proficiency in the classroom through participation in discussion, presentations, and completed projects.

STOP!!!!

“At a minimum, if mapping is used to

simply find out what is really being taught

in a building/classroom, staff members are

better off than they were without maps.”

Heidi Hayes-Jacobs

Several Tools Available

1. CM Templates on the SBRC Wiki

2. Common Core State Standards Toolbox for math (suggested units)

3. Colorado’s District Sample Curriculum Project by CDE

4. Content Connection Tools by CDE

5. Understanding by Design by Grant Wiggins & Jay McTighe

1. CM Templates on the SBRC Wiki

2. Common Core State Standards Toolbox for math

• Footnotes include references to Standards Progression Documents & PARCC Model Content Frameworks

3. Colorado’s District Sample Curriculum Project by CDE• Origin: Fall 2012• Next Phase: instructional strategies, assessment options,

accommodation/differentiation ideas, resource possibilities• Purpose: inclusive

4. Content Connections by CDE

• A cross-content (multi-disciplinary) tool

5. Understanding by Design by Grant Wiggins & Jay McTighe

Social Studies: Standard 3: Economics1. The scarcity of resources affects the choices of individuals and communities.

a. Explain scarcity (DOK 1)b. Identify goods and services and recognize examples of each (DOK 1)c. Give examples of choices people make when resources are scarce (DOK 1-2)

 ORAL EXPRESSION: Standard 1 Oral Expression and Listening2. New information can be learned and better dialogue created by listening actively

a. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups..i. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

WRITING & COMPOSITION: Standard 3 Writing and Composition2. Exploring the writing process helps to plan and draft a variety of simple informational texts 

c. Organize informational texts using main ideas and specific supporting detailsd. Organize ideas using a variety of pictures, graphic organizers or bulleted lists

UbD Example from 2nd Grade CAS

Time to Work!!

Jacobs, H .H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

Udelofen, S. (2005). Keys to curriculum mapping: strategies and tools to make it work. ThousandOaks, CA: Corwin Press.

Resources