curriculum mapping mapping the big picture: integrating curriculum and assessment in the 6x3...
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Curriculum Mapping
Mapping the Big Picture:Integrating Curriculum and
Assessment in the 6X3 schedule
Curriculum Mapping:A tackle box for teachers
The tackle box (curriculum map) organizes all the things you need for success…whether you are a new teacher or a veteran educator
What’s in our tackle box that will assure our success?
Curriculum Mapping:A tackle box for teachers
Fishing Regulations are like the Standards…• Identifies what you are
fishing for (the learning!)
• Weight /Size requirements (Benchmarks)
Curriculum Mapping:A tackle box for teachers
• We look at the regulations (standards) and decide what we will fish for and when we will fish during the year…
• We are planning our fishing season …mapping our way to success
Curriculum Mapping:A tackle box for teachers
Let’s start filling our tackle box…
Heidi Hayes Jacobs“Mapping the Big Picture” 1997
“Getting Results with Curriculum Mapping” 2004
“Curriculum Mapping Planner” 2009
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data…if it takes longer, there is misunderstanding about the scope of the task
We begin by collecting and organizing our own content…
My tackle box might look like this…
It’s all there…but it might be a little unorganized…
So let’s start collecting and organizing our tackle…
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
The BIG IDEAS(45 min.)
Create UNITS(describe/name…don’t use numbers)
Big Ideas (Content) by Unit:1. Set Starting Month and Duration Enter what students need to know?
1
1
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
2. What should students be able to do?
The BIG IDEAS: (nouns)(45 min.)
Create UNITS(describe/name…don’t use numbers)
Skills- Performances(45 min.)
Selecting the “primary skills” (verbs)
Enter Skills for the Unit:2. What should students be able to do?
2
Curriculum Mapping:A tackle box for teachers
• We use a standardized scale (assessment) to measure if the fish is the right size…and we all use the same measurements (inches and pounds)
• We use assessments to make sure the measurement is accurate: common assessments that are aligned to the standards
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
2. What should students be able to do?
3. What are the evaluation tools you use?
The BIG IDEAS: (nouns)(45 min.)
Create UNITS(describe/name…don’t use numbers)
Skills- Performances(45 min.)
Selecting the “primary skills” (verbs)
Products/performances(45 min.) (list only)
Enter Evaluations/Assessments for the Unit:3. What should students be able to do?
3
Curriculum Mapping:A tackle box for teachers
• We keep our tackle organized in one place…all the lures, baits, line, weights and bobbers…all the strategies you have used successfully
• AND we can share it with everyone who is fishing…and it’s there to use ALL THE TIME!
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
2. What should students be able to do?
3. What are the evaluation tools you use?
The BIG IDEAS: (nouns)(45 min.)
Create UNITS(describe/name…don’t use numbers)
Skills- Performances(45 min.)
Selecting the “primary skills” (verbs)
Products/performances(45 min.) (list only)
4. Capture the most valuable resources you use
Software, text, links, videos, etc.
Enter Resources available for Unit:4. Capture documents, software, website links, texts, primary sources, videos, graphics…
4
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
2. What should students be able to do?
3. What are the evaluation tools you use?
The BIG IDEAS: (nouns)(45 min.)
Create UNITS(describe/name…don’t use numbers)
Skills- Performances(45 min.)
Selecting the “primary skills” (verbs)
Products/performances(45 min.) (list only)
4. Capture the most valuable resources you use
Software, text, links, videos, etc.
Do’s:1 . Consult your resources
to retrieve data2 . Use nouns for content
and assessments / verbs for skills
3 . Remember that the maps are not used to evaluate you… we are collecting data to share
7. Review Process Continues
6. What needs Long Term R&D?
5. What Can Be Revised Now?
4. Large Group Review
3. Mixed Group Review
2. The First Read Through
1. Collect the Data
CurriculumMapping
Gather standards, syllabus, lesson plans,
and/or pacing—curriculum guide
Everyone should create their own map: The purpose is to collect
genuine data about how you would teach content and skills under the
6X3
Macro - Level
Low Level of Detail
Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task
1. What do students need to know?
2. What should students be able to do?
3. What are the evaluation tools you use?
The BIG IDEAS: (nouns)(45 min.)
Create UNITS(describe/name…don’t use numbers)
Skills- Performances(45 min.)
Selecting the “primary skills” (verbs)
Products/performances(45 min.) (list only)
4. Capture the most valuable resources you use
Software, text, links, videos, etc.
Do’s:1 . Consult your resources
to retrieve date2 . Use nouns for content
and assessments / verbs for skills
3 . Remember that the maps are not used to evaluate you… we are collecting data to share
Don’ts:1 . Don’t attempt to get it
all… this is the MACRO view… not the detail
2 . Don’t forget to set the starting month and duration of the Units
3 . Don’t Worry!!! We will collaborate as professionals to succeed!
7. Review Process Continues6. What needs Long Term
R&D?5. What Can Be Revised Now?4. Large Group Review
3. Mixed Group Review
1. Collect the Data
CurriculumMapping
2. The First Read Through
Review process begins
2 . The First Read Through: Gain Information· Is it all there? · What is here that I didn’t expect?· Are the Standards attached?· Is there basic alignment?· Are the assessments aligned and
meaningful?· Highlight/Underline for future
examination
Each teacher is looking for three things:1. What is being taught that I didn’t expect? Gain information.2. What are the gaps?3. What is redundant?
2+ hours
7. Review Process Continues6. What needs Long Term
R&D?5. What Can Be Revised Now?4. Large Group Review
3. Group Review
CurriculumMapping
2. The First Read Through
REPORTING OUT PROCESS: WHAT DID WE LEARN?
Edit/Revise
2 . The First Read Through: Gain Information
Each teacher shares what they learned from the read through:
· What areas were identified that might warrant attention?
3+4+5 Group Review…What can be revised now?
· Moving from reviewing to editing, revising, development
· Consolidate the individual maps to create a first draft consensus map
1. Collect the Data
Curriculum Mapping:A tackle box for teachers
• No more “secret” fishing spots• We share our strategies so we all
can catch the big one.• We ask each other “how’s the
fishing?”…and if the “bite” is a little slow…we change our strategies…share our secrets… we don’t sit in the same spot and throw our line in the same place, using the same lure, and expect to catch fish every time!!!
Are we like this???
OR… working together we can all catch fish!!!