Curriculum Mapping Project

Sue Z. Beers suebeers@netins.netBettina Mihai bettinamihai1@gmail.com

2011

Understanding the standards Developing purpose of mapping Getting the big picture: mapping by month Understanding the components of the

curriculum map Developing 21st century curriculum maps Reviewing / Evaluating the maps Revising curriculum maps Sharing the maps!

The Process

"There is nothing so terribleas activity without insight."

-Johann Wolfgang von GoetheGerman Playwright, Poet, Novelist and Dramatist. 1749-1832

McWilliams, 2009

Definition of Curriculum Mapping

Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school or district. Curriculum mapping provides the basis for authentic examination.

Module 1, Figure 1

Curriculum maps can be aligned both horizontally and vertically, organizing content, skills, assessments, and resources over time.

By mapping what's actually taught and when it's taught, teachers produce data that can be used with assessment data to make modifications in instruction. (Educational Leadership, December 2003/January 2004).

Curriculum Mapping

Stage 1 – Identify desired results Stage 2 – Determine acceptable

evidence Stage 3 – Plan learning

experiences and instruction

Curriculum Mapping…

Content Standards and Knowledge & Skills

Enduring Understandings Essential Questions

Stage 1: Identify Desired Results

Determine methods of assessment◦ Performance task◦ Other evidence

Quizzes, tests, prompts, work samples

ObservationsStudent self-assessment

Stage 2: Determine Acceptable Evidence

WHERE Misunderstandings Determine the role of technology

in enhancing teaching and learning i.e., using the audio documentary content

Stage 3:Plan Learning and Instruction

Do the activities explain by themselves where are your students heading and why?

Do the activities hook your students through engaging, thought provoking experiences?

Do the activities help students experience the ideas or issues to make them real?Do the activities cause students to reflect and rethink- to dig deeper into the core idea?

Do the activities allow for students to exhibit their understanding through a product or performance?

Curriculum Mapping: The Big Picture

Timelines for Curriculum Implementation

Horizontal Curriculum Map by Month

Month Standard(s) Essential Questions Content Skills

Sept

embe

r

Oct

ober

Nov

embe

r

Dec

embe

r

Janu

ary

Curriculum Mapping:Breaking It Down

Creating Unit Maps to Guide Instruction

What we want students to be able to do is to take information and skills and apply them in new situations rather than “spewing back the particular fact, concepts, or problem sets that were taught.”

Wiggins and McTigheUnderstanding by Desigh

“Understanding is always fluid, transformable into a

new theory.”

BEFORE you do your lesson plans, ask yourself, “What do I really want these student to know? What is the core nugget of knowledge that, when they are 32 years old and have forgotten most of what they have learned, will allow them to function in real life situations?”

“How does one go about determining what is worth understanding amid a range of content standards and topics?” Wiggins and McTighe, 1989 p.10

“Students can hit any appropriate achievement target that is clear and holds still for them.”

-Rick Stiggins Assessment Training Institute

CURRICULUM MAP

Course: __________________________________________ Teacher: ________________ UNIT TITLE: ENDURING UNDERSTANDING(S): SOCIAL STUDIES STANDARDS: LITERACY STANDARDS:

ESSENTIAL QUESTION(S): CONTENT: SKILLS / UNDERSTANDINGS: VOCABULARY: ASSESSMENT / EVIDENCE ACTIVITIES / LEARNING OPPORTUNITIES: RESOURCES: TECHNOLOGY INTEGRATION

Many students view classroom activities as “…an

arbitrary sequence of exercises with no

overarching rationale.”From “Inside the Black Box” by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998.

What chapter I need to get to… Daily activities What am I going to assign for homework I have to change the test and cross out all

of the questions I didn’t get to this year Quickly check to make sure I have some

of the SLEs covered Remind yourself that you are probably

teaching something that is on the BM or EOC anyway

Traditional Planning…

OLD Curriculum Terms

New Terms Curriculum Mapping

1. Goal2. Lesson Plan3. Scope & Sequence Resource Guide4. “Understands…”5. Materials6. Objective7. Collaboration8. Test/Quiz

1. Essential Questions2. Activities3. Curriculum Map4. Higher Order Thinking Verbs5. Resources6. Benchmark and Critical Skills7. Collaboration8. Assessment

Making Sense of the Terms

worth beingfamiliar with

important toknow and do

Establishing Curricular Priorities

“big ideas”worth

understanding enduring understandings

“nice to know”

foundational concepts & skills

Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

McWilliams, 2009

Good to know; knowledge worth being familiar with; covered in class

Essential, important to know; uncovered in class

Enduring knowledge; has understanding beyond the classroom; student come to the realization

Three types of knowledge

The Six Facets of UnderstandingIn

terp

reta

ti

on

Empathy

Self-Knowledge

Explanation

Pers

pect

ive

Application_______

Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

Superficial Coverage

vs.

Uncovering Big Ideas

McWilliams, 2009

1) explain provide thorough and justifiable accounts of phenomena, facts, and data2) interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

3) apply — effectively use and adapt what they know in diverse contexts

4) have perspective — see and hear points of view through critical eyes and ears; see the big picture5) empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience6) have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard

6 Facets of Understanding

6 Facets of Understanding

“The six facets reflect the different connotations of understanding.…From an assessment perspective, the six facets offer various indicators of-windows on-understanding….The facets suggest a goal: In teaching for transfer, complete and mature understanding ideally involves the full development of all six kinds of understanding.” Wiggins and McTighe (p.85)

Explanation

6 Facets of Understanding

Facet 1: Explanation : knowledge of how and why.

When we can explain something by generalizations or principles, provide justification through facts, data, and make insightful connections and provide examples or illustrations. Wiggins and McTighe

Questions that probe for ExplanationWhy is that so?What explains such events?What accounts for such action?How can we prove it?To what is this connected?What is an illustrative example?How does this work?What is implied?

Interpretation

Six Facets of Understanding

Facet 2: Interpretation : making meaning, translations, interpretations

“The student possessing this understanding can show an event’s significance, reveal the data’s importance, or provide an interpretation that strikes a deep chord of recognition and resonance.” Wiggins and McTighe (p. 89)

Questions to Illicit Interpretations What does it mean?Why does it matter?What of it?What does it illustrate or illuminate

in the human experience?How does it relate to me?What makes sense?

Application

Six Facets of UnderstandingFacet 3: Application : ability to “do” the subject. Ability to use and adapt what we know in diverse contexts.

“We show our understanding of something by using it, adapting it, and customizing it. When we must negotiate different constraints, social contexts, purposes and audiences, we reveal our understanding as performance know how. Wiggins and McTighe (p.93)

Questions to ask for Demonstration of Application

How and where can we use this knowledge, skill, or process?

How should my thinking and action be modified to meet the demands of this particular situation?

How is ____ applied in the larger world?

Perspective

Six Facets of UnderstandingFacet 4: Perspective: see and hear different points of view; see the big picture.

“A student with perspective is alert to what is taken

for granted, assumed, overlooked, or glossed over in an inquiry or theory. …This type of perspective is a powerful form of insight because by shifting perspective and casting familiar ideas in a new light, once can create new theories, stories and applications.” Wiggins and McTighe (p.95)

Questions that probe for PerspectiveFrom whose point of view?From which vantage point?What is assumed or tacit that needs to be made

explicit and considered?What is justified or warranted?Is there adequate evidence?Is it reasonable? What are the strengths and weaknesses of the

idea?Is it plausible?What are its limits? So what?

Empathy

Six Facets of UnderstandingFacet 5: Empathy : The ability to get inside another person’s feelings and worldview.

“Empathy is different from seeing in perspective, which is to see from a critical distance, detached to see more objectively. With empathy, we see from inside the person’s worldview, we walk in their shoes, we fully embrace the insights that come with engagement.” Wiggins and McTighe (p.98)

Questions that Illicit EmpathyHow does it seem to you?What do they see that I don’t?What do I need to experience if I am

to understand?What was the writer, artist, or

performer feeling, thinking, seeing, and trying to make me feel and see?

Self Knowledge

Six Facets of UnderstandingFacet 6: Self-Knowledge : The wisdom to know one’s ignorance. Critical self reflection.

“…a greater attention to self-knowledge means we do a better job of teaching and assessing self-reflection in the broadest sense. Self knowledge is the key facet of understanding because it demands that we self-consciously question our ways of seeing the world if we are to become more understanding-better able to see beyond ourselves.” Wiggins and McTighe (p.102)

Questions that Encourage Self Knowledge

How does who I am shape my views?

What are limits of my understanding?

What are my blind spots?What am I prone to misunderstand

because of prejudice, habit, or style?

STANDARDS

Definition: Standards from the NY Social Studies Standards and the NCCSS

Criteria:• Direct instruction • Assessed within the unit• Represent key learnings expected

“is an intellectual linchpin. A linchpin is the pin that keeps the wheel in place on an axle. Thus, a linchpin idea is one that is essential for understanding – without it a student cannot go anywhere.”

An essential question

ESSENTIAL QUESTIONS

Definition: Overarching questions that provide focus for the unit and are aligned to the “Big Ideas,” concepts, or themes

Criteria: •Encourage higher level thinking•Help students make connections beyond content being studied•Focus on “Why is this important?”•Include different levels of questions (fundamental, situational, authentic)•Written in question form

is a provocative question designed to engage student interest and guide inquiry into the important ideas in a field of study.

does not have one “right” answer is intended to stimulate discussion and

rethinking over time raises other important questions When using more than one, essential questions

can be differentiated to meet student needs.

An essential question:

Have no one obvious right answer Raise important questions across content

areas Reflect conceptual priorities Recur naturally Are framed to provoke and sustain student

interest

Essential Questions

Topical – can be answered by uncovering a unit’s content. They stay within the bounds of the topic. They can be answered as a result of in-depth inquiry. Ex: After reading Merchant of Venice, answer the question: Is Shakespeare prejudiced?

Over-Arching – Point beyond a unit to a larger, transferable idea. May link a topic to other topics and subjects. Ex: What in Shakespeare’s plays make them “classic” literature?

Two Types of essential questions:

Overarching Essential QuestionsHow does conflict create change?What are rights and responsibilities that lead to independence?Does power corrupt?How does time affect change?What interactions stimulate growth?What is the balance between humans and nature?What is stretching and shrinking around you?

How does conflict affect the economy of a country?

How does climate determine population? What if the South had won? What makes the Constitution a living

document? Why should I learn slope? How can natural disasters be good for the

planet?

Topical Essential Questions

Why are social scientists concerned about cause and effect?

How can examining cause and effect help us understand relationships between people, places, ideas, and events?

To what extent can understanding cause and effect help us solve problems and make decisions?

How does the study of history help us realize that ideas and actions of individuals and groups have consequences and shape events?

Newport News Public Schools

Enduring Understanding : Social scientists examine cause and effect to see relationships between people, places, ideas, and events.

Why should we study the past? How can studying the past help us understand the

present world and the future? How can past events shape present and future events? Why should we be concerned about future events? How can we study the past? To what extent can studying the past events help us

predict future events? How can the study of history help us compare and

contrast the relationship between the past and present? Newport News Public Schools

Enduring Understanding 2: Social scientists find the connections between events of the past and present to help understand our world.

Why should we understand how people, places, and ideas have changed over time?

How can people, places, and ideas change over time? How have the actions, ideas, and values of people

changed over time? How have the cultural and physical characteristics of

places changed over time? How have the ideas of people changed over time? Is the world today a better place than the world of the

past? Will our future world be better than today's world? How can technology help us recognize and analyze

change over time? How can the study of history helps us connect continuity

and change? Newport News Public Schools

Enduring Understanding 3: Social scientists analyze and recognize how people, places, and ideas change over time.

Why should we compare and contrast people, places, ideas, and events?

Why should we recognize universal patterns that exist within our world?

What tools can social scientists use to compare and contrast people, places, ideas, and events?

How are people and places alike? How are people and places different? Are the people, places, ideas, and events in the world

becoming more alike or more different over time? How can technology help us study and compare

people, places, ideas, and events? Newport News Public Schools

Enduring Understanding 4 : Social scientists study and compare people, places, ideas, and events to make sense of our world.

Why should we recognize and analyze multiple points of view? Why should we care about the perspectives of others? How can looking at multiple points of view help us explain the ideas

and actions of individuals and groups? How can examining viewpoints that are different from our own help us

explain the actions of others? How can looking at different perspectives help us better understand

ourselves? How can recognizing multiple points of view help promote tolerance

and understanding of diversity? How can differing points of view affect relations between and within

societies? How can the perspectives of a group affect their use of and impact on

the environment? To what extent can examining multiple perspectives help us

understand conflict and promote cooperation and/or conflict resolution?

Newport News Public Schools

Enduring Understanding 5: Social scientists recognize and analyze multiple points of view to explain the ideas and actions of individuals and groups.

What evidence do social scientists collect? How can you determine if evidence is valid and

reasonable? How can you use evidence to solve problems and

make decisions? What types of problems are of concern for

historians, geographers, civic leaders, economists? To what extent can studying evidence from the

past help us prevent future problems and make decisions that will affect the future?

Newport News Public Schools

Enduring Understanding 6: Social scientists analyze and interpret evidence to solve problems and make decisions.

Why are making inferences and generalizations and drawing conclusions important in understanding our world?

How can making inferences about various types of information and drawing conclusions help us understand our world?

How can we use various types of information to make inferences and generalizations about various types of information?

How can we use a variety of sources to draw conclusions? Why should we use a variety of information and sources to

make inferences and generalizations and to draw conclusions?

Newport News Public Schools

Enduring Understanding 7: Social scientists make inferences and generalizations about various types of information anddraw conclusions from a variety of sources.

Why do social scientists gather, classify, sequence, and interpret information and visual data?

How do social scientists gather, classify, sequence, and interpret information and visual data?

Why is visual data important for understanding people, places, ideas, and events that shape our world?

To what extent does visual data help us to understand how people, places, ideas, and events shape our world?

What types of information and visual data do social scientists gather, classify, sequence, and interpret?

To what extent is visual data more powerful in helping us understand the world than other types of information?

How can we use technology to gather, classify, sequence, and interpret information and visual data?

To what extent can the study of history help us develop chronological thinking?

Newport News Public Schools

Enduring Understanding 8: Social scientists gather, classify, sequence, and interpret information and visual data in order to recognize how people, places, ideas, and events shape our world.

What are spatial relationships? Why should we be able to recognize and

analyze spatial relationships? How can recognizing spatial relationships help

us to see the relationship between and among people and places?

To what extent do spatial relationships influence the relationship between and among people and places?

How do spatial relationships change over time? Newport News Public Schools

Enduring Understanding 9: Social scientists recognize and analyze spatial relationships in order to see the relationship between and among people and places.

CONTENT

Definition: Key concept, targeted facts, and core content

Criteria:•Start with key concept, “Big Idea” or Enduring Understanding•Can be discipline, interdisciplinary, student-centered•Written in noun form—targeted facts and information points

SKILLS / UNDERSTANDINGS

Definition: What students need to know or be able to do in order to demonstrate mastery or understanding of the content

Criteria:•Begin with action verbs •Are specific ,observable, and measurable--precise, not generic•Include benchmark and critical skills•Reflect an expectation of higher levels of thinking •Include integrated skills included in teaching of the concept• Include additional skills that support the teaching of the content

explain conduct determineanalyze respond reasoninfer evaluate suggestinterpret create judgediscuss produce examinecompare generate decidecontrast detail justifyselect synthesize debatedemonstrate characterize verifydesign identify arguerecommend assess ratetell list describerelate locate writefind state namecreate invent composepredict plan Imaginepropose devise formulatedistinguish Investigate categorizeseparate advertise solveshow use Illustratecomplete examine classifyoutline distinguish predictrestate translate describe

High-Frequency WordsOn assignments, textbooks, tests, and teacher presentations

ASSESSMENTS

Definition: Evidence of Learning

Criteria:•Are demonstrations of learning•Include integration of multiple skills•Are tangible products or observable performances•Include multiple types of assessments to give a more complete picture of learning•Written in noun form•Are demonstrations of learning

ACTIVITIES

Definition: Practice opportunities to master skills

Criteria:•Hands on•Engaging•Incorporate different learning styles•Included in lesson plans

Do the activities explain by themselves where are your students heading and why?

Do the activities hook your students through engaging, thought provoking experiences?

Do the activities help students experience the ideas or issues to make them real?Do the activities cause students to reflect and rethink- to dig deeper into the core idea?

Do the activities allow for students to exhibit their understanding through a product or performance?

RESOURCES

Definition: Materials needed to implement instruction

Criteria:• Specific materials• Text that supports the standards• Video or media that supports the activities

VOCABULARY

Definition: Key words or phrases important to understanding the targeted learning

Criteria:• Directly / explicitly taught• Understanding assessed• Multiple exposures to the words included in instruction• Central to understanding

TECHOLOGY INTEGRATION

Definition: Technology that will be used in instruction to attain the standards

Criteria:• Integral to achievement of the standards• Used as a tool to learning• Options for students

Essential Questions

Content Skills AssessmentsResources

Can a civilization be original? What is the legacy of Classical Civilizations on our times?

BIG IDEA: Civilizations are influenced by those that proceed by both imitation and variation. -Formation of the Roman Republic -Contributions Evident in Contemporary Times-Law Twelve Tables, architecture, literature, roads, bridges -Roman Empire – Factors leading to growth -engineering, empire building, trade- -Causes of decline -Role of migrating nomadic groups from Central Asia -Pax Romana -Rome’s fall and the “Barbarians at the Gate”TERMS:  empire, nomad, classical, antiquities

• Explain the influence of key leaders in history whose decisions have impacted the legacy.

• Explain the relevance of key historical events

• Create a broad thesis statement which encompasses findings

• Select and incorporate relevant information in writing

• Cite sources using appropriate format

• Integrate the use of a variety of media sources to communicate ideas

• Generate a comparative essay using digital tools in a coherent and logical manner

--Video Podcast -Documentary created by teams of two comparing classical architecture to contemporary architecture

-- Electronic interview transcript with schools in Athens and Rome via SKYPE regarding the "state" of antiquities.---Facebook pages for Pericles and Julius Caesar with links to key events, biographical details, social groupings, with commentary. --Animated time line using open source software to demonstrate influence of Greeks on Romans; Romans on the USA.  

http://www.celtx.com/ -film making open source site ----Video podcast tools- RCA Little Wonders and/or Flip Cameras http://www.skype.com – open source to interact with laptop camerahttp://www.globalgateway.org - Global Gateway to find e-pal http://www.pbs.org/empires/romans/index.html - dynamic site from PBS on Romehttp://www.facebook.com http://www.timetoast.com/ - Web 2.0 timeline tool

MODULE 12- Example of Upgraded Curriculum Unit Map Grade 9- Legacies from Civilizations: Greece to Rome to the Present

•Documentation: Creating the maps

•Collaborative review and feedback from peers

Mapping: A Two-Sided Coin

Possible repetitionsPossible gapsEvidence of literacy skillsQuestions / Clarifications NeededSomething you learnedEvidence of higher order thinking

Reviewing our Curriculum Maps

CURRICULUM MAP – Self- and Peer-Review

Course: __________________________________________ Teacher: ________________ UNIT TITLE: SOCIAL STUDIES STANDARDS: LITERACY STANDARDS:

Appropriate # of standards? All standards taught? All standards assessed? Related to the essential question?

Logical extension of the content? Standards taught directly? Standards assessed? Related to essential question?

ESSENTIAL QUESTION(S): Highlight key concepts? Relate to the skills? Logical sequence? Engage the learners? Promote inquiry? Realistic for the time frame and level? Require deep understanding? Non-repetitious?

CONTENT:

Content clearly connected to essential question? Content important for long-term retention?

SKILLS / UNDERSTANDINGS:

Written as action verbs? Clearly connected to the essential questions? Represent what is needed to reach the standard?

VOCABULARY:

Impact understanding of the standard / essential question? Words that will be retained / tested? Key to understanding the concept?

Something I learned that I will be integrating into my instruction…

Something specific about curriculum mapping that became clearer to me….

Specific Follow-up Training that I would like to see offered that would help me successfully complete the mapping goals.

Questions I have…

Curriculum Mapping Training Session

Evaluating your Experience

Below is a link to ASCD’s online Professional Development Feedback

Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All

responses will be anonymously reported to ASCD.

http://survey.ascd.org/TakeSurvey.aspx?SurveyID=98K2mpl

Thank you for taking the time to honestly evaluate the program. The

results we receive help us to improve the quality of services you receive