OVERVIEW OF CURRICULUM MAPPING

HADDONFIELD PUBLIC SCHOOLS

Gino R. Priolo

SESSION GOALS Participants will

Have a broad understanding of the function of a curriculum map

Review the district's curriculum map template and understanding its components

Develop an understanding of the mapping process

TREASURE HUNT In teams of 4, use the Treasure Map provided

to hunt down the treasure! When you have completed your hunt, please

discuss with your group the representation of this metaphor.

THE NEED FOR CALENDAR-BASED CURRICULUM MAPPING

Anecdote, page. 1 (Mapping the Big Picture by Heidi Hayes Jacobs)

THE NEED FOR MAPPINGIf there are gaps among teachers within buildings, there are virtual Grand Canyons

among buildings in a district

Allows data on the curriculum to be examined both horizontally and vertically

The maps unpack the standards

DISTRICT MAPPING TEMPLATE-Please view template

UNPACKING THE TEMPLATE Standards Enduring Understandings Essential Questions Concepts and Skills Activities/Strategies Assessments

STANDARDS Broadly define what students should know

(the standard) and be able to do (the cumulative progress indicator)

All children will write in clear, concise, organized language that varies in content

and form for different audiences and purposes.

ENDURING UNDERSTANDINGS enduring understandings refers to the big ideas, or

the important understandings, that we want students to "get inside of" and retain after they've forgotten many of the details. They provide a larger purpose for learning the targeted content.

Involve big ideas that give meaning and importance to the facts

Addresses the “Why are we learning this?” questionStrong readers employ strategies to help them

understand text. http://www.authenticeducation.org/bigideas/nj_vide

os/eu.html

ENDURING UNDERSTANDINGS Strong writers develop and refine their ideas

for thinking, learning, communicating, and aesthetic expression.

Strong writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences and contexts.

Rules, conventions of language, help readers understand what is being communicated.

A writer selects a form based on audience and purpose.

ESSENTIAL QUESTIONS

Help to answer the enduring question Can’t be answered with a yes/no Can provoke and sustain student inquiry

What do readers do when they do not understand everything in a text?

http://www.authenticeducation.org/bigideas/nj_videos/eq.html

ESSENTIAL QUESTIONS How do good writers express themselves?

How does process shape the writer’s product?

How do writers develop a well written product?

How do rules of language affect communication?

Why does a writer choose a particular form of writing?

CONCEPTS/ACTIVITIES/ASSESSMENT Concepts/Skills: Define the specific learning

outcomes for students SW generate possible ideas for writing through

recalling experiences, listening to stories, reading, brainstorming and discussion.

Activities: Outline how the students will learn the concepts/skills Ask students to name a person important to them.

Then, list three reasons why that person is important Assessment: Identify how students will

demonstrate understanding of the concepts/skills 3-point rubric

HOW IT’S ALL CONNECTED MAPS ASK US TO PLACE THIS IN A TIME CONTINUUM Standard: All children will write in clear,

concise, organized language that varies in content and form for different audiences and purposes. EU: Strong writers develop and refine their ideas

for thinking, learning, communicating, and aesthetic expression. EQ: How do good writers express themselves?

Concept/Skill: SW generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming and discussion.

Activity: Ask students to name a person important to them. Then, list three reasons why that person is important

Assessment: 3-point rubric Maps ask us to place this in a time continuum

SAMPLE MAPS View one third grade and one fifth grade map

for reference

MAPPING PROCESS1. collect data2. First read through of map3. Mixed group review of map4. Mixed group comparison of reviews5. Determine intermediate review points6. Determine points requiring research and

planning7. Plan for next review cycle

K-2 PREVIEW—LANGUAGE ARTS/WRITING Collect data

Review lesson plans Existing maps Existing scope and sequences Standards

Based on the above data sources, define themes for the year

Based on the themes, begin to categorize content and skills by trimester/month

This would then lead into the first review session

LET’S GIVE IT A TRY Reviewing your September lesson plans,

work individually to map what you did in writing.

This is meant as an exercise, not necessarily to work towards a polished product

REVIEW With a grade level partner, review maps What do you notice?

QUESTIONS