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Presentation on theme: "CURRICULUM MAPPING: AN OVERVIEW"— Presentation transcript:

Presentation Created By Janet Hale, Curriculum Mapping Consultant Janet A. Hale

2 All that is shared in this slideshow is based on the work of Dr
All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs… Mapping the Big Picture , ASCD Getting Results with Curriculum Mapping , ASCD Active Literacy Across the Curriculum , Eye On Education and …

3 Keys to Curriculum Mapping: Strategies and Tools to Make It Work Susan Udelhofen 2005, Corwin Press

4 A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process
Janet Hale December, Corwin Press

5 Ten Tenets of Curriculum Mapping
1. Curriculum mapping is a multifaceted, ongoing process designed to improve student learning. 2. All curricular decisions are data-driven and in the students' best interest. 3. Curriculum maps represent both the planned and operational learning. 4. Curriculum maps are created and accessible using 21st century technology. 5. Teachers are leaders in curriculum design and curricular decision-making processes.

6 Ten Tenets of Curriculum Mapping
6. Administrators encourage and support teacher-leader environments. 7. Curriculum reviews are conducted on an ongoing and regular basis. 8. Collaborative inquiry and dialogue are based on curriculum maps and other data sources. 9. Action plans aid in designing, revising, and refining maps. 10. Curriculum mapping intra-organizations facilitate sustainability. Hale, J. (2007). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.

7 Curriculum mapping is a calendar-based process for collecting and maintaining an ongoing database of the operational and planned curriculum in a learning organization. Curriculum mapping encourages teachers to be curriculum designers via authentic examination, collaborative/collegial conversation, and student-centered decision making. Janet A. Hale

8 Data-driven Reviews and Collaborations
Two CM Guidelines The Empty Chair Whenever teams or entire staffs meet in person, there is literally or figuratively an empty chair placed front-and-center in the room. This chair represents all of the students in a school or a district Usually, the student in the chair is referred to as “Chris.” Data-driven Reviews and Collaborations If it is in Chris’ best interest to change, modify, stop, start, or maintain a practice or other school/District-related issue, there must be data-based proof. Maps are a form of data!

9 Why Map? Reality State/Other Standards Proficiency Targets
Types of Maps (Monthly) Essential Consensus Projected Diary ON-GOING PROCESS (Daily) Lesson Plans Reality Mapping is a continuous cycle of reviewing what has actually happened (Diary Maps) compared and contrasted with curriculum planning (other Types of Maps) through ongoing curricular dialogue. Janet A. Hale

10 Four Types of Curriculum Maps Diary Map Projected Map Consensus Map
Essential Map

11 The “Essence” of Curriculum Mapping
Diary Map (Recorded Monthly) A personalized* map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction Commonly due by the “7th” of the next month *There is no such thing as “team” diary mapping. I am a data- collection portal…

12 The Nuts N’ Bolts of Mapping Language
Projected Map A map that has been created by an individual person for a discipline or course before the actual yearly testing out of its “planned itinerary” The Nuts N’ Bolts of Mapping Language Projected Map Diary Map These two types of maps are, in actually, the same map. Differentiation is based on the current month of the year.

Consensus Map (An Entire School Year Of Months) A map designed by two or more educators wherein all designers have come to agreement on the course learning based on standards and serves as the planned-learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course learning and instruction *Flexibility in additional learning, length of learning, assessments, resources, and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map. SCHOOL-SITE “LEVEL” MAPS

14 The Nuts N’ Bolts of Mapping Language
Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods) A map created via a team of educators (Task Force) that is representative of District learning expectations.* The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps *There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps. DISTRICT “LEVEL” MAPS The Nuts N’ Bolts of Mapping Language

15 “When we travel, road maps become more distinctive the closer we get to the ‘main destination’.”
Quote By: Dr. Heidi Hayes Jacobs Keynote Presentation, National Curriculum Mapping Institute. Janet A. Hale

16 "Levels" of Maps Base DETAIL
Bergenfield School District Grade 1 Essential Maps Lincoln Elementary School ConsensusMap Grade 1 Math Janet Biggins Nicki McGrane Susan McGuire More DETAIL Diary Map Janet Biggins Grade 1 Math Most (Monthly) DETAIL Much More Specific Day By Day DETAIL Weekly/Daily Lesson Plans Janet A. Hale

17 Diary Map Janet Biggins Grade 1 Math A Month’s Worth Of Learning
Cliffs Notes Diary Map Janet Biggins Grade 1 Math A Month’s Worth Of Learning = Janet A. Hale

18 We will all become “Stepford Teachers?”
No. Mapping focuses on Fair Access and Equitable Education for ALL students… Mapping Establishes Consistency (Essential/Consensus Maps) and Flexibility (Projected/Diary Maps)

19 What Curriculum Mapping is NOT…
“Set in Cement” State Standards Documents Curriculum Guides Scope and Sequences A Syllabus A Forgotten “List” Of What We Do Or Did Curriculum mapping is ongoing collaboration and reflection on the realities of what is planned and happening in each classroom each month and each year! Janet A. Hale

20 Curriculum Mapping Conference, 2003
“Maps equal data … Data equals facts and figures … Facts and figures show trends … And with this knowledge, we can give ‘all the above’ meaning by looking at the trends and comparing it to other data bases.” Curriculum Mapping Conference, 2003 Evidence Vs Claim

21 Curriculum mapping is IT’S ONGOING! NOT STATIC …
Curriculum maps serve as the living, breathing, ever-changing, archived and current history of your learning organization! Janet A. Hale

22 Curriculum Mapping = Systemic Second-Order Change
It is all about “doing business” differently. Please realize up front that teachers and administrators will be learners for some time As with all learners, new knowledge is best presented in small steps… Curriculum = A Path Run In Small Steps

23 Sustained, systemic change takes 3 to 5 years to fully implement!
Curriculum Mapping is an ongoing process, not a program! And remember…

24 Curriculum mapping is not something you add to what you already do
Curriculum mapping is not something you add to what you already do. It is a replacement model that means learning a new way of conducting the professional business of teachers improving student learning by designing rigorous, vertically aligned curriculum. The beauty of starting off and moving forward slow, steady, and in small steps is that there will never be an epilogue (Jacobs, Getting Results with Curriculum Mapping, ).


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