2 Heidi Hayes-Jacobs defines Curriculum Mapping as: What Is Mapping?Heidi Hayes-Jacobs definesCurriculum Mapping as:“A calendar-based procedure for collecting a data base of the operational curriculum in a school and/or district.”“Mapping provides the basis for authentic examination of that data base.”Quotes from Curriculum Mapping Conference, Park City, July 2003
3 Diary Map --English Ms. Smith 8th Grade What Is Mapping?When we travel, we need a road map to know where we are and where we have been.Master Maps CPS District Wide K-12Master Maps Douglass Jr. High School 8-12Master Maps Ms. Smith 8th Grade DouglassHEIDI ALWAYS LIKES TO MAKES CERTAIN THAT EVERYONE INVOLVED REALIZES THE FACT THAT THERE IS NEVER "ONE MAP." MAPPING IS A SERIES OF MAPS, EACH "MAP" GOING "DEEPER." HERE IS THE ANALOGY: WE HAVE A MAP OF THE ENTIRE UNITED STATES (THE MASTER MAPS FOR THE XYZ DISTRICT K-12); WE HAVE A REGIONAL MAP (THE XYZ K-5 SCHOOL[S], FOR EXAMPLE--EXCELLENT ELEMENTARY); WE HAVE A STATE MAP (MRS. JONES 3RD GRADE AT EXCELLENT ELEMENTARY) AND WE HAVE VERY SPECIFIC (DETAILED) CITY MAP (MRS. JONES 3RD GRADE MATH CONTENT/ ESSENTIAL QUESTIONS/ SKILLS/ASSESSMENTS AT EXCELLENT ELEMENTARY)Diary Map --English Ms. Smith 8th Grade“Curriculum Mapping is a modern and effective tool to build cumulative learning K-12.”
4 What Is Essential For Building A Curriculum Mapping Data Base? CONTENTSKILLSASSESSMENTSTANDARDSThink of these three essential components as a musical composition. You must have all three to create a recognizable tune that an audience can appreciate In music, for example, if you are missing beat, but have rhythm and an instrument, it will not be music to your ears!The ONLY proven mapping format is Content, Skills, and Assessment. With The Curriculum Mapper you can add one additional mapping field, can title, teaching method, materials, etc.
5 Technology is your friend! Mapping TerminologyDiary Map (Done Monthly)A personalized map made by the Instructing Person (No “Team” Diary Mapping!)Master Map (Projected)A map that has been created for a course or subject by a team before the actual “testing out” of the first recorded mapping year has taken placeMaster Map (Consensus)A map that has been created after the actual “testing out” of the first recorded (and continuing on) mapping year– intertwining the diary maps’ information (and, if one was done, a projected map)Technology is your friend!The Curriculum Mapper
6 What about additional data? (Usually added as attachments to maps.) ContentInternet Links (Hyper Linked under Content: Resources)Actual Lesson Plans or WorksheetsSkillsState, district or local standardsAssessmentsActual AssessmentsEvaluative ToolsEssential Questions (Not Until Year Two!)IndividualGrade Level / Content AreaSpiraledTechnology is your friend!The Curriculum Mapper™
7 What Curriculum Mapping is NOT… “Set in Cement” …State Standards DocumentsCurriculum GuidesScope and SequencesSyllabiLesson PlansCurriculum mapping is reflecting on the realities of what is happening (ongoing) in each classroom, each month, each year.It is the Big Picture!
8 Curriculum Mapping is IT’S ONGOING STATIC … NOTSTATIC …IT’S ONGOINGYour maps serve as a living, breathing, ever-changing, “archived” history of a school or a series of schools.
9 Skills ASSESSMENTS DATA COMPARISONS Content Where does a school start? With Skills or Content? Depends on the school. Many schools in the very early stages of mapping may be most comfortable beginning with content. If a school is more familiar with their standards (which are skills-based), it may be more logical to begin with desired skills for a given class and derive assessments and content from that (true backward design).DATA COMPARISONSContent
10 "I recommend The Curriculum Mapper™ as a straightforward and thoughtful tool for assisting schools and districts carrying out the mapping process." Heidi Hayes Jacobs, Ed.D., author of "Mapping the Big Picture: Integrating Curriculum and Assessment K-12" (ASCD 1997)
11 What Does The Curriculum Mapper™ Technology Provide For You? Creates a clear understanding of your students’ horizontal and vertical educational experience on your campus and/or in your districtProvides teachers with a professional conduit wherein positive changes that benefit your students can be effectively implementedActs as a data repository (historical “bank”)Searches curriculum by keywords & Analyzes for gaps, repetitions, etc.
13 Searches Curriculum By Keywords & Analyzes For Gaps, Repetitions, Etc. Provides teachers with a professional conduit wherein positive changes that benefit your students can be effectively implemented.
14 How To Get To, And Use, The Curriculum Mapper™ So, Let’s Get Started!How To Get To, And Use, The Curriculum Mapper™Open your browser. Type in:Click the picture of the school in the middle of the website..
15 Diary Map – Edit A Month Mode To edit, you need to get to know the Tool Bar Choices…
16 The Edit Screen Buttons Save mapCopy this month to another course, another month, or another yearClose Add/Edit screen and return me to “My Maps-List” pageCut, Copy, and Paste textBold, Italics, and UnderlineInsert a symbol into my map (bullets, etc.)
17 The Edit Screen Buttons Change my font colorSpell checkPreview my complete map (without closing Add/Edit) Note: You will use this one a lot!Save As a Master Map (You may not have this button.)Integrate checked standards into my mapShows that a Document and/or Standards have been attached to my map
18 When Working On Your Maps, You Can… Let your mouse hover over any button to see what it does …Now it is time to get started creating your personal diary of what took place in your classroom for the past month…
19 An Essential Questions Overview If you really want students to remember what is being taught, use essential questions (a.k.a. “guiding-the-overall-learning” questions) to serve as the “hosts” that invite the students to be active participants in the learning process!QuestionsOverview
20 ? Essential Questions Supporting Questions Probing Questions Technically, there is great variety to the types of questions that are asked in the classroom…?Isolated QuestionsProbing QuestionsSupporting QuestionsEssential Questions
21 3 Levels of Questions Questioning Literal (Read the Lines) “Right There Answers” Bloom’s Levels = First TwoInferential (Read between the lines) “Have to Think About It Answers” Bloom’s Levels = Third and FourthApplied (Read beyond the lines) “Think About It & Add My Feelings/Thoughts” Bloom’s Levels = Fifth and Sixth
22 The Key: Standards Vs Questions Demonstrates fluent oral reading; varying intonation appropriate to text (K-3)How does noticing punctuation marks help me read better out loud?Evaluate various means for citizens to take action on a particular issue (Grade 6)If you are really passionate about a cause, how can you further it?Distinguish between goods and services and explain how people can be both consumers and distributors of goods and services (Grade 10)If you could start a factory, what would you make and who would be the buyers of your product?There is a cadre of individuals from each school that have been participating in the Curriculum Mapping course. These individuals will help and support our schools as everyone begins the process to develop maps.Course participants attended the workshop with Dr. Jacobs and took part in teleconferences from Heidi’s kitchen.Here we are now at the Summer Institute 2000.At this point , many of you are asking - “What do I have to do?”
23 Essential Learning Essential Question Fifth (S. S.) Fifth (S. S.) How can you improve your students’ learning? In other words, is there a way that you can help the learning “stick” better ?Essential LearningEssential QuestionStandardsThe student will identify the three branches of government as organized in the Constitution.What is the “backbone” of the United States Government?Fifth (S. S.)For our purposes today, we are going to focus on the universal student. We are going to name that student, Chris. Chris could be a highly gifted or a struggling student. We all have a classroom of Chrises. Pull up a chair and pretend that Chris is sitting there. Our main focus is “How do we improve Chris’s performance?”Suggestions for involvement:1. Create your student using a paper plate and other art materials.2. Turn to a neighbor and discuss a challenging student who comes to mind. (Use first name only.)Fifth (S. S.)Curriculum/ PracticesAssessments/ Evaluation
24 Why do bears hibernate and we don’t? How can you truly improve your students’ learning? In other words, is there a way that you can help the learning “stick” better ?Essential LearningEssential QuestionStandardsRecognize that seasonal changes can influence the health, survival, and activities of organisms.Why do bears hibernate and we don’t?First (Life S.)For our purposes today, we are going to focus on the universal student. We are going to name that student, Chris. Chris could be a highly gifted or a struggling student. We all have a classroom of Chrises. Pull up a chair and pretend that Chris is sitting there. Our main focus is “How do we improve Chris’s performance?”Suggestions for involvement:1. Create your student using a paper plate and other art materials.2. Turn to a neighbor and discuss a challenging student who comes to mind. (Use first name only.)First (Life S.)Curriculum/PracticesAssessments/Evaluation
25 ? Where do Supporting Questions fit in? ESSENTIAL SUPPORTING Life Science: Kindergarten Explore differences between living and non-living things?ESSENTIALIs everything on our Earth living?If something is dead, does that mean it is non-living?What makes things different?SUPPORTINGAre all non-living things made the same way?SUPPORTINGHow can you tell if something is a living thing?SUPPORTINGAre all living things the same?
26 Adding Standards To Your Diary Maps SPECIAL FEATURESAdding Standards To Your Diary MapsClick: State/Local Standards Tab.Use the pull-down list to choose the standards you want to see.Important! Check Subject and Grade bars to make certain they reflect your standards focus and your proper grade level.You will now see your selected standards with “keyholes” on the far left of the Standards screen.
27 Adding Standards To Your Diary Maps SPECIAL FEATURESAdding Standards To Your Diary MapsClick on the keyhole for the standard you want. It will “open” (latch will turn to the right) and you will see a little, square blank box (or more keyholes).Click inside the little, blank box. A black check mark will appear in the box.Next, open the rectangular blank box (see blue arrow at right). You need to decide if that standard is being Introduced, Developed, or Reinforced in your classroom. Click on your appropriate choice. (Note: You cannot choose two!)
28 Adding Standards To Your Diary Maps SPECIAL FEATURESAdding Standards To Your Diary Maps3. Continue this process until all the standards you want have been found, marked, and included.4. Double-check that your cursor is in the “right spot” (place it after your written-out content or skill) and click on this icon:This symbol will soon appear on your map and your selected standards are now embedded into your map. To complete the process, click on the SAVE icon (top left corner icon) or the SAVE button at the bottom..
29 SPECIAL FEATURESUploading A Document From Your Computer To Your Document Library To Be Placed In Your Diary Map…1. Click the Document Library bar Click Upload bar
30 Uploading A Document … SPECIAL FEATURES Complete the File Upload form by filling in ALL SIX fields…Note: The Browse Button must be utilized to “get to” your desired file containing your desired document.(Note: The document description is very important as it is used when the Mapper™ conducts searches!)When all six fields have been completed, click Upload File bar (near bottom left corner of screen)…
31 School Overview (Make sure you have correct year!) There are 3 main columns:Name of Map “Creator” (A Master Map will list a Department Chair or a Designated “Gatekeeper” as the creator, although, input for Master Maps are to be from all teachers within that discipline or course.)Course Titles Red = Master Map Blue or Purple = Diary MapLast Date a particular map has been revised
32 Best-Case Scenario for CM Implementation Start with a CM Cabinet of teachers across grade levels and disciplines, plus essential administration. Read/watch available materials; choose technology component.CM Cabinet either works on Projected Maps or Diary Maps for a determined period of time (to learn the ins and outs of mapping, as well as the technology piece).Here is the overview for the staff development on Curriculum Mapping for this year. A specific plan for each school will be developed to present to your principal during the Summer Institute.REVIEW THIS SLIDE AND NEXTIntroduce the concept to the entire staff and begin the training process for how one writes a quality map and maneuver the chosen technology
33 Two Essential Skills are necessary for creating quality maps… CURRICULUM&TECHNOLOGY
34 CURRICULUM TECHNOLOGY If possible, split your training of teachers into these four groups!#2Low Technology High Curriculum#1High Technology High CurriculumHIGH#3Low Technology Low Curriculum#4High Technology Low CurriculumCURRICULUMLOWLOWHIGHTECHNOLOGY
35 Best-Case Scenario for CM Implementation Ask of the teachers, in the first year, to map only one subject or one class period at the end of each month.After approximately three months of recording diary maps, allow the teachers time to meet horizontally to discuss the ease/unease of reading the diary maps, as well as begin dialogue concerning the vertical alignment.Here is the overview for the staff development on Curriculum Mapping for this year. A specific plan for each school will be developed to present to your principal during the Summer Institute.REVIEW THIS SLIDE AND NEXT
36 Best-Case Scenario for CM Implementation Toward the end of the school year, have teachers meet vertically to discuss gaps, repetitions, etc. Before the meeting, the teachers should have briefly studied all of the school’s vertical maps in their recorded discipline (called an edit review) and bring those notes to the meeting).Here is the overview for the staff development on Curriculum Mapping for this year. A specific plan for each school will be developed to present to your principal during the Summer Institute.REVIEW THIS SLIDE AND NEXTThe next meeting (should immediately follow the horizontal meeting) with vertical representation, share their horizontal teams findings. A recorder notes recommended changes or adjustments.
37 What are Mixed-Group (Vertical Teams) and Like-Group (Horizontal Teams) Reviews? Mixed-groups (Vertical Teams) consist of teachers and support staff across grade levels and like and different disciplines.Like-groups (Horizontal Teams) consist of teachers and support staff within a given disciplines or same subject and grade level.
38 What are the purposes of the Mixed-Group (Vertical Teams) and Like-Group (Horizontal Teams) Reviews? Horizontal & VerticalTo identify the areas or priorities in need of changeTo examine maps for gaps, absences, and redundanciesTo raise central or extended questions and/or issues.
39 The Key to Mapping and V / H Discussions and Decision Making… Truthful Recording (Naked Cruise Line!)Adequate Times to Meet (Remember, with The Curriculum Mapper™, you can meet via ! )Honest Communication (Finger-pointing towards data only, not towards each other!)Quality Collaboration
40 Best-Case Scenario for CM Implementation After the vertical team meeting, the teachers and staff meet once again in their horizontal teams to compare all the vertical teams notes. Then the entire staff comes together to share results of the mapping exercise and what changes will take place, or will be looked into further. (Be aware the change is not always curriculum!)Here is the overview for the staff development on Curriculum Mapping for this year. A specific plan for each school will be developed to present to your principal during the Summer Institute.REVIEW THIS SLIDE AND NEXTThis cycle continues…
41 Reviewing maps works best, and is most productive, when teachers have first individually edited the maps concerning the upcoming team meeting’s focus.Reviewing EDIT
42 MY THREE CONCLUDING THOUGHTS CONTENT: FOCUS:GAPS or REPETITIONSALIGNMENTSTeachers create a “product” (some type of recording data sheet) based on designated focus when they edit.OTHER CONCERNSMY THREE CONCLUDING THOUGHTS
43 Curriculum Mapping The only way to know for certain is to map it out! Do You Know What Your Students Know?The only way to know for certain is to map it out!