1. York Curriculum Development Module 2: Curriculum Maps
Toby Boss
Lenny VerMaas
Jen Madison
April Kelley

2. Essential Questions
How can we map the curriculum to reflect the learning goals?

3. Goal
Participants will be able to generate useful curriculum maps that guide instruction.

4. What are the components of a curriculum?

5. Components Curriculum Maps Common Assessments Anchors Rubrics
Learning Activities (learning plans)
Troubleshooting Guides
Differentiation

6. Curriculum Maps Provide
A coherent Pre-K-12 curricular structure
A curriculum that spirals around “big ideas” and essential questions in the disciplines.
Opportunities for making “natural” (i.e., not forced) cross-disciplinary connections.
Regular assessment points (i.e., cornerstone assessments) for gauging progress and guiding improvement actions

7. Curriculum Maps
Detail the essential content, habits of mind, and learning goals.
Maps may include:
Units
Content standards
Objectives (learning goals)
Time allotment
Vocabulary
Materials
Activities

8. What’s Essential?
write down objectives that would represent what you want the students of your class to be able to do or know when they finish your course.
take a little time to look over your list
on your own go through the list and check the objectives that would still be important to know in 5 years.

9. Big Ideas and Enduring Understandings Worth being familiar with
Important to know
and to do
Big Ideas
and Enduring
Understandings

10. Objective
A description of the learner following instruction. It specifies what is to be learned, to what level, and the behavior that will provide evidence
At times the objective will describe what conditions are needed for the objective to be met and the expected performance level

11. Objectives
Teachers should focus on the “mastery” skills and concepts for the grade level.
Skills introduced, but not taught to mastery are not included - this is articulation
Two part:
Verb - action word, what the student will do as a result of instruction
Content - the learning or skill

12. Examples
The learner will describe (verb) the differences between mammals and reptiles (the content).
Pay attention to verbs
Make sure that the objective is clear about what students know or can do.

13. Objectives vs Activities
Objectives describe the student - what they know and can do as a result of instruction.
Activities are completed by the students as part of the learning or assessment process

14. Objective or Activity? The learner will read To Kill a Mockingbird
The learner will be able to generate examples of prejudice
The learner will complete a Venn Diagram about socialism and capitalism
The learner will be able to compare and contrast socialism and capitalism

16. Today High light the verbs in each objective.
Tape the pages of your curriculum map to make a long list. This may need to be two list
Post the list on the wall in order of the classes taken.

17. Next Step Look at the objectives of the class to your right.
Consider the following:
Do we build skills from one level to another.
Are the essential objectives measurable. Remember step 2 is to determine how we know if the students have learned it.
Discuss with the person who created the essential learning and note on the flip chart any suggestions.

18. Processing What have been your experiences with the curriculum maps?
What other questions need to be answered?

19. Early Dismissal Schedule
August 31: Curriculum Maps
September 28: Common Assessments
October 12: Anchors
November 30: Rubrics
December 14: Learning Activities
January 25: Trouble Shooting Guides
February 22: Differentiation