1. BASED ON THE WORK OF HEIDI HAYES JACOBS, PH.D AND SUSAN UDELHOFEN, PH.D CURRICULUM MAPPING OVERVIEW Revised by Lisa Cohen June 2014

2. RESEARCH-BASED PRINCIPLES OF AN EFFECTIVE LEARNING ENVIRONMENT Collaboration Reflection Shared Vision for Professional Growth Student Learning The process of curriculum mapping incorporates all these principles and brings educators together to learn from their practice as they share their insights to create a positive, effective learning environment for students.

3. WHAT IS CURRICULUM? How do you define curriculum? cur·ric·u·lum [kuh-rik-yuh-luhm] noun, plural cur·ric·u·la [kuh-rik-yuh-luh], cur·ric·u·lums. 1.the aggregate of courses of study given in a school, college, university, etc.: The school is adding more science courses to its curriculum. 2. the regular or a particular course of study in a school, college, etc.

4. WHAT IS MAPPING? Calendar based Process for collecting data representative of the operational (real) curriculum in a school and/or district Susan Udelhofen/SU-Consulting

5. TYPES OF CURRICULUM MAPS Journal Map (diary)-mapping as you go Projection Map - map what you did last year–use it to plan or project for this year Consensus Map - district decision to map when and what things are taught in the classroom. The “how” is the individuality.

6. CURRICULUM MAPPING IS A PROCESS WHICH BEGINS… With the instructor listing content When it is being taught What skills are used to teach content Schools/teachers becoming more aware of the flow of the curriculum horizontally (all classrooms in grades 6-12) and vertically (grade to grade) to help instructors keep the needs of the students in mind.

7. THE MAPPING PROCESS CAN IMPROVE SCHOOL CULTURE Shared sense of purpose Opportunity to SHARE what you do in the classroom (collaboration) Time to reflect Builds learning communities Increased Test Scores Make what students learn in one grade connect with what they will learn in the next grade Accountability to self, students, and parents

8. CURRICULUM MAP IS A TOOL FOR… Communication (between all stake holders) Planning (curriculum, assessments, reforms) Pacing instruction over time Differentiating instruction to meet specific needs - (by content, by process, by product, by learning environment) Staying focused - (what’s good for the student) Resource allocation - (space, time, materials, staff development)

9. WHY CREATE CURRICULUM MAPS? Communication and Reflection We rarely have these conversations! identify what occurs throughout the entire school year a picture of students’ experience from grade to grade teacher expectations to parents and students Locates gaps, repetitions, areas for integration, assessments Authentic alignment to standards Accountability New teachers Defines expectations Susan Udelhofen/SU-Consulting

10. ASK YOURSELF THESE QUESTIONS What do I want all my students to know or do as a result of my teaching? How will I judge the quality of my student’s work? How will I know my students have learned? How does my practice impact student achievement? Based on data, what do I know about my students’? How do my schools’ goals and improvement plan impact my teaching? How can I improve or strengthen my practice?

11. GIVE ME THE D AND LET’S GET ON WITH IT... Students very often see education as something that happens TO THEM fail to see the relevance in their lives don’t understand HOW they learn learn to “play the game” or learning stops being fun

12. WHAT INFORMATION IS COLLECTED ON THE MAP? Content (What is taught) Skills (What students will do) Assessments (This is how you find out if they really know) Standards (Meet by teaching skills) Essential Questions*- (overarching question) Susan Udelhofen/SU-Consulting

13. Sample Curriculum Map Template MonthEssential Question ContentSkillsAssessmentStandards

14. CONTENT CAN BE: discipline - focus on specific knowledge, or content area interdisciplinary – combination of one or two disciplines to examine a common focus Example: Measurement Susan Udelhofen/SU-Consulting

15. SKILLS Precise skills can be assessed, observed and described in specific terms – unlike general processes – and connected to assessments and standards This is often the most challenging aspect of mapping. The skills are what the kids do to learn the content! Look at lists of action verbs to help you as you prepare your maps. Example: Balance a chemical equation Susan Udelhofen/SU-Consulting

16. ASSESSMENT DATA: INCLUDE ALL ASSESSMENTS Crucial component of the maps Often the least developed, inclusive or balanced Formative Assessment (daily/on-going) Summative Assessments that are on- going throughout the year Example: Unit test, teacher observation Susan Udelhofen/SU-Consulting

17. ESSENTIAL QUESTIONS Answers are more than “just” facts Brings content “to life” and makes it relevant Helps students and teachers “go deep” into the content Avoids activity with little meaning-a way of organizing content Answers the “why” for learning “What was the effect of the Civil War?” can be revised to, “Is the Civil War still going on?” EQs ARE NOT LEARNING OBJECTIVES

18. REVIEW AND REVISE Take some time now to review your maps Are they current? Are the correct? Are the Essential Questions really Essential Questions? Did you include different types of assessments? REVISE your MAPS