1 What is a Curriculum Map? Transforming Our Teaching And Learning Module 3 To identify qualities of...

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What is aWhat is aCurriculum Map?Curriculum Map?

Transforming Our Teaching And Learning

Module 3

To identify qualities of a Curriculum Map To determine the appropriate map for a specific purposeTo identify the features of a map

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Training Norms and Training Norms and AgreementsAgreements

Attention – Focus with mind, eyes and ears

Time – Honor time and stay on task

Attitude – Be positive, open and supportive of all

Goals - Stay focused on achieving the Guiding question targets.

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Curriculum Mapping Essential Question:

How can curriculum mapping help me guide my students toward achievement of the standards?

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Is a curriculum map a product or a process?

What are the features of a Curriculum map?

What are the differences between a map and a

Scope and sequence? Lesson Plan?

What are the different types of maps?

Desired Desired OutcomesOutcomes::Participants will be able to

answer the following questions…

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What is a curriculum map? What is not?

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A A Curriculum Map Curriculum Map IS…IS…

Calendar based

A record of the content, skills and assessment

Teacher created and collaboratively refined

A resource to provide a framework for examination of authentic classroom curriculum and actual teaching

Data about instruction that can be analyzed

A tool that replaces intuitive or subjective curriculum decision making

Focused on student performance outcomes

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Curriculum Maps are Calendar-Based

The calendar is the one thing we all have in common- a starting point.

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Curriculum Mapping IS a PROCESS which…

Facilitates professional communication and effective planning

Identifies possible areas for curriculum integration

Provides a framework to evaluate student work with varied and relevant assessments

Offers a systems approach to curriculum planning

Brings standard alignments to the conscious, concrete level

Links to standards and is time-bound

Identifies gaps and repetitions in the curriculum

Systematically organizes features (units, essential questions, content, skills and assessments) in a consistent and organized way

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Curriculum Mapping……Process or Product?

Curriculum mapping is a process that results in tangible products along the way

The products are tools for the next steps

There are NO final products – maps will always be under revision

Not “mapping, mapping, mapping”….but ongoing mapping for inquiry and upping the ante for students

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Maps primary purpose: Communication

The actual journey Diary maps document

actual teaching The sites and stops along

the way Documents best practices Documents actual practices

A travel journal Provides a way to share

experiences

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…is a Journey

Curriculum mapping ….

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Reports

Three Primary Purposes:1. To provide data which is used to articulate and align curriculum 2. To provide data for group and individual

reflection and revision of curriculum3. To operationalize standards alignment

problem-solving

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Curriculum Map is Curriculum Map is NOTNOTa guide/scope & sequencea guide/scope & sequence

Curriculum Map Curriculum Guide / Scope and Sequence

Created by you, the teacher, and therefore shows what is actually taught

Given to the teacher (ie. By a publisher) to show what ought to be taught (and sometimes unrealistic to cover within a realistic timeframe)

Creates based on the data of your students’ performance. In other words, the content, skills, and assessment tasks are specifically identified based on the needs of your students.

Is not based on the data of your students’ needs. The sequence of content and skills is predetermined.

Is calendar-based. Shows when the content and skills are taught, and when assessments occur. Takes into account the developmental readiness of the students

Is not calendar-based, and does not say when the content and skills will be taught, only the sequence.

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Curriculum Maps are NOT Lesson Plans

Curriculum Map Lesson Plan

Tracks content, skills, and assessment tasks, according to a month-by-month calendar.

More specific and for a shorter period of time. Includes specific information about the content, skills, and assessment tasks. Includes necessary materials, teaching methods, and other pertinent information needed for a daily or weekly lesson. Curriculum maps often contain links to lesson plan files.

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A Map is NOT a Lesson Plan A map is the summary or paraphrase of the

instruction that has or will take place over the course of a month in the form of unit name, essential questions, contents, skills and assessments. It is the MACRO picture of instruction.

A lesson plan is the daily delivery of the instruction described in the map. This is where the artistry and creativity of individual teachers come to life as they make the curriculum come to life for students. It is the MICRO picture of instruction.

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What Curriculum Mapping is NOT…

STATIC …

The maps serve as a living, breathing,ever-changing, “archived” history of your school,

“community” of schools, and/or district!

IT’S ONGOING!

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Video Clip: Video Conference May 5. 2005 with

Heidi Hayes Jacobs

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ActivityActivityUse packet of

samplesIdentify which

documents are maps

and which are not,

based on the

features of

curriculum maps.

Write down your

reasons why some are

maps and some are

not.

Is it a map or not?

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Is it a map or not?Based on what you know about the features of curriculum maps, decide whether each sample is a map or not, and if not, why not?.

Sample Is it a Map?

If not, why not?

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Curriculum MappingCurriculum Mapping Criteria for ReviewCriteria for Review• Calendar based

• Records content, skills and assessment

• Can be organized using themes, essential questions or other categories

• Teacher created, collaboratively refined

• A procedure for collecting data about actual teaching

• Provides a basis for authentic examination of the classroom curriculum

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Curriculum Mapping Provides

a format for planning: Documenting the content, skills, and assessments that

get students to the standards a consistent way of communicating:

A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states….

a foundation for new journeys: Supports standards based instruction and a format for

using Standards Toolkit documents

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What types of maps are there and when would each be used?

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Different Maps for Different Focus

The purpose defines the type of Map

needed

Mapping LanguageDiary Maps•Done Monthly•A personalized map written at the end of the month by the individual person (No “Team” Diary Mapping!) that contains what REALLY took place Projected Maps • What you intend to teach.. subject use the consensus map as a “personal road map” for delivery plan / instructionConsensus, Essential or Core Maps•An Entire School Year Of Months•A map that is created via a team of educators that serves as the “Master” wherein all who teach / administer the course. What is taught in common.

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When the Types of Curriculum Maps are Used

Projected/Pacing: Used for planning

Diary: Used for documenting the actual curriculum taught

Consensus: Used for grade level or school to define core of the standard-instruction. Essential: Used for a particular grade level; created over time.

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Diary Maps

√ Records of the day-to-day curriculum in the classroom

√ Created and maintained by the teacher

√ Revised continuously

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Value of Diary Maps

Opportunity to examine content covered (good reflective tool)

Shows systematic teaching toward a standard

Provides data to examine differences in student results

Shows need for differentiation Records data on time actually

needed, prerequisite skills required

Communicates to grade below and above

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Projected Maps

Expected curriculum for the year created by the teacher

Possible framework for the diary map

Revised continuously

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Value of Projected Maps

User friendly because of flexibility Ensure essential standards are

assessed, addressed for reporting and testing

Identifies gaps and strengths Documents opportunities for

assessment Communication tool

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Consensus Maps(Core or Essential Maps)

√ Identifies the essential areas in a course of study believed to be critical for every student

√ Developed by schools, complexes, districts

√ Revised, as needed, using data

√ Do not replace Diary Maps

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Value of Consensus Maps

Allows for dialogue to meet common understandings & consistency

Creates common assessments & criteria to align standards-based grading & increase consistency

Increases collaboration in Professional Learning Communities

Supports novice teachers; builds capacity

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Analogy to Understand Different Kinds of Maps

A surgeon performs operations (instructional unit)

The surgeon has established standards for performance for each surgery (state/ district/ power standards)

The surgeon has a plan for the surgery (projected map)

The surgeon also has guidelines to follow for each surgery (core/consensus/essential map)

The surgeon is required to record the actual surgery for your medical records of what actually took place during your surgery (diary map)

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What are the Features of a Curriculum Map?

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Essential Questions (EQs)

The HEART of the

curriculum

•Essential questions are based on universal concepts

•Bring relevance to the learner…

•“How will it affect me?”

Features: The Essential Features: The Essential QuestionQuestion

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What are Essential What are Essential Questions?Questions?

Essential Questions are provocative and make students think about lessons within a greater context.

Essential Questions are organizers that serve as the heart of a curriculum.

Essential Questions distill the content into what is critical to examine, explore, and learn.

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Universal Themes (samples)

Causality (cause and effect)

ChangeConflict

ConnectionsContinuity

CooperationCulture

DiversityEnergy

EnvironmentEvolution

ExplorationHeritage

InteractionInterdependence

Justice

LimitationOrderPatternsPowerQuestRelationshipsScarcityStabilityStructureStyleSurvivalSystemsTraditionsTruth/RealityUnityValues

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EXAMPLES OF ESSENTIAL QUESTIONS

How do we interpret theme and symbolism in a traditional folktale?

How does my community affect my life? How has change affected our town over the past

100 years? How did the discovery of agriculture affect the

structure and culture of early society? How has agricultire impacted our society today? What is the relationship between shapes and

measurement? When do we use fractions in everyday life? How do the main organs of the digestive system

function as a system?

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Samples of Essential Questions Aligned to

StandardsContent Standard Essential Question

Math: Students understand various types of patterns and functional relationships.

How do we use patterns to solve problems?

Social Studies: Students use geographic representation to organize, analyze, and present information on people, places, and environments.

How does environment affect the development of culture and civilization?

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ActivityActivityDEVELOPING

ESSENTIAL

QUESTIONS Look at the Grade 6

Social Studies China

Unit sample map.

Looking at the

information given, fill

in possible essential

questions for

November &

December.

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Standards Essential Question(s)

Content (noun) Skills (verb) Assessment (noun)

Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.

Physical geography of China

Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture

Physiographic maps of ChinaRelief maps of China Cause & Effect Essay

Grade 6 Social Studies China Unit Sample Map

Standard Essential Question(s)


Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.

Silk RoadBuddhismEconomics

Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity

MapsTimelinePersuasive Essay

November

December

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Standard(s) Essential Question(s)


Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.

How does geography influence the development of civilization?

Physical geography of China

Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture

Physiographic maps of ChinaRelief maps of China Cause & Effect Essay

Grade 6 Social Studies China Unit Sample Map

Standard(s) Essential Question(s)


Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.

How do cultures influence each other?

What are the origins of the global market?

Silk RoadBuddhismEconomics

Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity

MapsTimelinePersuasive Essay

November

December

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Are the cement that holds the unit together.

Direct student thinking.

Represent big ideas.

Are not simple one or two word answers.

There should not be more than two or three per unit.

Over-arching questions that focus on either big ideas and concepts or major themes with regard to curriculum content.

Essential Questions

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Content

WHAT students

learn

(noun)

• The subject

matter,

knowledge,

facts, key

concepts

• Based on HCPS

• “What do I need

to know?”

• Found in Scope

and Sequence

Toolkit

Document

Features:Features: The Content The Content

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Content is the vehicle by which you teach the skills.

Content should identify specific problem solving tools (such as equations).

Content represents the world of ideas; skills represent how you interact with those ideas.

Think of Content as nouns.

Content focuses on the integrity of knowledge within the discipline

Identified content that we expect students to know by the end of a given unit of instruction. Content should be aligned to essential questions, skills, assessments, lessons and standards.

Content

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CONTENT SKILLS ASSESSMENT

What students learn(essential knowledge, facts,

and concepts)

What students do(to learn the content)

What evidence there is(of student learning)

A curriculum map must contain a description of the content taught. This is knowledge and information that you expect students to learn.

A curriculum map must list the skills students develop in order to learn the content. Precise language is important. Begin the statement with a verb.

A curriculum map must include the assessment tasks the teacher uses to get students to demonstrate the content and skills they’ve learned.

The content can be found in the Scope and Sequence Standards Toolkit document (Content Standards and Benchmarks) for each of the 10 content areas.

The skills can be found in the Grade Level Performance Indicator document of the Standards Toolkit for each of the 10 content areas.

Suggestions for these assessment tasks can be found in the Instructional Guides Standards Toolkit document for each of the 10 content areas.

Curriculum maps reflects HCPS and therefore must contain-- content, skills & assessments

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Content Standard

Essential Question

Content

Students understand various types of patterns and functional relationships.


Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Numeric (Arithmetic) Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same.

Students use geographic representation to organize, analyze, and present information on people, places, and environments.


Physiographic Maps - Maps of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of flora and fauna.

Samples of Content Aligned with Standards and Essential

Questions

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Skills

The “TO DO” of the

curriculum

(Verb)

• Measurable • Based on HCPS•“What do I need

to know how TO

DO?”•Found in Grade

Level Performance

Indicator Toolkit

• Use precise language--have a

list of action words

to use.

Features:Features: The Skills The Skills

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Are measurable and can be assessed.

Are observable.

Are described in specific terms.

Contain action verbs.

Are always associated with content.

Identified skills that we expect students to be able to do by the end of a given period of time. These skills are directly connected to a particular content. Skills may be associated with many content areas, since skills are always being learned and reinforced.

Skills

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Precision is critical to skill development

Precision is critical to skill development

THE COACH DOESN’T SAY: “We’re

working on critical playing skills

today”

THE COACH DOES SAY: “ We’re

working on driving into the basket.”

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Skills across the disciplines:Skills across the disciplines:

Editing and revising skills in ALL work Organizational skills Reading for decoding Reading for text interaction Speaking skills in a range of forums Technology for information access Technology for production purposes Career habits for personal and group work

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ContentContent

Nouns

Nouns

Sp

ecifi

cS

pecifi

c

Proce

ss

Proce

ss

SkillsSkills

VerbsVerbs

Ass

ess

ed

Ass

ess

ed

Observed

Observed

Conte

nt

base

d

Conte

nt

base

d

Relationship between Content & Skills

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and concepts)









Curriculum maps reflects HCPS and therefore must contain--

content, skills & assessments

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Content Standard Essential Question

Content Skills



Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Arithmetic Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same.

Geometric Patterns- Students will make, analyze, extend, and describe geometric patterns.Numeric (Arithmetic) Patterns – Students will make, analyze, extend, and describe numeric patterns.




Physiographic Maps – Students will create a physiographic map of the natural features of Mesopotamia, Egypt, or India, including land formation, climate, currents, and distribution of flora and fauna and compare to political maps of that civilization.

Samples of Content Aligned with Standards, Essential Questions, and

Skills

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ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DISCUSSELABORATE

EXPLOREDIAGRAMIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

RESPONDSUPPORTREPRESENTVISUALIZEREASONVERIFYSOLVESUMMARIZESIMPLIFY

Sample Verbs for Mapping Skills

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Differentiation

Happens at the lesson level…not at the map level

Content and skills need to be the same for all students

The differentiation reflects the modifications that need to be made to the content and skills for specific students

Differentiation should be based on data

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Assessment

The EVIDENCE of

student learning

(verb)

• Demonstration of

learning • Triangulation of

evidence• Measurable

• Based on HCPS

• “How can I SHOW

what I know and

can do?”• This is the

evidence for

standard-based

grading and

reporting

Features:Features: The The AssessmentAssessment

Suggested Assessment Tasks found in the Instructional Guides of the Toolkit

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Assessment TasksAssessment Tasks

AssessmenAssessment tasks t tasks

should be should be specific, specific,

measurablmeasurable, and e, and match match

the targetthe target ProductsReports, projects,

storyboards, logs, models,

tests, etc.

ObservationsWatching students in the process of

learning

Communications

Conversations, journals, student

comments

Adapted from Dr. Anne Davies, 2005

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Assessments are demonstrations of learning.

Assessments provide observable evidence of performance.

Assessments should encourage student thinking.

Opportunities for students to demonstrate what they know and are able to do as described by benchmarks and standards.

Assessments

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Assessments Measure Performance Assessments are

demonstrations of learning

Assessments provide observable evidence of performance

Assessment types should be varied

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and concepts)









Curriculum maps reflects HCPS and therefore must contain--

content, skills & assessments

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Content Standard

Essential Question

Content Skills Assessments



Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Arithmetic Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same.

Geometric Patterns- Students will make, analyze, extend, and describe geometric patterns.Numeric (Arithmetic) Patterns – Students will make, analyze, extend, and describe numeric patterns.

Cubes from Cubes- Use pattern blocks to create numeric

and geometric patterns. Make tables and graphs that describe

growing tile patterns Investigate changes in the number of

tiles and the total number of tiles Experience extending tile patterns Find the nth in a series




Physiographic Maps – Students will create a physiographic map of the natural features of Mesopotamia, Egypt, or India, including land formation, climate, currents, and distribution of flora and fauna and compare to political maps of that civilization.

Physiographic Maps – Physiographic maps of the natural features of Mesopotamia, Egypt, or India will include land formation, climate, currents, and distribution of flora and faunaWritten analyses of political maps and physiographic maps of Mesopotamia, Egypt, or India, demonstrating relationships between geography and civilization

Samples of Content Aligned with Standards, Essential Questions, Content, Skills, and

Assessments

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Assessments are used to obtain information about students and their ongoing progress and use this information to make instructional decisions.

Assessments are used to communicate student status and progress to students, their parents, and appropriate others.

Assessments reflect on teaching practice by evaluating continually the effects of instruction.

Assessments evaluate student performance and determines the amount of progress.

Uses for Assessments

Adapted from: Linking Teacher Evaluation and Student Learning. Pamela D. Tucker and James H. Stronge, ASCD, 2005

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There are three different purposes for assessment:

1. Assessment of learning: This assessment is designed as a summary event, generally at the end of a unit or as a benchmark. (Summative)

2. Assessment for learning: This assessment is designed to provide on-going feedback to students in the process of learning. (Formative)

3. Student self-assessment: This assessment is designed for students to become more capable of monitoring and adjusting their own work. (Formative)

Adapted from Richard J.Stiggins, Student- Involved Classroom Assessment, 2001

Assessment Purpose

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Essential Questions, Content, and Skills are your curriculum.

Assessments and Lessons are your plans for implementing that curriculum.

Alignment of mapping elements with Standards demonstrates how your curriculum and practice align with Standards.

Reports produced from data from your maps allow for discussion and dialogue to improve your district curriculum.

Map Features Review

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Standards may be used as basis for development of skills and objectives for lessons.

Standards define what type of assessments students need to be aware of.

Standards represent minimum expectations for all students.

Our curriculum and practice need to acknowledge the Standards.

Statements that reflect the larger outcomes that we expect all students to be able to demonstrate before they leave our school.

Standards

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Guided Practice

Look at the sample map. What might be another essential

question for the first unit? Another possibility for content? Skills? Assessment?

Now complete the map for the next month using the standards listed, adding different EQs or skills in addition to content and assessments.

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ActivityActivityMapping Practice

1. Review and select relevant

standards from the

instructional guide for your

grade level.

2. Using the map template,

come up with an essential

question.

3. Determine what

assessments will produce

evidence for that

standard(s).

4. What content & skills need

to be learned for students

to meet the standard(s)?

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is the subject matter, key concepts, facts, topics, important information. (nouns)

are the targeted proficiencies, technical actions and strategies. (verbs)is the demonstration of learning; the products and performances used as evidence of skill development and content understanding. (nouns)

A Quick Review:

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Mapping provides the framework for a New Journey

Record of each travelers experiences Documents what each student is taught

Chart a journey from beginning to end Used to create a K-12 map

A way to make decisions about subsequent journeys Curricular decisions can be made based on

data of the “real” curriculum

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distinguish between Curriculum maps, lesson plans, and scope and sequences.

recommend an appropriate map for the intended purpose.

organize a curriculum map and choose appropriate and connected content, skill, assessment, essential questions and aligned standards

Curriculum Mapping Outcomes:Curriculum Mapping Outcomes:

Participants are now able to…

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