- 1. Curriculum Mapping Science Curriculum Committee Presented by
Carol Ferguson 1/13/2010
2. GOAL OF SCIENCE CURRICULUM WRITING
- To construct curricula with mapping and in the UbD format in
order to promote higher order thinking skills, engage students in
authentic performance assessment tasks, generate transfer and
application of knowledge all of which improve student achievement
as measured on criterion referenced tests such as the ASK3-8,
teacher made tests, performance assessments.
3. RESOURCES/MATERIALS
- Understanding by Design Professional Development Workbook ,
Wiggins, McTighe
- Science Curriculum website
http://sites.google.com/site/ncsdistrict/science-curriculum-committee
- ScottForesman, Pearson textbooks
4. Curriculum Questionnaire for teachers
- Complete the questionnaire to analyze current science
curriculum.
5. Definition of Curriculum Mapping
- Calendar-based curriculum mapping is aprocedure for collecting
and maintaining an operational data base of the curriculumin a
school or district.Curriculum mapping provides thebasis for
authentic examination.
6. Sample Curriculum Map Slide from:
http://sites.google.com/site/curriculummapld6/Essential Questions
Content (noun) Skills (verb) Assessment Activities August September
October November December 7. Mapping is a Planning Tool
- For meeting date/unit standards.
- For ordering materials, software
- For planning assessment and data review.
Slide from: http://sites.google.com/site/curriculummapld6/ 8.
Curriculum Mapping
- It provides the basis for authentic examination of that
curriculum.
- It allows multiple teachers to provide guidance and direction
for a grade level curriculum.
Slide from: http://sites.google.com/site/curriculummapld6/
9.
- One side is theDocumentation -- the maps themselves
- One side is the Review Process-- the collaborative examination
and revisionof the maps by the teachers
Mapping:A Two-Sided Coin Module 1, Figure 2 10. Essential
Question: Why Map?
- Eliminate teaching in isolation
- If there are gaps within grade level, there are virtual Grand
Canyons vertically.
- Wide angle lens on K-8 to make senses of our students
experiences over time.
- Will help us identify gaps in specific skills within grade
level school year and over a group of school years.
11. Curriculum Mapping Attempts to:
- Create a snapshot of the educational activities of every
classroom within the school/grade level/content area.
- Capture the content skills and assessments taught by every
teacher in the school/grade level/content area.
- Organize this information into an easily accessed visual that
presents a timeline of instruction by teacher and course.
Slide from: http://sites.google.com/site/curriculummapld6/ 12.
Essential Questions:How can curriculum mapping impact student
learning?
- What issues could be addressed through the mapping process?What
are strengths and weaknesses of current curriculum.How can mapping
address weaknesses?
- Look at sample maps from different grade levels and subjects
provided in your binder.Study them.
- What are consistent elements that occur on all maps, types of
information gleaned from the maps, and quality of elements (what is
better on some?)
13. Mapping is a Communication Tool for Staff
- Between teachers in a school site.
- Between teachers in feeding and receiving sites.
- For a new/revised curriculum.
Slide from: http://sites.google.com/site/curriculummapld6/ 14.
Essential Question:How can feedback systems be structured to
improve student achievement?
- Projects agreed-upon areas of focus for a school or
district
- Identifies required content, skill, assessment, and essential
questions for all students in a district.
- Map what is currently being taught in every classroom
- Use this data from the review process to begin consensus maps
for all grades
15. What is UbD?
- UbD stands forU nderstandingb yD esign.
- It was developed by Grant Wiggins and Jay McTighe.
- Understanding by Designis nota prescriptive, lock-step program
or curriculum.
- Understanding by Designis a conceptual framework, design
process and template, and an accompanying set of design
standards.
- Understanding by Designis a methodologyto design or redesign
any curriculum to increase student understanding.
16. ESTABLISHING CURRICULAR PRIORITIES Curriculum worth being
familiar Important to know and do "Enduring" Understandings 17.
Mapping and UbD
- Mapping provides the macro view of district curriculum
- Essential Questions broad over-arching
- UbD provides micro individual grade level units and lesson
- Essential questions specific to unit
- Plan years skills, assessment
18. Phases of mapping
- Phase 1 Collecting the data (identify content (essential
concepts and topics), processes and skills, the products and
performances that are the assessments of learning.
- Phase 2 First Read-Through- individually look for repetitions,
gaps, meaningful assessments, matches with standards, potential
areas for integration and timeliness.Reader simply spots area that
needs work
- Phase 3 Mixed Group Review Session teachers share what they
found in phase 2
- Phase 4 Large Group Review post findings, site emerging
patterns
19. Phases of mapping (cont.)
- Phase 5 as large group determine those points that can be
revised immediately.What are glaring repetitions that can be
addressed?
- Phase 6 Determine points that require long-term research and
development? For example, is there a gap in a series of assessments
between elementary and middle school.Map out grade level topics,
eliminate repetitions and gaps and AGREE
- Phase 7 The review cycle continues.After implementation of
curriculum, meet to review horizontally and vertically.
20. Creating Individual Maps
- Essential Questions focus of unit
- Content the what that is being taught
- Skills directly aligned to essential questions and content,
begin with action verbs and identify precise proficiencies students
need to know and be able to demonstration
- Assessment the demonstrations of learning performances or
exhibitions
- Use 10 steps to curriculum mapping as a tool (handout)
21. Essential Questions
- Focus on a broad topic of study.
- Have multiple answers and perspectives.They address why or
how.
- They are mental Velcro that helps ideas stick in students
minds.
Slide from: http://sites.google.com/site/curriculummapld6/ 22.
Essential Questions Examples
- Which is more important water or air?
- What if Shakespeare were a woman?
Slide from: http://sites.google.com/site/curriculummapld6/ 23.
Skills
- Skills are key abilities and processes students will develop
related to specific content.
- Skills are written beginning with a verb.
Slide from: http://sites.google.com/site/curriculummapld6/ 24.
Skills Examples
- Analyzing non-fiction text
- Writing persuasive essays
- Matching words and pictures
Slide from: http://sites.google.com/site/curriculummapld6/ 25.
Assessment
- Assessments are the products or performances that demonstrate
student learning.
- Assessments are what the student does (the actual product or
performance), not the evaluation tool used to assess the
product.
Slide from: http://sites.google.com/site/curriculummapld6/ 26.
Assessment Examples
- Teacher Created Tests/Quizzes
Slide from: http://sites.google.com/site/curriculummapld6/ 27.
Activities
- Key activities that lead to acquisition of knowledge and
skills.
- Describe the "how" for the knowledge and skills.
Slide from: http://sites.google.com/site/curriculummapld6/ 28.
Activities Examples
- Writing persuasive letters to local government
- Water analysis of local river
Slide from: http://sites.google.com/site/curriculummapld6/ 29.
Curriculum Map Samples
- The following slides will include some examples of curriculum
maps.
- Keep in mind that not all of the sections are included or
required.
Slide from: http://sites.google.com/site/curriculummapld6/ 30.
Slide from: http://sites.google.com/site/curriculummapld6/ 31.
Slide from: http://sites.google.com/site/curriculummapld6/ 32.
Remember...
- Your curriculum map reflects
- what actually occurs in your classroom
- May not be a pretty document
Slide from: http://sites.google.com/site/curriculummapld6/ 33.
Some Guidelines...
- Include enough specifics to make the map useful(so it tells you
something upon reflection)
- Use specific vocabulary vs. vague/generic terms
Slide from: http://sites.google.com/site/curriculummapld6/ 34.
Benefits as an individual teacher...
- Can review timing, sequence, level of instruction
- Serves as documentation of successful instructional
activities
- Assists in monitoring types of instructional methods used (ex.,
cooperative learning, direct instruction, etc.)
Slide from: http://sites.google.com/site/curriculummapld6/ 35.
As a group of teachers of varied grade levels or varied courses
within a department...
- Can examine for gaps in the curriculum
- Can note repetitions in the curriculum
- Provides opportunity to collaborate with colleagues across
grade levels and courses
Slide from: http://sites.google.com/site/curriculummapld6/ 36.
Curriculum Alignment, Pacing, and Mapping Can Put You On Target for
Success! Slide from: http://sites.google.com/site/curriculummapld6/
37. Curriculum hours Date/Assignment Hours 1/13/10 1.5 1/13/10
assignment (HW) 2 2/3/10 1.5 2/3/10 assignment (HW) 2 3/10/10 1.5
3/10/10 assignment (HW) 1.5 UbD curriculum writing 5/19/10-7/07/10
35 Total hours 45 hours 38. Assignments for next meeting on
2/3/10
- Review 2005 Science Curriculum by grade level
- Map units and topics that you actually teach
- Review assessment data NJASK4 and 8
- Review 2009 Science Standards
- Complete standard grid according to what you taught last
year