Curriculum Mapping Overview

Based on the work of Heidi Hayes Jacobs, Ph.D

and Susan Udelhofen, Ph.D

Compiled and Presented to IUP undergraduate students by Seth Wollam

Research-Based Principles of An Effective Learning Environment

CollaborationReflectionShared Vision for Professional GrowthStudent 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.

What is Curriculum?

• Curriculum is no longer an individual choice or action – individual curriculum maps are• Made public• Shared• Changed• Modified

• Curriculum is never “finished” – rather it is the beginning of a dynamic process

Paradigm Shift on Two Fronts

What is Mapping?Calendar basedProcess for collecting data representative of the operational (real) curriculum in a school and/or district

Susan Udelhofen/SU-Consulting

Types of Curriculum Maps

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

Curriculum Mapping is a process which begins…

With the instructor listing content (who knows better)

When it is being taught (how much time is spent)

What skills are use to teach contentWe then add state standards

(makes it obvious what standards are not being addressed)Schools/teachers become more aware of the flow of the curriculum horizontally (all classrooms in grades 1-12) and vertically (grade to grade) instructors need to keep the needs of the students in mind.

The Mapping Process Can Improve School Culture

Shared sense of purposeOpportunity to SHARE what you do in the classroom (collaboration)Time to reflectBuilds learning communitiesIncreased Test ScoresMake what students learn in one grade connect with what they will learn in the next gradeAccountability to self, students, and parents

Curriculum Map Is a Tool for…

Communication (between all stake holders)Planning (curriculum, assessments, reforms)Pacing instruction over timeDifferentiating instruction to meet “Michael’s” specific needs

- (by content, by process, by product, by learning environment)

Staying focused- (what’s good for “Michael or Susie”?)Resource allocation

- (space, time, materials, staff development)

Why Create Curriculum Maps?Communication and Reflection

We rarely have these conversations!identify what occurs throughout the entire school yeara picture of students’ experience from grade to gradeteacher expectations to parents and students

Locates gaps, repetitions, areas for integration, assessmentsAuthentic alignment to standardsAccountability New teachers Defines expectations

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?

“Give me the D and let’s get on

with it..Students very often

see education as something that happens TO THEMfail to see the relevance in their livesdon’t understand HOW they learnlearn to “play the game” or learning stops being funincrease the rigor and relevance!!

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)

Sample Curriculum Map Template

Month Essential Question

Content Skills Assessment Standards

Content can be:

discipline - focus on specific knowledge, or content area

interdisciplinary – combination of one or two disciplines to examine a common focus

Wagner-Rienzi

Skillsprecise skills can be assessed, observed and described in specific terms – unlike general processes – and connected to assessments and standardsthis is often the most challenging aspect of mapping. the skills are what the kids do to learn the content!Sight read with a high degree of accuracy of

accuracyIdentify timbres of musical instruments

Assessment Data:Include all Assessments

Crucial component of the mapsOften the least developed, inclusive or balanced

Formative Assessment Used to monitor student progress during instruction and

provide continuous feedbackSummative Assessments that are on-goingGiven at the end of a course or unit, provides data determining the extent which instructional goals have been achieved-mastery of intended learning outcomes

Standards for Music Education

1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

Essential QuestionsAnswers are more than “just” factsBrings content “to life” and makes it relevantHelps students and teachers “go deep” into the contentAvoids activity with little meaning-a way of organizing contentAnswers the “why” for learning

“What was the effect of the Civil War?” can be revised to, “Is the Civil War still

going on?”ARE NOT LEARNING OBJECTIVES

Example Curriculum Maps

http://www.elk-horn.k12.ia.us/EHKBAND/5thCurriculumMap.html

http://www.elk-horn.k12.ia.us/EHKBAND/6thCurriculumMap.html

http://www.elk-horn.k12.ia.us/EHKBAND/JHBandCurriculumMap.html

http://www.jordan.pausd.org/teaming/maps/band_symphonic.html