Curriculum Mapping Overview

Based on the work of Heidi Hayes Jacobs, Ph.D and Susan Udelhofen, Ph.D
Presented by Region 3 ESA Staff

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.

What is Curriculum?

Paradigm Shift on Two Fronts

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

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

Types of Curriculum Maps

Journal Map (diary)-mapping as you go Projection Map-map what you did last yearuse 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.

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 content We 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 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

Curriculum Map Is a Tool for

Communication (between all stake holders) Planning (curriculum, assessments, reforms) Pacing instruction over time Differentiating instruction to meet Michaels specific needs - (by content, by process, by product, by learning environment) Staying focused - (whats good for Michael or Susie?) Resource allocation - (space, time, materials, staff development)

Why Create Curriculum Maps?

We rarely have these conversations!

Communication and Reflection

Susan Udelhofen/SU-Consulting

Locates gaps, repetitions, areas for integration, assessments Authentic alignment to standards Accountability New teachers Defines expectations

identify what occurs throughout the entire school year a picture of students experience from grade to grade teacher expectations to parents and students

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 students 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 lets get on with it..

Students very often
see education as something that happens TO THEM fail to see the relevance in their lives dont understand HOW they learn learn to play the game or learning stops being fun increase 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)
Susan Udelhofen/SU-Consulting

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

Example: Measurement
Susan Udelhofen/SU-Consulting

precise skills can be assessed, observed

and described in specific terms unlike general processes and connected to assessments and standards

Skills

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

Assessment Data: Include all Assessments

Crucial component of the maps

Formative Assessment (daily/on-going) Summative Assessments that are on-going throughout the year Example: Unit test, teacher observation, Dakota Step
Susan Udelhofen/SU-Consulting

Often the least developed, inclusive or balanced

www.state.sd.us/deca/OCTA/contenstandards /index.htm
Agriculture Education Business, Computer and Marketing Reading Standards/Communications/Arts FACS Fine Arts Health Education Health Occupations Math Standards (being revised) Physical Education Science (currently looking at standards) Social Studies Special Education Functional Standards Technology Education Trade/Industrial Education World Language

Standards Available

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

Essential Questions

What was the effect of the Civil War? can be revised to, Is the Civil War still going on? ARE NOT LEARNING OBJECTIVES

What's Next?
Leadership Team Three days of mapping Follow-up days to complete process Cycle begins again

Curriculum Overview created by:

Sara Fridley Kristi Hilzendeger Roxane Leber Sylvia Street Kathleen West

Contact Information
Region 3 ESA 337-2636 (Platte office)
Have you visited our web site lately? www.sdesa.org