curriculum mapping
DESCRIPTION
Curriculum Mapping. Presented by Dr. Dan Bertrand. Questions to ask. What must we know to survive the day? Why are we in THIS class TODAY? What are curriculum maps, mapping? Why should we do them? Why are the assessments important? What are essential questions? - PowerPoint PPT PresentationTRANSCRIPT
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Curriculum MappingCurriculum Mapping
Presented by Dr. Dan Bertrand
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Questions to askQuestions to ask
What must we know to survive the day? Why are we in THIS class TODAY? What are curriculum maps, mapping? Why should we do them? Why are the assessments important? What are essential questions? What is the product you need to complete for
credit?
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Additional questions:Additional questions: Do you know what is taught the year before the student
gets to you, and what is taught the year after they leave you?
Do all faculty use Illinois Learning Standards as their target for instruction?
Do faculty cover ILS Performance Descriptors appropriate to their content?
Do all feeder school students come to the next level equally prepared?
Do teachers plan classroom curriculum together?
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THE S.T.P. APPROACHTHE S.T.P. APPROACH
S. =
T. =
P. =
Situation
Target
Path
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Data AnalysisData AnalysisIn terms of Prairie State / ISAT…how is
your school doing?
Where are your strong areas? How did you build that strength?
What populations are not succeeding? What are you doing to address them?
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How do I know that students How do I know that students are succeeding?are succeeding?
With the content?
With the standards?
With higher order thinking?
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And finally, are my students . . And finally, are my students . . ..
Learning how to write in the context of my subject?
Learning how to read in the context of my subject?
Reinforcing math skills as applicable?
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Standards, Curriculum, Standards, Curriculum, Instruction, and Instruction, and Assessment . . .Assessment . . .
Are they integrated?
Does assessment drive instruction?
Do standards drive curriculum?
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All Teachers are Teachers of All Teachers are Teachers of Reading and WritingReading and Writing
If it is hard for them to read, it is also hard for them to succeed!
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Take a few minutes to define Take a few minutes to define curriculum mappingcurriculum mapping
Chose a facilitator and a recorder*.Facilitator: Make sure everyone is heard. How would you define curriculum
mapping? *Facilitator = least veteran; Recorder = most veteran
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Curriculum mapping is a process.It is a method of systematically identifying
what is currently being taught in a given subject or curriculum.
It includes discussion, analysis, revision, and a review cycle.
It extends beyond one classroom.
What is curriculum mapping?What is curriculum mapping?
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Important ideas:Important ideas:
The process is well-defined.
The process includes several steps.
Your learning team now has its own working definition.
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Factors to ConsiderFactors to ConsiderIs my curriculum standards-driven or
textbook driven?Is my curriculum student-centered or
content-centered?Is my curriculum articulated through scope
and sequence? Discuss how you could find out these things
from the maps.
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More Factors to ConsiderMore Factors to Consider
Do standards drive curriculum? Are the standards touched on or taught?
Benchmarks reached? Does assessment drive instruction? Are the assessments appropriate? Are assessment and instruction aligned? Where are there gaps? Where are there repetitions?
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Stop and ReflectStop and Reflect How does my school currently study and
discuss the factors to consider listed in slides 11 and 12?
How might curriculum mapping help our discussion?
How and when would we be able to get to this discussion?
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Let’s Look at a MapLet’s Look at a Map
1) What kind of information is on the map?
2) What would you be able to do if you had this information?
3) How could you shape staff meetings to discuss the maps?
*The facilitator should be whoever has been the quietest so far.
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Useful Headings on a MapUseful Headings on a Map
Calendar – WHEN Topic or Content –
WHAT Essential Question(s)
– WHY Skills –SHOW Assessment – HOW
WELL
Illinois Learning Standards Performance Descriptors – REACHING WHAT
**Modifications for Special Needs or Others Who Need Extra Assistance –
FOR WHOM
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Then include for added value:Then include for added value: Calendar – WHEN Topic or Content – WHAT Essential Question(s) –
WHY Skills –SHOW Assessment – HOW
WELL
Illinois Learning Standards Performance Descriptors – REACHING WHAT
WORKPLACE SKILLS
**Modifications for Special Needs or Others Who Need Extra Assistance –
FOR WHOM
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Let’s Take a Closer LookLet’s Take a Closer Look
A Flexible TemplateSome Essential Questions
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Essential QuestionsEssential QuestionsThe focus is not so much on
TEACHING as it is onLEARNING
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An Essential Question is a An Essential Question is a Hanger Upon which to Hanger Upon which to
mentally hang informationmentally hang information
It ties things together.
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Important aspects of E.Q.’sImportant aspects of E.Q.’s
Emphasis on WHY: “Why do(es) –----happen?”
Emphasis on HOW: “How do(es)-----happen? How can I use this?” “How could this be applied or improved?
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More on E.Q.’sMore on E.Q.’s
WHAT? What are the core components, steps, or elements?
WHATAWHATAWHATAWhat? So What? Now What?
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MIND MAPMIND MAP
Black holes
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Types of Open-ended E.Q.’sTypes of Open-ended E.Q.’s Essential Questions Elaborating Questions Clarification
Questions Hypothetical
Questions Divergent Questions Probing Questions Inventive Questions
Planning Questions Comprehension
Questions Unanswerable
Questions Telling Questions
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Stop and ReflectStop and Reflect How do teachers in your school currently
share the important learnings that will be covered in a unit with the students? Give an example.
If teachers are not using essential questions, how would you lead them to that process? How long would it take to start the process?
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Why might teachers struggle Why might teachers struggle with formulating Essential with formulating Essential
Questions?Questions?
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Process OverviewProcess Overview
You can focus on NCLB: math, reading, and science, or do every subject, every grade.
Each teacher maps his/her own class Grade level subject teachers meet to share maps
and agree on a grade level subject map Evaluate maps for scope and sequence Work toward integration across the curriculum
through emphasis and active learning
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Mapping Process (continued)Mapping Process (continued)Teachers can then align maps vertically and
horizontally for scope, sequence, and integration of key skills
A good place to begin is with reading as all teachers are teachers of reading
Look at 1, 2, and 3 year time framesSpecial ed should work with regular
division teachers
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Timeline for implementationTimeline for implementation
All teachers are teachers of reading first! Weak NCLB area – first year
---- Individual classroom maps---- Grade level maps---- Use Illinois Interactive Report Card site
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Sample TimelineSample Timeline USE THE STANDARDS AS YOUR GUIDE: Year 1 Classroom and grade level mapping* Year 2 - Vertical articulation* Year 3 - Horizontal articulation with integrated projects Year 4+ - Ongoing analysis and fine-tuning *data collection MUST be done as you go:
What is working? How are we doing it?What is NOT working?How can we do it differently?
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Where do we start?Where do we start?
Day 1: Map as we go!
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What “technology” should we What “technology” should we use?use?
Paper and pencil?Pro’s and Con's
Computer software? Pro’s and Con’s
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Software OptionsSoftware Options ATLAS CURRICULUM
MAPPING SYSTEM www.rubiconatlas.com/mapping.ht
m
TECH PATHS [email protected] .
CURRICULUM MAPPER www.curriculummapper.
com
The CMDT - Curriculum Mapping and Design Tool. www.ael.org/cmdt/
ODDSEY CURRICULUM MAPPING TOOL http://www.santarosa.k12.fl.us/odyssey
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Planning and Collaborating Planning and Collaborating District-wideDistrict-wide
THE IDEALYear 1: Plan the lessons together across
buildingsTHE DO-ABLEOption A: Plan together at grade level
within buildings and share to finalizeOption B: Grade or subject level team
leader
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In aligning maps with the In aligning maps with the developmental needs of developmental needs of
students:students:Use IIRCUse Performance DescriptorsPay attention to Modifications ColumnANALYZE how much, how well, and how
diversely a standard is addressed through multiple performance descriptors.
Do the students know it ? ?
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Different maps for different Different maps for different folksfolks
Elementary vs. PROS & CONS
Middle school vs. + / -
High School
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Look at a 3-year time frame:Look at a 3-year time frame:
Year 1 MappingYear 2 Inter-grade and inter-subject analysis and articulation YEAR 3 CROSS GRADE AND CONTENT ARTICULATION FOR SCOPE AND SEQUENCE
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At the same time, keeping At the same time, keeping analyzing the dataanalyzing the data
MORE DATA PLEASE ! ! !
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BECAUSE IT IS THE DATA BECAUSE IT IS THE DATA THAT GUIDES:THAT GUIDES:
STAFF DEVELOPMENTCURRICULUMINSTRUCTION
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The continuous improvement The continuous improvement cycle:cycle:
If we don’t know where we are going, we will end up somewhere, but it may not be where we want to be.
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If we don’t know where we are If we don’t know where we are going, we will end up going, we will end up
somewhere . . . somewhere . . .
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Also, along the way….Also, along the way….
Keep looking for opportunities for cross-content and cross-curricular integration
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Denial is epidemic in times of Denial is epidemic in times of rapid changerapid change
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Marketing to schools and Marketing to schools and teachersteachers
We do not market a product or process;
We market a promise.
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Never doubt that a small group of Never doubt that a small group of dedicated, committed individuals dedicated, committed individuals
can change the world.can change the world.In fact, that is the only thing that In fact, that is the only thing that
ever has.ever has. ----Margaret Mead----Margaret Mead
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““Where attention goes, energy Where attention goes, energy flows, and results show.”flows, and results show.”
----Dennis Waitley
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Application Time!Application Time!