Presentation Created By Janet Hale, Curriculum Mapping

Consultant www.CurriculumMapping101.com

Presentation Created By Janet Hale, Curriculum Mapping

Consultant www.CurriculumMapping101.com

Mapping the Big Picture 1997, ASCD

Getting Results with Curriculum Mapping 2004, ASCD

All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs…

Active Literacy Across the Curriculum 2006, Eye On Education

and …

Keys to Curriculum Mapping: Strategies and Tools to Make It Work Susan Udelhofen 2005, Corwin Press

A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process

Janet Hale

December, 2007 Corwin Press

1. Curriculum mapping is a multifaceted, ongoing process designed to improve student learning.2. All curricular decisions are data-driven and in the students' best interest.3. Curriculum maps represent both the planned and operational learning.4. Curriculum maps are created and accessible using 21st century technology.5. Teachers are leaders in curriculum design and curricular decision-making processes.

6. Administrators encourage and support teacher-leader environments.7. Curriculum reviews are conducted on an ongoing and regular basis. 8. Collaborative inquiry and dialogue are based on curriculum maps and other data sources.9. Action plans aid in designing, revising, and refining maps.10. Curriculum mapping intra-organizations facilitate sustainability.

Hale, J. (2007). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.

Curriculum mapping is a calendar-based process

for collecting and maintaining an ongoing database of the operational

and planned curriculum in a

learning organization.

Curriculum mapping encourages teachers to be curriculum

designers via authentic examination, collaborative/collegial

conversation, and student-centered decision making.

Two CM Guidelines

Data-driven Reviews and Collaborations

If it is in Chris’ best interest to change, modify, stop, start, or maintain a practice or other school/District-related issue, there must be data-based proof.

Maps are a form of data!

The Empty ChairWhenever teams or entire

staffs meet in person, there is literally or figuratively an

empty chair placed front-and-center in the room. This chair represents all of the students

in a school or a district. Usually, the student in the

chair is referred to as “Chris.”

Types of Maps (Monthly)

Essential Consensus Projected

Diary

(Daily)

Lesson Plans

Reality

State/Other Standards

Proficiency Targets

ON-GOING ON-GOING

PROCESSPROCESS

Mapping is a continuous cycle of reviewing what has actually happened (Diary Maps) compared and contrasted with curriculum planning (other Types of Maps)

through ongoing curricular dialogue.

Why Map?

Four Types of Curriculum Maps

• Diary Map

• Projected Map • Consensus Map

• Essential Map

The “Essence” of Curriculum Mapping

Diary Map (Recorded Monthly)

• A personalized* map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction

• Commonly due by the “7th” of the next month

*There is no such thing as “team” diary mapping.

I am a data-

collection portal…

The

Nuts N’ Bolts

of

Mapping Language

Projected Map• A map that has been created by an

individual person for a discipline or course before the actual yearly testing out of its “planned itinerary”

These two types of maps are, in actually, the same map. Differentiation is based on the current month

of the year.

Consensus Map (An Entire School Year Of Months)

• A map designed by two or more educators wherein all designers have come to agreement on the course learning based on standards and serves as the planned-learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course learning and instruction

*Flexibility in additional learning, length of learning, assessments, resources, and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map.

SCHOOL-SITE “LEVEL” MAPS

The Nuts N’ Bolts

of

Mapping Language

Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods)

• A map created via a team of educators (Task Force) that is representative of District learning expectations.* The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps

*There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps.

DISTRICT “LEVEL” MAPS

“When we travel, road maps become more distinctive the

closer we get to the ‘main destination’.”

Quote By: Dr. Heidi Hayes Jacobs

Keynote Presentation, 2005 National Curriculum

Mapping Institute.

Weekly/Daily Lesson Plans

Diary Map Janet

Biggins Grade 1

Math

ConsensusMap

Grade 1 Math

Janet BigginsNicki McGraneSusan McGuire

Lincoln Elementary School

Bergenfield School

District

Grade 1 Essential

Maps

Base DETAIL

Most (Monthly) DETAIL

More DETAIL

Much More Specific Day By Day DETAIL

Diary Map Janet

Biggins Grade 1

Math

=A Month’s Worth Of Learning

We will all become “Stepford Teachers?”

No. Mapping focuses on Fair Access and Equitable

Education for ALL students…

Mapping Establishes Consistency

(Essential/Consensus Maps) and Flexibility (Projected/Diary Maps)

What Curriculum Mapping is NOT…

“Set in Cement”• State Standards

Documents• Curriculum Guides

• Scope and Sequences• A Syllabus • A Forgotten “List” Of

What We Do Or Did

Curriculum mapping is ongoing collaboration and reflection on the

realities of what is planned and happening in each classroom--

each month and each year!

“Maps equal data … Data equals facts and figures … Facts

and figures show trends … And with this knowledge, we

can give ‘all the above’ meaning by

looking at the trends and comparing it to other data bases.”

Curriculum Mapping Conference, 2003

Curriculum mapping isNOT STATIC …

Curriculum maps serve as the living, breathing, ever-changing,

archived and current history of your learning organization!

IT’S ONGOING!

Curriculum = A Path Run

In Small Steps

Curriculum Mapping = Systemic Second-Order

Change

It is all about “doing business”

differently.

Please realize up front that teachers and

administrators will be learners for some time.

As with all learners, new knowledge is best presented

in small steps…

Sustained, systemic

change takes 3 to 5 years to

fully implemen

t!Curriculum Mapping is

an ongoing

process, not a program!

And remember

…

Curriculum mapping is not something you add to what you already do. It is a replacement model that means learning a new way of conducting the professional business of teachers improving student learning by designing rigorous, vertically aligned curriculum.

The beauty of starting off and moving forward slow, steady, and in small steps is that there will never be an epilogue. (Jacobs, Getting Results with Curriculum Mapping, 2004).