Your Curriculum Mapping Initiative

What Is Mapping?

Heidi Hayes-Jacobs defines

Curriculum Mapping as:

“A calendar-based procedure for collecting a data base of the operational curriculum in a school and/or district.”

“Mapping provides the basis for authentic examination of that data base.”

Quotes from Curriculum Mapping Conference, Park City, July 2003

What Is Mapping? When we travel, we need a road map to know where we are and

where we have been.

“Curriculum Mapping is a modern and effective tool to build cumulative learning K-12.”

Diary Map --

English Ms. Smith

8th Grade

Master Maps Ms. Smith 8th Grade Douglass

Master Maps Douglass Jr. High School

8-12

Master Maps CPS District Wide K-12

What Is Essential For Building A Curriculum Mapping Data

Base?• CONTENTCONTENT

• SKILLSSKILLS • ASSESSMENASSESSMEN

TT

Think of these three essential components as a musical composition. You must have all three to create a recognizable tune that an audience can appreciate. In music, for example, if you are missing beat, but have rhythm and an instrument, it will not be music to your ears!

Mapping Terminology

Diary Map (Done Monthly)• A personalized map made by

the Instructing Person (No “Team” Diary Mapping!)

Master Map (Projected)• A map that has been created

for a course or subject by a team before the actual “testing out” of the first recorded mapping year has taken place

Master Map (Consensus)• A map that has been created

after the actual “testing out” of the first recorded (and continuing on) mapping year– intertwining the diary maps’ information (and, if one was done, a projected map)

Technology is your

friend!

The Curriculum Mapper

What about additional data? (Usually added as attachments to

maps.)Content• Internet Links (Hyper Linked

under Content: Resources)• Actual Lesson Plans or

Worksheets

Skills• State, district or local

standards

Assessments• Actual Assessments• Evaluative Tools

Essential Questions (Not Until Year Two!)

• Individual• Grade Level / Content Area• Spiraled

Technology is your

friend!

The Curriculum Mapper™

What Curriculum Mapping is NOT…

“Set in Cement” …• State Standards

Documents• Curriculum Guides

• Scope and Sequences• Syllabi • Lesson Plans

Curriculum mapping is reflecting on the realities of what is happening (ongoing)

in each classroom, each month, each year.

It is the Big Picture!

Curriculum Mapping isNOT STATIC …

Your maps serve as a living, breathing, ever-changing, “archived” history of a

school or a series of schools.

IT’S ONGOING

Standards-Based Curriculum Initiative

Identify and Plan AssessmentsHow will I know if students are

learning? What will they need to do to show mastery? What products

will I collect?

Standards-Based InstructionWhat is the best vehicle (content and learning activities) to ensure

that all students acquire the desired skills?

Collect and Analyze Evidence of Student Mastery

Are the students learning? What have they mastered? What do I need to reteach?

Standards-Based Curriculum

What do students need to know and be able to do? What

do students need to learn?

Skills

ASSESSMENTS

ContentDATA

COMPARISONS

"I recommend The Curriculum Mapper™ as a straightforward and thoughtful tool for assisting schools and districts carrying out the mapping process." Heidi Hayes Jacobs, Ed.D., author of "Mapping the Big Picture: Integrating Curriculum and Assessment K-12" (ASCD 1997)

http://www.curriculummapper.com/demonstration

What Does The Curriculum Mapper™

Technology Provide For You?• Creates a clear understanding of your students’ horizontal and vertical educational experience on your campus and/or in your district

• Provides teachers with a professional conduit wherein positive changes that benefit your students can be effectively implemented

• Acts as a data repository (historical “bank”)

• Searches curriculum by keywords & Analyzes for gaps, repetitions, etc.

Acts As A Data Repository (Historical “Bank”)

Searches Curriculum By Keywords & Analyzes For Gaps, Repetitions, Etc.

Provides teachers with a professional conduit

wherein positive changes that benefit your students can be

effectively implemented.

How To Get To, And Use, The Curriculum Mapper™

Open your browser. Type in:

www.curriculummapper.com

So, Let’s Get Started!

Click the picture of the school in the middle of

the website..

Diary Map – Edit A Month Mode

To edit, you need to get to know the Tool

Bar Choices…

To edit, you need to get to know the Tool

Bar Choices…

The Edit Screen Buttons

Save map

Copy this month to another course, another month, or another year

Close Add/Edit screen and return me to “My Maps-List” page

Cut, Copy, and Paste text

Bold, Italics, and Underline

Insert a symbol into my map (bullets, etc.)

The Edit Screen Buttons

Change my font color

Spell check

Preview my complete map (without closing Add/Edit) Note: You will use this one a lot!

Save As a Master Map (You may not have this button.) Integrate checked standards into my map

Shows that a Document and/or Standards have been attached to my map

When Working On Your Maps, You Can…• Let your mouse

hover over any button to see what it does …

Now it is time to get started creating your personal diary of

what took place in your classroom for the

past month…

If you really want students to remember what is being

taught, use essential questions

(a.k.a. “guiding-the-overall-learning” questions)

to serve as the “hosts” that invite the students to be active participants in the

learning process!

Technically, there is great variety to the types of questions that are

asked in the classroom…

Essential Questions

Supporting Questions

Probing Questions

Isolated Questions

3 Levels of Questions

Literal (Read the Lines) “Right There Answers” Bloom’s Levels = First

Two Inferential (Read between the lines) “Have to Think About It

Answers” Bloom’s Levels = Third and Fourth

Applied (Read beyond the lines) “Think About It & Add My

Feelings/Thoughts” Bloom’s Levels = Fifth and Sixth

The Key: Standards Vs Questions Demonstrates fluent oral reading; varying

intonation appropriate to text (K-3)How does noticing punctuation marks help me

read better out loud? Evaluate various means for citizens to take

action on a particular issue (Grade 6) If you are really passionate about a cause,

how can you further it?Distinguish between goods and services and

explain how people can be both consumers and distributors of goods and services

(Grade 10)If you could start a factory, what would you

make and who would be the buyers of your product?

How can you improve your students’ learning? In other words, is there a way

that you can help the learning “stick” better ?

Standards

Curriculum/Practices

Assessments/Evaluation

The student will identify the three branches of government as organized in the Constitution.

What is the “backbone” of the United States Government?

Fifth (S. S.)

Fifth (S. S.)

How can you truly improve your students’ learning? In other words, is

there a way that you can help the learning “stick” better ?

Standards

Curriculum/Practices

Assessments/Evaluation

Recognize that seasonal changes can influence the health, survival, and activities of

organisms.

Why do bears hibernate and we

don’t?

First (Life

S.)

First (Life S.)

Life Science: Kindergarten Explore

differences between living and non-living

thingsIs everything on our Earth

living?

How can you tell if

something is a living thing?

How can you tell if

something is a living thing?

What makes things

different?

What makes things

different?

ESSENTIALESSENTIAL

SUPPORTINGSUPPORTINGAre all non-living things

made the same way?

Are all non-living things

made the same way?

Are all living things the same?

Are all living things the same?

If something is dead, does that mean it is non-living?

If something is dead, does that mean it is non-living?

SUPPORTINGSUPPORTING

SUPPORTINGSUPPORTING

Adding Standards To Your Diary Maps1. Click: State/Local

Standards Tab. 2. Use the pull-down list to

choose the standards you want to see.

3. Important! Check Subject and Grade bars to make certain they reflect your standards focus and your proper grade level.

You will now see your selected standards with “keyholes” on the far left of the Standards screen.

SPECIAL FEATURES

Adding Standards To Your Diary Maps1. Click on the keyhole for

the standard you want. It will “open” (latch will turn to the right) and you will see a little, square blank box (or more keyholes).

2. Click inside the little, blank box. A black check mark will appear in the box.

Next, open the rectangular blank box (see blue arrow at right). You need to decide if that standard is being Introduced, Developed, or Reinforced in your classroom. Click on your appropriate choice. (Note: You cannot choose two!)

SPECIAL FEATURES

Adding Standards To Your Diary Maps3. Continue this process until all the

standards you want have been found, marked, and included.

4. Double-check that your cursor is in the “right spot” (place it after your written-out content or skill) and click on this icon:

This symbol will soon appear on your map and your selected standards are now embedded into your map. To complete the process, click on the SAVE icon (top left corner icon) or the SAVE button at the bottom..

SPECIAL FEATURES

Uploading A Document From Your Computer To Your Document Library To Be Placed In Your Diary

Map…

1. Click the Document Library bar 2. Click Upload bar

SPECIAL FEATURES

Uploading A Document …Complete the File Upload

form by filling in ALL SIX fields…

Note: The Browse Button must be utilized to “get

to” your desired file

containing your desired

document.

When all six fields have been completed, click Upload File bar (near bottom left corner of screen)…

(Note: The document description is very important as it is used when the Mapper™ conducts searches!)

SPECIAL FEATURES

School Overview (Make sure you have correct year!)

There are 3 main columns:1. Name of Map “Creator”

(A Master Map will list a Department Chair or a Designated “Gatekeeper” as the creator, although, input for Master Maps are to be from all teachers within that discipline or course.)

2. Course Titles Red = Master Map Blue or Purple = Diary Map

3. Last Date a particular map has been revised

Best-Case Scenario for CM Implementation• Start with a CM Cabinet of teachers

across grade levels and disciplines, plus essential administration. Read/watch available materials; choose technology component. • CM Cabinet either works on Projected Maps or Diary Maps for a determined period of time (to learn the ins and outs of mapping, as well as the technology piece).• Introduce the concept to the entire staff and begin the training process for how one writes a quality map and maneuver the chosen technology

Two Essential Skills are necessary for creating quality

maps…

#2

Low Technology

High Curriculum

#1

High Technology

High Curriculum

#3

Low Technology

Low Curriculum

#4

High Technology

Low Curriculum

TECHNOLOGY

CU

RR

ICU

LU

M

LOW HIGH

HIG

HL

OW

If possible, split your training of teachers into these four groups!

Best-Case Scenario for CM Implementation• Ask of the teachers, in the first year,

to map only one subject or one class period at the end of each month.

• After approximately three months of recording diary maps, allow the teachers time to meet horizontally to discuss the ease/unease of reading the diary maps, as well as begin dialogue concerning the vertical alignment.

Best-Case Scenario for CM Implementation• Toward the end of the school year,

have teachers meet vertically to discuss gaps, repetitions, etc. Before the meeting, the teachers should have briefly studied all of the school’s vertical maps in their recorded discipline (called an edit review) and bring those notes to the meeting).• The next meeting (should immediately follow the horizontal meeting) with vertical representation, share their horizontal teams findings. A recorder notes recommended changes or adjustments.

What are Mixed-Group (Vertical Teams) and Like-Group (Horizontal Teams)

Reviews?

• Mixed-groups (Vertical Teams) consist of teachers and support staff across grade levels and like and different disciplines.

• Like-groups (Horizontal Teams) consist of teachers and support staff within a given disciplines or same subject and grade level.

What are the purposes of the Mixed-Group (Vertical Teams) and Like-Group

(Horizontal Teams) Reviews?Horizontal & Vertical

• To identify the areas or priorities in need of change

• To examine maps for gaps, absences, and redundancies

• To raise central or extended questions and/or issues.

The Key to Mapping and V / H Discussions and Decision

Making… • Truthful Recording (Naked Cruise Line!)• Adequate Times to Meet (Remember,

with The Curriculum Mapper™, you can meet via Email! )

• Honest Communication (Finger-pointing towards data only, not towards each other!)

• Quality Collaboration

Best-Case Scenario for CM Implementation

• After the vertical team meeting, the teachers and staff meet once again in their horizontal teams to compare all the vertical teams notes. Then the entire staff comes together to share results of the mapping exercise and what changes will take place, or will be looked into further. (Be aware the change is not always curriculum!)

This cycle continues…

Reviewing EDIT

Reviewing maps works best, and is most productive, when

teachers have first individually edited the maps concerning the upcoming team meeting’s focus.

CONTENT:

FOCUS:

GAPS or REPETITIONS

MY THREE CONCLUDING THOUGHTS

OTHER CONCERNS

ALIGNMENTSTeachers create a

“product” (some type

of recording

data sheet)

based on designated focus when they edit.

Teachers create a

“product” (some type

of recording

data sheet)

based on designated focus when they edit.

Curriculum Mapping

Do You Know What Your Students Know?

The only way to know for certain is

to map it out!