Curriculum Mapping 101

1. Curriculum Mapping 101 Teaching Matters, Inc. 2011

2. What is Curriculum Mapping? • Curriculum mapping is a multifaceted, on-going process designed to improve student learning. All curricular decisions are data-driven and in the students’ best interest (Hayes-Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment K-12, 1997).

3. What is Curriculum Mapping?Why Map? • CMs trace the students’ journey throughout the system. • Curriculum across all content areas can be seen and analyzed globally. • Teachers can see what their colleagues do and teach. • Easier to align curriculum to standards. • Needed additions or deletions can be easily determined.

4. Why Map? • Instructional gaps and repetitions can be easily spotted. • Communication is increased. • Teachers can align content with skills, standards and assessments. • Supports data-driven instruction and decision-making.

5. Why Map? • Driven by essential questions. • Flight: What flies? How and why do things in nature fly? What is the future of flight? • Intelligence: What is intelligence? How has intelligence evolved? How is intelligence measured? Is intelligence solely a human phenomenon? How will intelligence be altered? (Hayes-Jacobs, 1997)

6. “Navigators use maps to chart a course. Although unforseene vents and variables may affect their journey, they begin by making important choices about their route to avoid a meandering, rudderless voyabe. In similar fashion, teachers must make critical choices as they plot a course for their learners. Essentail questions are an exceptional tool for clearly and precisely communicating the pivotal points of the curriculum” (Hayes-Jacobs, 1997, p. 25).

7. Curriculum Mapping Vocabulary • Essential Questions • Content • Skills • Assessments • Lessons • Units and Sub-Units • Standards • Common Core

8. Non-negotiables: • Unit Names • Essential Questions • Content • Skills • Standards and Performance Indicators

9. Negotiables: • Assessments • Resources • Activities • Lessons

10. Phases of the Mapping Process:Phase 1: Collecting the Data Each teacher describes three major elements of the curriculum to include: • Authentic classroom data about student experiences; • Content in terms of essential concepts and topics and as essential questions; • Products and performances that are the assessments of learning; • Highly specific information about daily lesson plans are not needed.

11. Phase 2: The First Read-Through • Each teacher edits the map reading (non-judgmentally) to gain information about what is taught across the curriculum. • Underline content, skills and assessment areas that are new to them or have questions on.

12. Phase 3: Mixed Group Review • Each teacher shares findings from individual reviews. • No decisions, no judgment: simply state areas information was gained, noticed gaps, repetitions, areas for integration or any mismatches between outcomes and curriculum. • Red-flag areas for attention but DO NOT re-write

13. Phase 4: Large Group Review • All faculty • Findings are gathered into a chart to encompass all small group reporting sessions (Phases 2 and 3). • Delay judgment: simply compile data.

14. Phase 5: Determine what can be revised immediately • Make collaborative decisions and concessions where needed

15. Phase 6: Determine points that require long-term research and development • Gaps in content. • Gaps in assessments between elementary and middle/middle and high. • Scaffolding gaps. • Genre gaps or repetitions • Scheduling conflicts.

16. Phase 7: Continue the Review Cycle • Active and on-going • Communication • Refinement

17. Samples http://q502plan.wikispaces.com/file/list?orderBy=date&orderDir=desc

18. Sample Curriculum Map

19. Sample Curriculum Map

20. Let’s Map! • Phase 1: Write in the data • Phase 2: First read: review the data individually • Phase 3: Mixed group review • Phase 4: Large group review • Phase 5: Determine revisions • Phase 6: Determine points that require long-term research and development