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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
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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.
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 year–use 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 “Michael’s” specific needs - (by content, by process, by product, by learning environment) • Staying focused - (what’s good for “Michael or Susie”?) • Resource allocation - (space, time, materials, staff development)
Why Create Curriculum Maps? • Communication and Reflection We rarely have these conversations! • identify what occurs throughout the entire school year • a picture of students’ experience from grade to grade • teacher expectations to parents and students • Locates gaps, repetitions, areas for integration, assessments • Authentic alignment to standards • Accountability • New teachers • Defines expectations Susan Udelhofen/SU-Consulting
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 student’s 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 let’s get on with it.. • Students very often • see education as something that happens TO THEM • fail to see the relevance in their lives • don’t 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
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
Skills • precise skills can be assessed, observed and described in specific terms – unlike general processes – and connected to assessments and standards • 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 • Often the least developed, inclusive or balanced • 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
Standards Availablewww.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
Essential Questions • 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 “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 FridleyKristi HilzendegerRoxane LeberSylvia StreetKathleen West
Contact Information • Region 3 ESA • 337-2636 (Platte office) Have you visited our web site lately? • www.sdesa.org