Curriculum Mapping

1. Curriculum Mapping Based on the work of Heidi Hayes Jacobs and Susan Udelhofen Susan Udelhofen/SU-Consulting

2. Agenda For The Day • 8:30-9:00 Introduce Leadership Team Large Group Activity Credit 9:00-11:30 Where is your school with curriculum? Why Curriculum Map (PP) Review and Create Maps 11:30-12:00 Lunch 12:00-3:30 Begin Mapping Process

3. Credit • 1 graduate credit from USF- $40.00 EDU 549C Curriculum Mapping August 9-11, 2005 White Lake 1 credit • Renewal Credit – fill out form and I send into the State Department

4. What is mapping? • calendar based curriculum mapping is a process for collecting data representative of the operational (real) curriculum in a school and/or district • curriculum maps are like a school’s manuscript Susan Udelhofen/SU-Consulting

5. 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 grade one) and vertically (grade to grade) Instructors need to keep the needs of the students in mind.

6. 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

7. Administrator Support is Crucial • Must communicate the process to school board and parents (parent portal on DDN Campus- possibly) (open house) • Be flexible and forgiving in order to learn what is taught and not taught. • Maps are not used for evaluation

8. 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

9. Accountability • No Child Left Behind Act • Emphasis on Literacy • Literacy • 40% of all math errors on standardized tests are reading errors • Daily exposure to fiction and nonfiction texts • Vocabulary instruction across all content areas • All teachers are reading and writing teachers • Higher Order Thinking Skills • Comprehending texts, predicting outcomes, summarizing, clarifying, questioning and visualizing Susan Udelhofen/SU-Consulting

10. 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

11. Content can be: • discipline - focus on specific knowledge, or content area • interdisciplinary – combination of one or two disciplines to examine a common focus Susan Udelhofen/SU-Consulting

12. Content:topics/concepts/issues/problems/themes • units of study or topics (dinosaurs, energy, community, bears) • specific books: A Tale of Two Cities (Is a title to specific) • poetry • measurement • estimation • Bill of Rights • paragraphs • phonics • biology: Ecosystems • geometry: if-then statements, converses and postulates

13. 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. Susan Udelhofen/SU-Consulting

14. Examples of Precise Skills • finding main idea and supporting details • alphabetizing to the second letter • identify subjects and predicates • interpret data represented in a graph • identify root words, suffixes and prefixes • label the parts of a friendly letter • explain the difference between fact and opinion • Locate and identify parts of a book: table of contents, index and glossary • compare and contrast the benefits, costs and limitations of nuclear power • define the hypothesis and conclusion of an “if-then” statement • analyze six primary documents written by Martin Luther

15. Find areas for integration • identify areas for integration of content, skills and assessment • Technology • Literacy • Higher-order thinking • Problem-solving • Research skills • Study skills Susan Udelhofen/SU-Consulting

16. Standards analysis • identifies the standards that are or are not being taught and assessed • identifies standards and curriculum alignment • defines what alignment really means • Provides forum for discussion of crucial standards Susan Udelhofen/SU-Consulting

17. Standards Availablewww.state.sd.us/deca/OCTA/contenstandards/index.htm • Agriculture Education • Business, Computer and Marketing • Reading Standards/Communications/Arts • FCS • 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

18. Look at the samples

20. Connecting Content, Skills and AssessmentsFreshman English Fundamentals (Grade Nine)

21. Month Teacher Notes Only Essential Questions Content Skills Assessment Standards September To October Reading comp 1.Compare/Contrast 2. Sequencing Spelling 1. High-frequency words 1.Summarize what happened to the characters in the story. 1.Choose two of the characters, using Venn diagram compare and contrast. 1. Research two difference animals using the internet sites provided 2.Number the order of events in the story. 2. Describe in order the events which happened before you come to school 1. Word Wall 1. Written paragraph with correct punctuation. 1.Venn Diagram 1. Comparison Notes Cards 2. Sequencing WS from the story. 2. Presentation about events using note cards and rubric. 4.R.1.1 The students will know how to compare and contrast events, which happen in different, story books. 4.W.1.1 Students will learn how to arrange events in the way it happened.

22. Step 1: Collecting the data • each teacher completes a map - individually • All teachers follow the same format (see format) • record content, skills, assessments and standards • use computers – it simplifies data collection, analysis and revision • This is the first draft • Content, Skills and Standards must stay the same, but “how”you teach and “assess” them with whatever you are comfortable with • Susan Udelhofen/SU-Consulting

23. Essential Questions • Never really answerable questions that engage students in learning • You can change the standard into the Essential Question • Brings content “to life” • Helps students and teachers “go deep” into the content • Avoids activity with little meaning-a way of organizing content • Designing Essential Question Worksheet Newspaper activity

24. Prejudice and Tolerance • What are the different kinds of human prejudice? • How can tolerance be taught? • What has been the impact of individual and group prejudice? • How can I become more tolerant?

25. Flight • What flies? • How and why do things in nature fly? • How does flight impact human beings? • What is the future of flight?

26. Nutrition • What is a balanced diet? • What is healthy eating? • Why do the foods that are good for you taste bad? • What would happen if you only ate junk food.

27. Assessment Data:Include all Assessments • Crucial component of the maps • Often the least developed, inclusive or balanced • All classroom assessments • Assessments that are on-going throughout the year • state assessments • district assessments • writing assessments • portfolio checks • early childhood assessments • Susan Udelhofen/SU-Consulting

28. Assessments: Tangible Products • persuasive essay – use district writing rubric to assess • photosynthesis lab report • written paragraph with correctly placed commas • model of circulatory system • role play Nixon/Kennedy debate • comparison paper of the movies “Othello” and “O” • spreadsheet of school store inventory, profits/expenses • write sentences correctly using chapter vocabulary words • documented observations • friendly letter • math addition and subtraction facts (0-20) timed test • essay exam

29. Tangible Products • a piece of writing • a picture • a spread sheet • a model • a photograph • a puppet • a blueprint • an exam

30. Observable Performances • a speech • a recital • a debate • a game • a dance • a reading

31. K-2 Examples • Sculptures • Models • Observation notes • Captions • Story boards • Joke-telling • Graphs • Charts • Rubrics • Graphic organizers

32. Grades 3-5 Examples • Play performance • Newspaper articles • Extended research • Reports • Note cards • Interview questions • Short stories • Photo essay +text • Graphic organizers

33. Grades 6-8 Examples • Essay • Models • Note taking • Graphic organizers • Playwriting • models

34. Using and interpreting graphs Making Inferences Using Map and Globe Skills Defending an Idea Critiquing a Solution Determining Cause and Effect Relationships Writing For Different Audiences and for a Variety of Purposes Critically Analyzing Written and Other Visual Material Editing for Mechanics and Sentence Structure Evaluating and Extending Meaning Synthesizing Information and Ideas Most Frequently Assessed Tasks on Standardized Exams

36. Standards Alignment • What is true alignment • True alignment versus “coverage” • How to document the standards • Number codes • Goals • Indicators • Benchmarks • Grade level • Clearly connected to assessment Susan Udelhofen/SU-Consulting

37. The Curriculum Mapping Process • Step 1: Collecting the data: each teacher creates a map individually • (Monday afternoon and all day on Tuesday) • Step 2: First read-through: teachers read each other’s maps also done • individually (Tuesday evening) • Step 3: Small mixed group review: sharing findings from editing • (Wednesday 8:30-10:00=trade maps+small group discussion) • Step 4: Large group comparisons: sharing findings from small group review • (Wednesday 10:15-11:00) • Step 5: Determine immediate revision points • Step 6: Determine points requiring some research and planning • Step 7: Plan for next review cycle • Susan Udelhofen/SU-Consulting

38. Approximate Time • elementary - 45 min. - 1 hour for content; 2-3 hours for skills and assessments – ½ day • *K-2 Lang. Arts will take longer • secondary - 45 min. per prep for content; 2 hours per prep for skills and assessments ½ day STOP Susan Udelhofen/SU-Consulting

39. Step 2: Editing - Individual first read-throughTuesday evening • each teacher reads a set of maps (at the site) • At first elementary teachers may want to edit maps one grade level above and below or your grade level • Content specific teachers may want to edit maps closest to their own content area • Ultimately everyone will be familiar with all maps • Time: 2-3 hours based on editing 10 – 12 maps – this does not have to be done at one sitting

40. Edit for timeliness • review the maps for current issues, new teaching methods, materials and new types of assessment • Technology • Software Susan Udelhofen/SU-Consulting

41. recognize the difference between repetitions and redundancies spiraling is the goal Susan Udelhofen/SU-Consulting examine maps for gaps in: -content -skills -standards -assessments Identify curriculum repetitions and gaps

42. Edit for coherence • examine maps for a solid match between the content, skills, standards and assessments • vertically • horizontally Susan Udelhofen/SU-Consulting

43. Editing Worksheet

44. Editing Questions Often Asked By Teachers • What am I suppose to look for? • I don’t teach this subject area so how can I meaningfully edit? • How long should this take? • Do I have to do it alone? What are your questions/concerns about this phase? Susan Udelhofen/SU-Consulting

45. Things to think about when you are editing… • Is it parent, student, teacher friendly? • Is everything on the map (all skills)? • Is there a sequence? • Did it flow smoothly? • Were there a variety of assessments? • Were “action verbs” used in the skill section? • Is it specific, but not wordy? • Have a variety of standards been met? • Have technology, study skills, research skills, problem solving, high-order thinking skills been integrated?

46. Step 3: Small Mixed Small Group Review (8:30-10:00) • groups of 5-6 faculty members are formed • it’s best if the groups consist of individuals who do not work together • looking at the “big picture” • results are compiled • Based on open/honest communication

47. Real Conversations About Real Data: The Best Part Strategies: • all teachers must review all or specific groups of maps at a site • appoint a recorder – a tool for recording the findings helps – see template • appoint a facilitator to monitor the time and discussion • rules for discussion – not a time for debate • time limit for each speaker • entire process 2-3 hours • principal should be present • Susan Udelhofen/SU-Consulting

48. Questions To Consider Before Small Group Review • Safety? • How often do your teachers get together to discuss teaching issues? • How do you want the groups to be configured? What are your questions/concerns about this step? Susan Udelhofen/SU-Consulting

49. Small Group Review Directions • As you work in small groups and discuss your edited maps please keep in mind the following: • Groups are comprised of 6-8 faculty members representative of a wide range of grade levels. • Do not try to “solve” anything. This is the time to merely state what you found. KEEP FOCUSED. • This is the time to look at the “big picture” of your curriculum • Record on the form the gaps, redundancies, meaningful assessments and new understandings (other) you have discussed.There should be NO JUDGEMENT!!! • See Template

50. Step 4: Large Group Review(10:15-11:00) • small group findings are shared with entire faculty • review findings and identify emerging patterns • session is facilitated by principal, teacher leader or external facilitator • Susan Udelhofen/SU-Consulting