Overview of Curriculum Mapping

1. Overview of Curriculum Mapping HADDONFIELD PUBLIC SCHOOLS Gino R. Priolo

2. Session Goals • Participants will • Have a broad understanding of the function of a curriculum map • Review the district's curriculum map template and understanding its components • Develop an understanding of the mapping process

3. Treasure Hunt • In teams of 4, use the Treasure Map provided to hunt down the treasure! • When you have completed your hunt, please discuss with your group the representation of this metaphor.

4. The Need for Calendar-Based Curriculum Mapping • Anecdote, page. 1 (Mapping the Big Picture by Heidi Hayes Jacobs)

5. The Need for Mapping If there are gaps among teachers within buildings, there are virtual Grand Canyons among buildings in a district • Allows data on the curriculum to be examined both horizontally and vertically • The maps unpack the standards

6. District Mapping Template -Please view template

7. Unpacking the Template • Standards • Enduring Understandings • Essential Questions • Concepts and Skills • Activities/Strategies • Assessments

8. Standards • Broadly define what students should know (the standard) and be able to do (the cumulative progress indicator) All children will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

9. Enduring Understandings • enduring understandings refers to the big ideas, or the important understandings, that we want students to "get inside of" and retain after they've forgotten many of the details. They provide a larger purpose for learning the targeted content. • Involve big ideas that give meaning and importance to the facts • Addresses the “Why are we learning this?” question Strong readers employ strategies to help them understand text. • http://www.authenticeducation.org/bigideas/nj_videos/eu.html

10. Enduring Understandings • Strong writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. • Strong writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences and contexts. • Rules, conventions of language, help readers understand what is being communicated. • A writer selects a form based on audience and purpose.

11. Essential Questions • Help to answer the enduring question • Can’t be answered with a yes/no • Can provoke and sustain student inquiry What do readers do when they do not understand everything in a text? • http://www.authenticeducation.org/bigideas/nj_videos/eq.html

12. Essential Questions • How do good writers express themselves? How does process shape the writer’s product? • How do writers develop a well written product? • How do rules of language affect communication? • Why does a writer choose a particular form of writing?

13. Concepts/Activities/Assessment • Concepts/Skills: Define the specific learning outcomes for students • SW generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming and discussion. • Activities: Outline how the students will learn the concepts/skills • Ask students to name a person important to them. Then, list three reasons why that person is important • Assessment: Identify how students will demonstrate understanding of the concepts/skills • 3-point rubric

14. How It’s All Connected Maps ask us to place this in a time continuum • Standard: All children will write in clear, concise, organized language that varies in content and form for different audiences and purposes. • EU: Strong writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. • EQ: How do good writers express themselves? • Concept/Skill: SW generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming and discussion. • Activity: Ask students to name a person important to them. Then, list three reasons why that person is important • Assessment: 3-point rubric • Maps ask us to place this in a time continuum

15. Sample Maps • View one third grade and one fifth grade map for reference

16. Mapping process • collect data • First read through of map • Mixed group review of map • Mixed group comparison of reviews • Determine intermediate review points • Determine points requiring research and planning • Plan for next review cycle

17. K-2 Preview—Language Arts/Writing • Collect data • Review lesson plans • Existing maps • Existing scope and sequences • Standards • Based on the above data sources, define themes for the year • Based on the themes, begin to categorize content and skills by trimester/month • This would then lead into the first review session

18. Let’s Give it a Try • Reviewing your September lesson plans, work individually to map what you did in writing. • This is meant as an exercise, not necessarily to work towards a polished product

19. Review • With a grade level partner, review maps • What do you notice?

20. Questions