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Atlas Curriculum Mapping

Atlas Curriculum Mapping. Moving Toward an Integrated Curriculum. Introductions. Name School Subjects Taught Curriculum Mapping at School. What is Curriculum Mapping?.

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Atlas Curriculum Mapping

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  1. Atlas Curriculum Mapping Moving Toward an Integrated Curriculum

  2. Introductions • Name • School • Subjects Taught • Curriculum Mapping at School

  3. What is Curriculum Mapping? • Curriculum Mapping uses electronic means to input, track, and collect/analyze data on curriculum. It increases possibilities for long-range planning, short-term preparation and clear communication. • It challenges users to move away from reliance on curriculum committees, binders and hard copies of standards. • These programs may allow users to record essential questions, goals, objectives, assessments, and/or daily plans. • http://www.youtube.com/watch?v=8etEUVzo2GE&list=UUxVOyjH4VhA7vzcrKrAS8SA&index=2&feature=plcp

  4. Purpose of Curriculum Mapping • Allows stakeholders in school to: • Meet and exceed standards • Align horizontally and vertically • Record what is happening in real time • Collect data about instruction as it relates to student learning • Reflect on and use the data in order to become better educators

  5. Reality… • Occasional “transition” or collaborative meetings between teams, grades or schools are ineffective in developing 21st century curriculum. Curriculum mapping should be done in real time. • We must look through 2 lenses when developing curriculum. A zoom lens will focus on this year’s curriculum for each grade. A wide-angle will look at the K-12 perspective. Horizontal and vertical alignment are needed for truly successful curriculum development.

  6. Examples of Software and Web-based Programs • Rubicon Atlas • Curriculum Framer • Curriculum Mapper • SharePoint (Microsoft) • TODCM Open Source Curriculum Mapping Project • Performance Plus – Curriculum Connector

  7. Sacred Heart Academy –Rubicon Atlas • Sacred Heart Schools consists of a high school, grade school, preschool, and school for the arts • Sacred Heart Model School was the first of the four schools to use Atlas and it was introduced at SHA 3 years ago • First steps in the process: Unit calendars for all courses to increase comfort level with mapping • Current steps: Development of unit and daily plans for all courses (goals, objectives, learning activities, assessments, etc) • Future steps: Teacher and group editing to find gaps, overlap and areas for integration.

  8. Proposed Process for Curriculum Mapping • Stage 1: Preparing for Curriculum Mapping • Stage 2: Launching Mapping Initiative • Stage 3: Sustaining and Integrating • Stage 4: Mapping into the Future

  9. Stage 1: Preparing for Curriculum Mapping • Research: Mapping program must meet the needs of school /district. • Cost • Flexibility • Data collection and analysis • Development: Teachers should be comfortable with macro and micro planning as it applies to their instruction. • Unit Calendars (year long Plans) • Unit Plans • Daily Lesson Plans • Teachers should be educated on the “how” but also the “why”.

  10. Stage 2: Launching the Mapping Initiative • Calendar based maps allow for easy reference to real time. • Begin with “draft” method that is refined after instruction, or “diary” method which requires disciplined reflection on a daily basis. • There should be a comfortable and consistent format across the map. • SHA’s Launch: Unit Calendar, Unit plan, Daily plan

  11. Stage 3: Sustaining and Integrating…Next Steps • Teachers as editors • Teachers edit own maps • Teachers edit maps of others in department or team. • Edit to find repetition, gaps, best practices and meaningful assessments. • Mixed Group Reviews • Gain objectivity from groups outside of instructional grade level, department or team. • Review to identify gaps, repetition, areas for integration and disconnect between outcomes and curriculum. • “Red flagging” not re-writing

  12. Stage 4: Mapping into the Future With observations in-hand… • Faculty can sift through data and find areas for improvement. • Faculty can determine points that will require long-term research and development. Ex: Introduction of interdisciplinary work for 10th graders would require examination and change in school structure over a period of time. • Faculty continues ACTIVE and CONTINUOUS review.

  13. Beyond the Basics • We can collect data on: • Best practices • Variety of meaningful assessment methods • Mastery of goals and objectives • Consistency between teachers of the same course and alignment between teachers of connected courses, both vertically and horizontally • We can look outside of our school: • Provides opportunities for global collaboration and education

  14. Tips and Suggestions • Spend time on R & D before implementing. • Make sure faculty understands the WHY. • Grade level should be used to help guide format and collaborative teams. • Technology and collaboration take time to learn, so small-step implementation is helpful.

  15. Sources of Information • Rubicon Atlas training tools • YouTube videos • Wikipedia • Curriculum 21 edited by Heidi Hayes Jacobs • Mapping the Big Picture: Integrating Curriculum and Assessment K-12 by Heidi Hayes Jacobs

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