An Overview

1. Quality Map Writing: An Overview Presentation Created By Janet Hale, Curriculum Mapping Consultant www.CurriculumMapping101.com

2. MAPPING THE CURRICULUM Curriculum Mapping is all about thefull written disclosure of both operational and planned learning. A learning organization collectively commits to no longer making decisions based on verbal statements. Instead, all decisions and discussions are based on map documentation that is inter-related within a mapping system along with other forms of pertinent data. A verbal agreement isn’t worth the paper it’s written on. —Samuel Goldwyn

3. Is Honesty an Issue? • Will my maps be used for my evaluation? • Who will see the maps? • How will my peers react to my maps? Remember, Curriculum mapping is anemotional journey, especially in the first few years!

4. BE AWARE: It takes time and practice, practice, practice, before “hitting the bulls-eye” and feeling confident in one’s ability to write a quality map!

5. Important Technology Note... If your learning organization is planning on creating your own mapping system or purchasing a subscription to a commercial mapping system, each system has unique features that effect how a map is recorded in the system. Therefore, this overview is generic in that the specific protocols per system are not included.

6. CM Seven-Phase (Step) Review Process • 1. Collecting Ongoing Data (Initial Read-Through) • 2. First Read-Through Review • 3. Small (Like/Mixed) Group Review • 4. Large (Like/Mixed) Group Comparisons • 5. Determine Immediate Revision Points • 6. Determine Points Requiring Some Research and Planning • 7. Plan for Next Review Cycle From Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH. Dr. Heidi Hayes Jacobs states, “Mapping is like a two-sided coin: One side is collecting the data … If you do not‘flip the coin’and focus on the other side— using the data—you miss the‘true value’of mapping!”

7. An Important Realization… The quality of a school, schools, or district’s curricular dialogues can only be as strong asthe quality of its maps.

8. Curriculum Maps QUALITY Noah Webster defines quality as: 1. Characteristic elements; 2. Basic nature, kind; 3. The degree of excellence. The Goal of Map QualityMap readersdo notneed the map writer or writers present tocorrectly interpretthemap data.

9. 1.Collecting Ongoing Data Teachers in each building begin to, via themapping system, input a first draft of a Projected Map/Diary Map or Consensus Map, based on a pre-determined content area/discipline. Choose one discipline for initial K-12 focus to maximize district-wide articulation. First Year Of Recording A Map One discipline (Elementary), One period (Middle or High School), One grade level (Specialist), One or two fully-included students or One pull-out group (SpEd)

10. Talk Time! Share with a neighbor which discipline or class you think you’d like to begin mapping this year

11. Diary Projected TYPES OF Consensus CURRICULUM MAPS Essential The curriculum map that contains the most data is the Projected/Diary Map. The Consensus Map and Essential Map have less amounts of data based on the collaborative agreements made by those involved in the curriculum design process.

12. A CURRICULM DESIGN CAUTION DO NOT DESIGN MAPS TO BE A “COPY” OF CURRICULUM ADOPTIONS (e. g., Language Arts Series, Social Studies Textbook, Science Kits). They are RESOURCES. Curriculum must be designed based on (broken apart) state, national, or self-produced standards’ proficiencies.

13. What are the common initial data elements included in a Projected/Diary Map? • UNIT NAME* • CONTENT • SKILLS • ASSESSMENTS • STANDARDS • RESOURCES • ACTIVITIES (optional) *Some commercial mapping systems require a Unit Name to enter map data. INTRA ALIGNMENT

14. Unit • A unit name is similar in concept to the title of a binder of information on a shelf. You must give the unit of study aname. • Discipline-specific state standards’ strand or concept names such as: • NUMBER SENSE GEOMETRY • Or a broad term or phrase befitting the learning contained within the unit: • 1776 • BIOMES A UNIT NAME IS WRITTEN IN ALL CAPITALS September

15. To distinguish between repeated unit names in which each unit’s content, skills, assessments, standards, and resources vary, either incorporate a sequential numbering system such as Roman numerals: NUMBER SENSE I NUMBER SENSE II NUMBER SENSE III or include a signifier after the base unit name: LITERARY ELEMENTS LITERARY AUTHOR STUDY LITERARY 19TH CENTURY CLASSICS

16. Content = What Students MustKNOW • Written as aKey Noun/Noun Phrase: Descriptor Think Table of “Content” Write each word starting with a capital letter. 3-D Shapes:Sphere, Cone, CylinderVs 3-D Shapes Poetry:Haiku, Diamante Vs Poetry Graphs: Double-Bar Vertical/ Horizontal, Up To 6 Variables Whenever possible, use a numeral instead of the number word (0-9).

17. Skills = What Students DOin relationship to theKNOWing There are technically three parts to a quality written skill listing: • Measurable Verb • Target (“how” students will be formally assessed) • Descriptor (that provides clarity regarding the KNOWing) Do not begin with: The student will…

18. Skills • Non-allowable verbs as measurable verb = Demonstrate, Understand, Know, Show, Use. Theyare not measurable. Understand making connections to text Distinguish text-to-me,text-to-text, text-to-world Use clipboard to transfer graphics between applications Transfer graphics between applications using clipboard

19. Skills If standard verbs are not measurable, or struggling with selection, Bloom’s Verbs may prove helpful, but should not become a crutch. 2. Targets– “How” Modalities = orally, in writing, aurally, visually kinesthetically, manipulatively • Identify in writing 5 phases of growth… • Distinguish aurally between ½, ¼ notes • Tell visually and in writing time using analog and digital faces Note: Some measurable verbs do not need targets (e.g., Memorize, Recite, Read, Write). In mathematics: Solve…, Calculate…, Figure… are considered written unless otherwise noted.

20. Skills = What Students Must Be Able To DO 3. Descriptors add clarity to the aligned content listing; notduplicate the data. Moving Toward Quality Content:Addition: 2-Digit With Regrouping Skill:Add addition problems Quality Content:Addition: 2-Digit With Regrouping Skills: Solve horizontal and vertical problems Solve 2-step word problems Note: A skill statement starts with a capital letter, but needs no period at the end of the statement.

21. Unit: LIFE SCIENCE: ORGANISMS Content: Human Cells: Plasma Membrane, Nucleus, Organelles, Golgi, Mitochondrion Skill: No:Demonstrate knowledge of human cell structure Yes:Label and define in writing 5 key features of cell’s structure

22. A bit of “fine tuning” is oftentimes needed in that some may have difficulty differentiating between a SKILL and an ACTIVITY. A skill is what students must be able to do. An activity provides practice concerning a particular skill or skills’ development or reinforcement. No:Review times tablesNo:Practice editing marks No:Walk around room and interview…

23. Talk Time! Skill or Activity? • Watch video clips • Brainstorm ideas for fundraising • Practice using library materials and computer skills • Discuss reasons for entry into war using at least 3 Internet primary sources to justify reasoning

24. Learning is a continuum. Therefore, there will be times when learning starts as content, moves to be a skill, and becomes an activity. For example, compare and contrast… • Content Comparison/Contrast: Term Differentiation • Skill Compare and contrast, visually and written,… • Activity Working in groups of 3, students compare and contrast…

25. Assessment = Product or Performance Title of Assessment is recorded as a Defined Noun Think: Naming the Assessment There is no way (or would be appropriate map-wise) to record ALL of the students’ assessments. Why? • Summative = At a stage … the sumof the learning; verification of the learning up to that point “Formal” Assessment (officially graded and affects report card) AssessmentOF Learning • Formative = An informal check of learning wherein students’ interaction and motivation are crucial for progress in learning Assessment FOR Learning“Informal” Assessment (not officially graded) Curriculum Maps Most often in Lesson Plans

26. Assessments and Evaluations One must be aware of the difference between an assessment(product or performance)and an evaluation (a judgment and the given value for the product or performance). 50 MC TestVsTest (Does notneed evaluation/process included) PowerPoint Cells Project Vs Project (Doesneed an descriptive evaluation/process included via attachment or supplemental info.)

27. Each mapping system has a different method for including evaluation documentation and process information.

28. If map readerscannot determine how students will be/were evaluatedand a teacher is not yet able, or ready, to technologically attach/add the information, the teacher instead includes the statement:(Evaluation: ___________)directly afterthe assessment name. Molecular Structure Lab (Evaluation: Teacher Obs/Journal/Checklist) FOR Pyramid Building (Evaluation: Peer Discussion/ Checklist) [FOR = An Assessment FOR Learning] 25 MC/FinB/Short-Answer Test (Does not need evaluation information.) Hmm

29. Resources* • Adopted Text or Materialsare always the first recording(s)in a Resource list. List Chapter/Lessons (title appears in course description area). Only need to include specific page numbers if total chapter is not used. A. --Chapter 5, pp. 186-192 --Lessons 18/19 • Begin each listing with a double-hyphen B. --Periodic Table Chart --Video: It Does Matter! All systems have the ability to create hyperlinks (URL) or attach files,photos, etc. to a map. *Only include key or critical-to-learning resources

30. Each mapping system has a unique method for intra-aligning the content-skills-assessments to standards. Each method can be explored when testing each company’s system.

31. CREATING INTRA-ALIGNMENT(via Content listings)is recommended using a Letter/Number Coding The coding process is designed to allow map readers to not need map writer or writers present to correctly interpret data.

32. Intra-Alignment Coding

33. Intra-Alignment Coding Rubicon Atlas

34. Intra-Alignment Coding

35. Intra-Alignment Coding Some prefer to practice using a Microsoft Word Table Template before purchasing a system.

36. MAPPING High above the hushed crowd, Rex tried to remain focused. Still he couldn’t shake one thought; he was an old dog and this was a new trick.