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CURRICULUM MAPPING

CURRICULUM MAPPING . FINDING THE PATH AND STAYING ON IT Sue Howell August 12 & 13, 2010. Definition of Curriculum Mapping.

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CURRICULUM MAPPING

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  1. CURRICULUM MAPPING FINDING THE PATH AND STAYING ON IT Sue Howell August 12 & 13, 2010

  2. Definition of Curriculum Mapping Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school or district. Curriculum mapping provides the basis for authentic examination. Module 1, Figure 1

  3. Mapping: A Two-Sided CoinModule 1, Figure 2 • One side is the Documentation--the maps themselves • One side is the Review Process--the collaborative examination and revision of the maps by the teachers

  4. Making Sense of the Terms Module 1, figure 3

  5. Elements on Curriculum Maps ESSENTIAL QUESTIONS Definition: Overarching questions that provide focus for the unit and are aligned to the “Big Ideas,” concepts, or themes Criteria: •Encourage higher level thinking •Help students make connections beyond content being studied •Focus on “Why is this important?” •Include different levels of questions (fundamental, situational, authentic) •Written in question form

  6. CONCEPT/CONTENT Definition: Key concept, targeted facts, and core content Criteria: •Start with key concept, “Big Idea” or Enduring Understanding •Can be discipline, interdisciplinary, student-centered •Written in noun form—targeted facts and informationpoints

  7. SKILLS Definition: What students need to know or be able to do in order to demonstrate mastery orunderstanding of the content Criteria:•Begin with action verbs •Are specific ,observable, and measurable--precise, not generic •Include benchmark and critical skills •Reflect an expectation of higher levels of thinking •Include integrated skills included in teaching of the concept •Include additional skills that support

  8. ASSESSMENTS Definition: Evidence of Learning Criteria:•Are demonstrations of learning •Include integration of multiple skills •Are tangible products or observable performances •Include multiple types of assessments to give a more complete picture of learning •Written in noun form •Are demonstrations of learning

  9. ACTIVITIES Definition: Practice opportunities to master skills Criteria:•Hands on •Engaging •Incorporate different learning styles •Included in lesson plans on mapping software

  10. From... To… (sample) Consistent and Standardized Professional Development Assessments Aligned to a Program Textbook as Curriculum Instruction Focused on a Program Assessments Aligned to Essential Curriculum? Essential Curriculum Instruction Focused on Teaching Strategies Customized and Responsive Professional Development: Training, Coaching, Leadership Assessments Aligned to Benchmark and Critical Skills in Curriculum Map Curriculum Maps Benchmark Skills Critical Skills Instruction Focused on a Curriculum Map: K-12 (Based on work with Dr. Bena Kallick)

  11. Mapping is intimate work. It is not generic. Mapping is transparent, and it has to be electronic. • “Choose your century.”—Heidi Hayes Jacobs • 35-40% of all achievement test errors are reading errors.

  12. TYPES of MAPS • Internal • Cumulative • External • To Students • Global

  13. MAKING MAPS WORK • Having maps won’t help us at all. Using them will! • VERTICAL TEAMS ARE VITAL!

  14. 4 PHASES • Laying the Foundation – the reasons, purposes, terms, types of maps

  15. 4 PHASES • Launching the Process/Getting Started • Sustaining, and Integrating the System • Advanced Mapping Tasks

  16. Maps are data!

  17. High-Frequency Words • Handout—commonly used terms • Which fit your grade-level TEKS?

  18. Developmentally Appropriate Activities • Handout • Which fit your grade-level TEKS?

  19. CURRICULUM MAPPING

  20. Curriculum Map ELAR/Reading/___Grade(Subject/Strand/Grade) What do we expect students to learn? How will we know when they have learned it? How will we teach it? What do we do if they already know it? How will we differentiate? How will we respond when they don’t learn? What do we do if they continue not to learn? What do we do if they still aren’t learning? How does this connect to other subjects?

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