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Curriculum Mapping

Curriculum Mapping. Based on the work of Heidi Hayes Jacobs and Susan Udelhofen. Pam Lange . escWorks: Please Create Account. http://www.sdesa7.org. Curriculum Mapping Goal. Curriculum Goal:

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Curriculum Mapping

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  1. Curriculum Mapping Based on the work of Heidi Hayes Jacobs and Susan Udelhofen Pam Lange

  2. escWorks: Please Create Account http://www.sdesa7.org

  3. Curriculum Mapping Goal Curriculum Goal: By the end of 2009, K-12 staff will curriculum map three or more content areas using TechPaths software. Purpose is to get the district organized to begin or continue the curriculum mapping process.

  4. Considerations for a Quality Map • Unit • Essential Questions • Content • Skills • Assessments • Standards

  5. Lesson Plans VS Mapping • Ongoing process • What we are actually teaching • What students are actually learning • Daily vs Monthly

  6. Unit • Broad Noun • Think of the unit name as being a “title” of a book • Examples: • Number Sense • Thomas Jefferson: His Presidency • Core Standard: Example 7.R.1.2

  7. Content • Content is written beginning with a noun. • Content is the vehicle by which you teach the skills. • Content is key concepts, facts, or events. • Content is the essential concepts and topics covered during a month.  

  8. Content topics/concepts/issues/problems/themes

  9. Content Examples: • 3-D Shapes: Sphere, Cone, Cylinder • Poetry: Haiku, Diamante

  10. Skills • Skills are written as Action Verbs (See handout) • Precise skills can be assessed, observed and described in specific terms. • Identifies what you really want students to be able to do. • Skills are key abilities and processes students will develop related to specific content. • This is often the most challenging aspect of mapping. • The skills are what the kids do to learn the content!

  11. Action Verbs • Research • Respond • Retrieve • Review • Revise • Role-play • Search • Seek • Select • Show • Solve • Structure • Support • Synthesize • Teach • Test • Translate • Use • Utilize • Write • Conclude • Conduct • Connect • Consider • Contrast • Construct • Correct • Create • Critique • Decide • Deduce • Defend • Define • Demonstrate • Derive • Describe • Design • Detect • Develop • Devise • Differentiate • Discuss • Display • Distinguish • Document • Engage • Establish • Estimate • Evaluate • Examine • Exhibit • Experiment • Explain • Explore • Express • Find • Generalize • Help • Identify • Illustrate • Incorporate • Induce • Inquire • Inspect • Instruct • Integrate • Interact • Interpret • Invent • Investigate • Judge • Justify • Label • Locate • List • Model • Modify • Monitor • Organize • Participate • Perform • Plan • Predict • Present • Prioritize • Produce • Propose • Prove • Pursue • Question • Rate Reason Recognize • Reflect • Represent • Adapt • Adjust • Analyze • Apply • Appraise • Argue • Articulate • Ask • Assess • Build • Calculate • Challenge • Check • Classify • Clarify • Collect • Combine • Compare • Complete • Compute

  12. 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 • compare and contrast the benefits, costs and limitations of nuclear power • define the hypothesis and conclusion of an “if-then” statement

  13. Skills VS Activity • Skill is what we want the students to be able to do • Activity provides practice concerning a skill

  14. Standards • Aligned to the unit • Align the standards that you are “assessing”. • Can you show if the student mastered the standard with the skill/s you are teaching? • Not what standards you are “touching on”

  15. AssessmentsInclude all forms of assessments • Crucial component of the maps • Often the least developed, inclusive or balanced • Include all classroom assessments • Summative (Of Assessments) • Formative (For Assessments) • Observable evidence that learning has occurred • Written as nouns

  16. Summative and Formative Assessment Assessment of Learning(Summative Assessment): How much have students learned as of a particular point in time? Assessment for Learning(Formative Assessment): How can we use assessments to help students learn more?

  17. Good Luck • If you have questions, please contact Pam Lange at plange@tie.net.

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