Module 3 Curriculum Mapping

Module 3Module 3

Curriculum MappingCurriculum Mapping

Do you hear this at your school?

“I use my textbook, it’s aligned to the standards.”“What toolkit?”“It’ll pass…NCLB will go away like all the other initiatives.”

• “I just average all my chapter tests.”• “If they don’t get it, I just assign more homework.”• “Why don’t they know?...I taught it to them.”• “I can’t tell them what is expected …that would be cheating!”• “I didn’t know I was flunking until I got my report card.”

It’s all about me!!

• ““I thought I thought youyou covered that benchmark in _____ covered that benchmark in _____ grade.”grade.”

• “ “What do you mean I can’t do my rainforest What do you mean I can’t do my rainforest unit?”unit?”

“What do you mean there are no more letter grades?”

“So are there numbers?”“Does anyone understand standards based grading?”

• The subject matter that teachers and students cover in their studies. It describes and specifies the methods, structure, organization, balance and presentation of the content. www.iteawww.org/TAA/Glossary.htm

• (plural curricula): A plan of instruction that details what students are to know, how they are to learn it, what the teacher’s role is, and the context in which learning and teaching will take place. www.ncrel.org/sdrs/areas/misc/glossary.htm

• Curriculum is what students should know, be able to do, and be committed to (content), how it is taught (instruction), how it is measured (assessment), and how the educational system is organized (context). www.educ.state.ak.us/tls/frameworks/arts/8glosary.htm

What is curriculum?What is curriculum?

There can be three kinds of curricula:• Desired Curriculum• Actual Curriculum (what is taught)• Achieved Curriculum (what students have

learned)

In our presentation, we will use the term curriculum to refer to the content and skills taught in a class

to achieve the standards.

What are standards?What are standards?

• Standards define what students should know, be able to do, and care about.

Big Ideas andBig Ideas and Essential Questions Essential Questions

• Big Ideas and Essential Questions are organizers that serve as the heart of a curriculum.

• Big Ideas and Essential Questions distill the content into what is critical to examine, explore, and learn.

• Big Ideas and Essential Questions identify the knowledge, skills, and attitudes for which students will be held accountable.

• Big Ideas and Essential Questions help teachers to organize their teaching.

Participants will be able to:• Define curriculum mapping • Identify a process to develop a curriculum map• Use a map to link instruction and assessment in a

standards-based system • Explain how curriculum mapping provides

evidence of a school’s curriculum

Desired Outcomes:Desired Outcomes:

ActivityActivity

Reflect on:

How does this

activity relate to

curriculum

mapping?

As a sophomore in high school, how would you feel when you are provided with the same reading material on the American Civil War for the fourth time in four years?

As a sophomore in high school, how would you feel when given a Geometry assignment, you have no idea how to find the area of different common quadrilaterals …you still have difficulty identifying them?

As a sophomore in high school, how would you feel when given a Biology assignment, you can readily apply what you learned in your earlier science classes to the assignment?

Student Achievement Student Achievement & &

School Improvement School Improvement

A Case StudyA Case Study

MEET KEOLA!!!MEET KEOLA!!!Keola is a 5th grade student at Aloha School.

Keola has difficulty in multiplying and dividing.

Keola has difficulty with measurements and geometry and concepts dealing with graphing and data.

What can we do for Keola?

Where do we begin? Insert Kola’s chair somewhere

What we know about Keola….What we know about Keola….

We also know this about We also know this about Keola… Keola…

and his classmates…..and his classmates…..

MCItems

CRItems

TotalPointsPossible

AverageRawScore

% of Avgscore of ptspossible*

Numbers and Operations:1. Students understand numbers, ways ofrepresenting numbers, relationship amongnumbers, and number systems.

1-2pts.

2 .88 44 %

2. Students understand the meaning ofoperations and how they relate to each other.

1-2pts.

2 .29 15%

3. Students use computational tools andstrategies fluently and when appropriateestimates.

1-2pts.

2 0 0%

Measurement:1. Students understand attributes, units, andsystems of units in measurement; and develop anduse techniques, tools, and formulas for measuring.

3-3pts

2-6pts

9 1.9 21%

Geometry and Spatial Space:1. Students analyze properties of objects andrelationships among the properties.

1-2pts.

2 .31 15%

2. Students use transformations and symmetry toanalyze mathematical situations.

1-1pt.

1 .52 52%

3. Students use visualization and spatialreasoning to solve problems both within andoutside of mathematics.

1-1pt.

2-4pts.

5 1.2 24%

4. Students select and use differentrepresentational systems, including coordinategeometry.

1-4pts.

4 .65 16%

Patterns, Functions, and Algebra:1. Students understand various types of patternsand functional relationships.

1-1pt.

1-2pts.

3 .96 32%

2. Students use symbolic forms to represent,model, and analyze mathematical situations.

2-8pts.

8 .98 12%

Data Analysis, Statistics, and Probability:1. Students pose questions and collect, organize,and represent data to answer those questions.

1-1pt.

1 .29 29%

2. Students interpret data using methods ofexploratory data analysis.

2-2pts.

2 .54 27%

3. Students develop and evaluate inferences,predictions, and arguments that are based ondata.

1-1pt.

1 .38 38%

4. Students understand and apply basic notionsof chance and probability.

2-2pts.

1-2pts.

4 1.0 25%

* average score was X% of points possible

Aloha School Grade 5 Math Report: 2002- 2003 ScoresStandard Level

Number and Operation: TotalPointspossible

AverageRawScore

1c. Compare and order whole numbers, fractions, decimals, and percents. 2 pts. .82c. Use associative, commutative, and distributive properties as they apply to multiplication and division of whole numbers.

2 pts .3

3c. Develop algorithms for fraction operations. 2 pts. 0Measurement:1b. Know and fluently use the common units of measure of both customary and metric systems of measure.

2 pts. .8

1c. Carry out simple unit conversions within a system of measurement (e.g. millimeters to centimeters to meters, feet to yards, pints to quarts to gallons, seconds to minutes to hours, days to week to months to years).

2 pts. .2

1f. Develop and use formulas to find perimeter, area (squares, rectangles, and triangles), and surface area and volume of rectangular solids.

4 pts. .6

1g. Use map scales to find distance between locations and make simple scale drawings.

1 pt. .25

Geometry and Spatial Space:1d. Analyze relationships among lines in the plane, (e.g. parallel and perpendicular lines).

2 pts. .3

2b. Describe a motion or series of motions needed to match two congruent figures. 1 pt. .53a. Identify a three-dimensional object from a set of two-dimensional views. 2 pts. .53b. Describe and sketch two-dimensional objects; predict three-dimensional results of a two-dimensional net.

3 pts. .7

4c. Find horizontal or vertical distances on a coordinate system. 4 pts. .6Patterns, Functions, and Algebra:1b. Identify and describe relationships between two quantities that vary directly (e.g. length of a square and its area) and inversely (e.g. number of children to the size of piece of pizza).

1 pt. .3

1c. Use generalizations to make predictions; check that the generalization fits the given pattern.

2 pts. .6

2a. Represent unknown quantities and relationships among them with symbols. 4 pts. .52b. Identify and represent properties of operations (e.g. C + G = G+C) 4 pts. .4Data Analysis, Statistics, and Probability:1a. Design investigations requiring data collections, including measured data. 1 pt. .32a. Describe the shape and important features of a set of organized data (e.g. range, mean, mode, median where appropriate)

1 pt. .2

2c. Compare related data sets. 1 pt. .33d. Propose and justify conclusions based on data 1 pt. .44a. Formulate questions or hypotheses based on initial data collection and design further studies of explore them.

1 pt. .6

4c. Estimate and test by experiment the probabilities of outcomes 1 pt. .44d. List of possible outcomes of a simple experiment. 2 pts. .01

Aloha School Grade 5 Math Report: 2002- 2003 ScoresBy Benchmarks

More assessment dataMore assessment data--about Aloha School…--about Aloha School…

Developing an action plan Developing an action plan for Keola:for Keola:

• Call a meeting

• Review student’s work

• Identify possible strategies, implement

• If no improvement, refer student for more assistance

• Others…

Developing an action plan Developing an action plan for Aloha School: for Aloha School:

• Form a committee

• Plan professional development

• Look at a new textbook or supplementary resources

• Revise SID

• Call the complex area staff

• Others …

If the only tool you have is a hammer, If the only tool you have is a hammer, everything begins to look like a nail.everything begins to look like a nail.

Do we stop and consider…Do we stop and consider…

• Coverage of content by texts?• Time spent addressing content area?• Stability/continuity of teaching staff?• Transience of student?• Previous school experiences of student?• Teacher knowledge and experiences?• Others…?

Are there alternatives?Are there alternatives?

Let’s look at curriculum mapping as one way to focus on student achievement, school improvement, and collaboration among teachers.

What if a school had a mechanism What if a school had a mechanism in place to identify…in place to identify…

• What each teacher is doing in relation to a specific standard?• When a specific content skill is taught and how it is assessed?• How much time is spent on a skill/standard?• If there are any gaps or redundancies in the curriculum?• Real time data on the actual

curriculum?

What if a school could retrieve the What if a school could retrieve the following reports?following reports?

• Individual teacher maps

• Consensus maps

Transition to Working with Transition to Working with MapsMaps

The rest of the day’s activities will:• Tell you about the features of a curriculum map.• Let you know what it is and isn’t.• Show you the steps of the curriculum mapping process.• Give you some experience in creating and assessing

them.• Show you how they can guide curricular discussions

and decisions at school.

Improving Student PerformanceImproving Student Performance

Essential QuestionsEssential Questions(that lead to Big Ideas)(that lead to Big Ideas)

• What is our destination?• What are the features of a curriculum map? • How can curriculum mapping help

students reach the destination?• How are maps created?

The DestinationThe Destination

• Vision of a High School Graduate

• General Learner Outcomes

• Hawaii Content and Performance Standards

Features of Curriculum Features of Curriculum MappingMapping

• Is teacher-created and collaboratively refined• Provides a way to analyze assessment data and

find out what teaching supports data• Operationalizes the Standards Toolkit• Focuses teaching on targeted student performance

outcomes• Replaces old ways of curriculum decision making

Features of a Curriculum MapFeatures of a Curriculum Map

• Calendar - based

• Must contain--content, skills and assessment tasks

• Teacher created, collaboratively refined

• Focuses on Big Ideas and/or Essential Questions

A Curriculum Map contains…A Curriculum Map contains…

ContentContent – Nouns– Found in Scope

and Sequence Toolkit Document

– Knowledge, facts, concepts

What students learn

What students do

(to learn the content)

SkillsSkills– Verbs

– Found in Grade Level Performance Indicator Toolkit Documents

– Precise: Use precise language--have a list of action words to use.

What evidence there is

(of student learning)

AssessmentsAssessments– Assessment Tasks

– Suggested Assessment Tasks found in theInstructional Guides of the Toolkit

– This is the evidence for standard-based grading and reporting

More about ASSESSMENT More about ASSESSMENT TASKSTASKS

Examples of Assessment Types• Products

– Reports, storyboards, dioramas, etc.

• Tests – Short answer, multiple choice,

essay, etc.• Performances

– Demonstrations, plays, oral reports, etc.

Task Should Task Should be Specificbe Specific

ActivityActivity Use Handouts 9-15.

Using the features of

a curriculum map,

identify which

documents are maps and

which are not. Write down your

reasons why some are

not maps.

Curriculum Mapping FeaturesCurriculum Mapping Features• Calendar based• Records content, skills and assessment• Can be organized using BIG IDEAS,

themes, essential questions or other categories

• Teacher created, collaboratively refined• A procedure for collecting data about

actual teaching• Provides a basis for authentic examination

of the classroom curriculum

ActivityActivity Use a simple web

Put the question: “Why

map?” in the center of the

web. Read chapter 1 of HHJ

book.Fill in web with reasons

for mapping.

Why Map?

Curriculum Mapping Process-Curriculum Mapping Process-A PreviewA Preview

• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group review• Phase 4: Large group comparisons• Phase 5: Determine immediate revision points• Phase 6: Determine points requiring research

and planning• Phase 7: Plan for next review cycle

Curriculum Mapping ProcessCurriculum Mapping Process

• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group review• Phase 4: Large group comparisons• Phase 5: Determine immediate revision points• Phase 6: Determine points requiring research and

planning• Phase 7: Plan for next review cycle

• Phase 1: Collecting the data

• Phase 2: First read-through• Phase 3: Small mixed group

review• Phase 4: Large group

comparisons• Phase 5: Determine

immediate revision points• Phase 6: Determine points

requiring research and planning• Phase 7: Plan for next review

TEACHER

Records actual teaching

Has map reviewed by curriculum map leader (GLC, Principal) periodically

Gets feedback to help make map clearer

• Phase 1: Collecting the data

• Phase 2: First read-through• Phase 3: Small mixed group

review• Phase 4: Large group comparisons• Phase 5: Determine immediate

revision points• Phase 6: Determine points

requiring research and planning• Phase 7: Plan for next review

Outcome• Diary Map

– What is actually taught

– Data regarding the “real” curriculum

– Requires honesty

• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group review• Phase 4: Large group comparisons• Phase 5: Determine immediate revision

points• Phase 6: Determine points requiring research

First Read-ThroughFirst Read-ThroughPhase 2Phase 2

Focus: Focus:

ClassroomClassroom

InstructionInstruction

TEACHERTEACHER• Reviews whole school

maps• Uses guiding

questions or map review worksheets

• Gets insights that will guide Phase 3

NavigatorNavigator

PRINCIPALPRINCIPAL• Uses test item analysis or

other data to identify specific content or skill needs as a focus

• Deals with obstacles by focusing on the destination and the maps ability to get students there

Keep the Focus on Keep the Focus on Maps Maps

PRINCIPALPRINCIPAL• Has an identified map

issue on the agenda of every meeting (determined in phase 4-6)

• Enforces timelines for timely decisions

• Plans for celebrating the process

OutcomeOutcome• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group

requiring research and planning

• Phase 7: Plan for next review cycle

Planning Map Planning Map (also called Projected map)

• Revision of individual maps (diary map)

• Reflect on diary map to change teaching and/or improve assessment

• Use the maps to facilitate conversations with colleagues

OutcomeOutcome• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed

group review• Phase 4: Large group

requiring research and planning• Phase 7: Plan for next

review cycle

• Identify redundancies, gaps, questionable or inappropriate assessment, misalignment with standards, and potential areas for integration.

• Teachers of special populations (SPED, ESLL) should be included to see how class maps can be revised to accommodate special needs of child.

OutcomeOutcome

Based on Based on

Identified GoalsIdentified Goals

• Short term revisions can be made to individual maps.

• Long-term revisions and/or subjects needing research become topics for staff development or learning teams.

ActivityActivity 4 people to a group

Number yourselves 1-4

Group 1: Chapter 2-Intro,

Phase 1 Group 2: Chapter 2-Phase 2

Group 3: Chapter 2-Phase 3

and 4Group 4: Chapter 2-Phase

5,6 and 7Expert group then Learning

DAY 2DAY 2

The Curriculum The Curriculum Mapping ProcessMapping Process

ContinuedContinued

Day 1 ReflectionDay 1 ReflectionParticipants are able to:

Define curriculum mapping Define the first 3 phases of the curriculum

mapping process Identify the features of a curriculum map Use a template to fill in a curriculum map

Day 2 GoalsDay 2 GoalsParticipants will be able to:

• Describe phases 4-7 of the curriculum mapping process

• Describe the link between curriculum mapping and an alignment process

• Identify what is necessary to sustain the curriculum mapping process

• Identify resources that can support curriculum mapping efforts at schools

ActivityActivityLet’s Practice

Grade 1: Health Curriculum Map

1. Review relevant standards. What

are the content & skills that need

to be taught?

2. Determine what assessments will

produce evidence for that

standard(s).

3. Specify the time that it would

take.4. What’s the big idea – the

essential question?

• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group review• Phase 4: Large group comparisons• Phase 5: Determine immediate revision points• Phase 6: Determine points requiring research and

planning• Phase 7: The cycle continues

ActivityActivityDATA: Aloha School Test Scores

Working together, examine

the maps to see if there is anything in

them that supports the data.

List on chart paper what might

need to be revised, or what

needs more research. Also list “ah-has” that the group

has regarding the maps and

their implications for student

learning.

Large Group ReviewLarge Group ReviewPhase 4Phase 4

Focus: Focus:

Whole School, Whole School, Complex, Complex,

Complex AreaComplex Area

• All faculty members come together and examine the compilation of findings from the smaller groups.

• Session is facilitated by principal and/or teacher leader.

Areas for Immediate RevisionAreas for Immediate RevisionPhase 5Phase 5

Based onBased onIdentified Needs:Identified Needs:Immediate Goals Immediate Goals

• Faculty identifies areas that can be revised by the site with relative ease.

• Specific faculty members involved in those revisions determine timetable for action.

points• Phase 6: Determine points requiring

research and planning• Phase 7: Plan for next review cycle

Areas Requiring Areas Requiring Long-term PlanningLong-term Planning

Phase 6Phase 6

Based OnBased On

Identified LongIdentified Long

Term GoalsTerm Goals

• Faculty members identify those areas that have implications beyond the department or site (i.e., elementary to middle school transition)

• Task force or learning team can be formed

• Faculty members identify areas to research

Outcome of Phases 4-6Outcome of Phases 4-6

• Phase 1: Collecting the data• Phase 2: First read-through• Phase 3: Small mixed group

comparisons• Phase 5: Determine immediate

revision points• Phase 6: Determine points requiring

research and planning• Phase 7: Plan for next review cycle

Essential Maps(Consensus

Essential MapsEssential Maps• Focused on specific content and/or skills toward

common goals• Developed and organized through consensus • Developed by grade level for a continuum• Captures only essential standards, content and skills

entered on this map• Focused - not intended as the entire curriculum• Revised continuously through use of data (including

maps) and research

Essential Mapping ProcessEssential Mapping Process

• Essential Maps used as a framework for course, individual teacher maps

• Essential Maps assure attention to appropriate content and skills in an agreed upon continuum

• Essential Maps inform individual teacher maps but DO NOT prescribe the entire classroom curriculum

ActivityActivity Use Handouts 35-37. Looking at the sheet,

identify one gap and use the

worksheet to describe how you

might address the gap.

Work with those at your table

as if you were a mixed group

of teachers at a school.

Curriculum Mapping Curriculum Mapping ProcessProcess

The Cycle ContinuesThe Cycle ContinuesPhase 7Phase 7

• Task force groups report on long-term issues.• Curriculum mapping groups review the maps

throughout the course of the year.• The principal continually revisits data to identify

new areas of need and to focus instructional time on meeting those needs.

• Maps continue to provide data regarding the actual curriculum.

““I don’t have to do a Curriculum Map.I don’t have to do a Curriculum Map.Our school has aligned our curriculum.”Our school has aligned our curriculum.”

Don’t mix up alignment and Don’t mix up alignment and curriculum mapping!curriculum mapping!

Alignment ≠ curriculum mapping

AlignmentAlignment

n., The correct position or positioning of different components relative to one another, so that they

perform properly.

ActivityActivity In your groups: Describe what

alignment means for each

of the identified alignment

activities

Alignment to what?Alignment to what?Alignment of what?Alignment of what?

• Alignment to :– Tests– Textbooks – Standards

• Alignment of :– Curriculum– Materials– Instruction– Assessments

Alignment refers to the degree of Alignment refers to the degree of match…match…

• Between standards and:– Instructional materials– Hawaii State Assessment– Classroom assessment– Units, lessons, activities & out-of-class

learning opportunities

Dimensions of AlignmentDimensions of Alignment

• Content Match - how well does ______ match the HCPS?– Broad content coverage– Range of coverage– Balance of coverage

• Depth Match - How well does ______ match the knowledge and skills specified in HCPS in terms of cognitive complexity?

Why is alignment a key issue?Why is alignment a key issue?

• Accountability criterion• Evidence & documentation for

grading• Ensures vertical and horizontal

continuity• Provides a pathway for the Vision of

the High School Graduate

Curriculum Mapping:Curriculum Mapping:

What will it take?What will it take?

As curriculum As curriculum leaders…leaders…

How will you engage the school/complex in the How will you engage the school/complex in the curriculum mapping process? curriculum mapping process?

The process…The process…• Links content, skills, assessment to time and

standards• Provides a framework to evaluate student work • Identifies gaps and repetitions in the curriculum• Brings standards to life in classrooms• Forges a common vision for teaching and learning• Facilitates communication, requires collaboration • Offers a systems approach to curriculum planning

First Time Mapping AdviceFirst Time Mapping AdviceFirst time advice:

Concentrate on one discipline or content area or strand when first mapping.

Add others in subsequent years. Choose initial focus based on data -

identified student needs. Technology can assist in data

collection.

ACCOUNTABILITY: How can curriculum mapping support schools in being accountable for student learning?

EQUITY: How can curriculum mapping ensure that all students are working toward the same standards?

OPPORTUNITY: How can curriculum mapping enable all students to have experiences that support their attainment of high academic standards?

Now that we have a map, Now that we have a map, what about Keola and his classmates?what about Keola and his classmates?

• Do we view Keola’s situation differently now?Do we view Keola’s situation differently now?• How has the idea of curriculum mapping helped How has the idea of curriculum mapping helped

us?us?

How can technology assist?How can technology assist?

Some possibilities…• Incorporating (layering) individual, school,

complex maps• Aligning with state standards• Retrieving data from multiple maps, sources• Sharing different websites• Visiting and exploring different sites

How can technology assist?How can technology assist?

• Search possibilities • Alignment features with standards• Lesson plan features• Hardware requirements• Ease of use, training/tech support• Possibilities for hyperlinks• Means of linking with student performance data• Upcoming versions and new features

Check with vendors regarding:

TechPaths: A Curriculum Mapping SystemVersion 3.00

Software Introductionand

User Guide

Created by Earl NicholasKnowledge Team Advisor

Technology Pathways International

Based upon the collaborative work of Heidi Hayes Jacobs and Bena Kallick

Viewing a Unitalso allows you to copy

that unit into yourown map.

You may search yourcourse, all your courses, or

all the way to the Internationalsearch feature.

TechPaths has detailedtemplates for both Assessments

and Lesson Plans.

Resources: ModelsResources: Models• Atlas Curriculum Management System,

www.rubiconatlas.com/mapping.htm

• The Curriculum Mapper, http://www.curriculummapper.comhttp://westjam.com

• Collaborative Design, http://www.cmap.com

• TECHPATHS : A Curriculum Mapping System, info@techpaths.com

• Others….

• NCREL Curriculum Mapping - http://currmap.ncrel.org/about.htm

• NCREL Notes and Reflections- http://www.ncrel.org/info/notes/spring03/tool.htm

• The Curriculum Mapper WestJam - www.curriculummapper.com/homesite

• The Curriculum Mapping and Design Tool (CMDT) - www.ael.org/cmdtl

• Quality Leadership by Design - www.qld-llc.com/about.shtml

• The Santa Rosa County Schools - www.santarosa.k12.fl.us/odyssey

• Union Area School District – www.union.k12.pa.us/brochure/curriculum.html

• Curriculum Mapping in the Middle School –

• Teaching Today: Roadmap to Success: A Curriculum Mapping Primer – http://www.glencoe.com/sec/teaching today/educationupclose.phtml/35

Resources: OnlineResources: Online

Resources: OthersResources: Others

Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction. Thousand Oaks: Corwin Press.

Jacobs, Heidi Hayes (2003). Creating a timely curriculum: A conversation with Dr. Heidi Hayes Jacobs. Educational Leadership. Dec. 2003/Jan 2004,12-17.

Jacobs, Heidi Hayes (2003). Connecting curriculum mapping and technology: Digital forms aid data analysis and decision making. ASCD Curriculum Technology Quarterly. 12(3).

Jacobs, Heidi Hayes (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Alexandria: ASCD.

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MAPPING CURRICULUM √ √ √ √ √ √ √ √ √ √ √ √ √ √ √