Curriculum Mapping

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

2. Curriculum Mapping Goal Curriculum Goal: By the end of 2009-2010, 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.

3. New Teachers Welcome to Spearfish School District

4. M & M Activity Answer the statement for each M & M you selected. Red What you know about curriculum mapping. Yellow A fact about yourself. Blue A place you have visited or want to visit. Orange An “Aha” moment from your college years. Green Something you like to do in your spare time. Brown Something you want to get out of today.

5. The M & M “Survival” Kit Red Eat at the first sign of frustration. Orange Eat to minimize depression. Green Eat to calm your fears. Yellow Eat when you feel a headache coming on. Blue Eat to reduce the screaming urge. Brown Eat ANYTIME! If all symptoms appear at the same time… Eat the WHOLE DARN BAG!

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

7. Core Maps • Reflects the curriculum that All teachers are expected to address during the course of study.

8. Core Maps • Elementary – Grade Level/Subject • Middle School – Grade Level/Subject • High School – Teacher/Course • Special Education – By skill set

9. 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

10. 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.  

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

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

13. 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!

14. 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

15. 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

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

17. 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”

18. Standards: http://doe.sd.gov/

19. Standards: http://doe.sd.gov/

20. 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

21. 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?

22. Let’s Practice Spearfish TechPaths Handout Login Information Copying Units

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