Module 3 Curriculum Mapping

1. Module 3Curriculum Mapping

2. NCLB 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.”

3. It’s all about me!! • “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.” Do you hear this at your school?

4. “I thought you covered that benchmark in _____ grade.” • “What do you mean I can’t do my rainforest unit?” Do you hear this at your school?

5. “What do you mean there are no more letter grades?” “So are there numbers?”“Does anyone understand standards based grading?” Do you hear this at your school?

7. What is curriculum? • 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

8. 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.

9. What are standards? • Standards define what students should know, be able to do, and care about.

10. Big Ideas and 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.

11. Curriculum Mapping Desired Outcomes: 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

12. Activity Reflect on: How does this activity relate to curriculum mapping?

13. 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?

14. 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?

15. 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?

16. Student Achievement & School Improvement A Case Study

18. 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

19. What we know about Keola….

21. We also know this about Keola… and his classmates…..

24. More assessment data--about Aloha School…

26. Developing an action plan for Keola: • Call a meeting • Review student’s work • Identify possible strategies, implement • If no improvement, refer student for more assistance • Others…

27. Developing an action plan 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 …

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

29. 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…?

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

31. What if a school had a mechanism 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?

32. What if a school could retrieve the following reports? • Individual teacher maps • Consensus maps

33. Transition to Working with Maps 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.

34. Curriculum Mapping Improving Student Performance

35. Essential Questions(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?

36. The Destination • Vision of a High School Graduate • General Learner Outcomes • Hawaii Content and Performance Standards

37. Features of Curriculum Mapping • 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

38. Features 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

39. Content Nouns Found in Scope and Sequence Toolkit Document Knowledge, facts, concepts What students learn A Curriculum Map contains…

40. What students do (to learn the content) A Curriculum Map contains… Skills • Verbs • Found in Grade Level Performance Indicator Toolkit Documents • Precise: Use precise language--have a list of action words to use.

41. What evidence there is (of student learning) A Curriculum Map contains… Assessments • Assessment Tasks • Suggested Assessment Tasks found in theInstructional Guides of the Toolkit • This is the evidence for standard-based grading and reporting

42. Examples of Assessment Types Products Reports, storyboards, dioramas, etc. Tests Short answer, multiple choice, essay, etc. Performances Demonstrations, plays, oral reports, etc. Task Should be Specific More about ASSESSMENT TASKS

43. Activity • 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.

44. 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 Curriculum Mapping Features

45. Activity • 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.

46. Why Map?

47. Curriculum Mapping Process-A 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

48. Curriculum 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

49. 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 TEACHER Records actual teaching Has map reviewed by curriculum map leader (GLC, Principal) periodically Gets feedback to help make map clearer Curriculum Mapping

50. 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 Outcome Diary Map What is actually taught Data regarding the “real” curriculum Requires honesty Curriculum Mapping