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3/4/2011
1
Curriculum Mapping 101: Tools, Strategies, Processes,
and Templates
Dr. Ann Johnson
ann@curriculum21.com ** (c) copyright 2011 - Ann Johnson, all rights reserved
Dr. Ann Johnson
ann@curriculum21.com
Curriculum Mapping 101: http://www.curriculum21.com/z-docs/mapping101.pdf
http://annjohnson.yolasite.com/
Mapping to the Core: http://www.curriculum21.com/z-docs/MTTC.pdf http://www.curriculum21.com/z-docs/DOK_12-151.pdf
Curriculum Mapping
Targets for Today…
• The Four Phases of Mapping
• Definition of Curriculum
Mapping
• Reasons to Map
• Tasks in the Mapping Process
• Connection with other Initiatives
• Upgrading Your Curriculum
FOUR PHASE MODEL
Jacobs, H. H. and Johnson, A., The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development (ASCD, 2009)
Four Critical Phases to the Mapping Process
I. Laying the Foundation
II. Launching the Process
III. Sustaining and Integrating the Process: Informing Curriculum with Assessment Data
IV. Advanced Mapping Tasks
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I. Laying the Foundation
• The Prologue: Mapping Basics
• Establishing Reasons to Map
• Creating a Vision for Your
School
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Where do we start…???
• What are the strengths of your current curriculum?
• What changes if made would strengthen the current curriculum and better prepare our students for the future?
Strengths Changes
Class of 2024
Class of 2027
The Challenge We Face…
“We are currently preparing students for jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponential times. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shift Happens)
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Factors Influencing Our Reality
• State, Federal, Local Mandates
• Societal Changes
• Different Types of Learners
• Advancements and Innovations
• Standards
• Data
• Research
• Others????
Factoring in the Future
• A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.
• The number of text messages sent and received every day exceeds the planet’s population.
• The amount of technical information is doubling every 2 years.
• By 2023, a $1000 computer will exceed the capabilities of the human brain.
• By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race.
• The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.
• The top 10 in-demand jobs in 2010 didn’t exist in 2004.
• For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.
Other Advancements… • Within three years, we will be able to take a test
for DNA at the pharmacy…. We can already take gene test via mail.
• In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells.
• Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine.
• Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not to hot, not too cold.”
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… What innovations, discoveries, and/or inventions have occurred in the past 5 years that have had or will have an impact on the curriculum…???
The Standards Problem • 160 national, state-level, and local
standards documents (more than 2000 pages)
• Plus factor in the Common Core and international standards
• A synthesis yielded 255 standards and 3,968 benchmarks
• Require an additional 15,465 hours for students to learn them all
• 9+ more years of education
Standards
Definition – Level of quality accepted as norm
• Types of Standards – State Standards
– Common Core
– College Readiness (ACT)
– National Organizations
– International (AERO)
Why Standards?
- Establish a “staircase” of increasing complexity in content and skills across the grades and subjects
- Provide building blocks for successful classrooms
- Ensure a consistent core curriculum for all students
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FACTORING IN THE DATA
What We Know About Effective Schools
A “guaranteed and viable curriculum is the #1 school-level factor impacting student achievement.”
-Marzano, What Works in Schools
…So what does a 21st Century curriculum look like and how do we “upgrade” or rethink our curriculum to better prepare our students for their futures?
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The Challenge We Face….
• What do we keep?
• What do we delete?
• What do we create?
Heidi Hayes Jacobs
Curriculum is …
A path or course of small steps…
What is Mapping?
• Calendar based curriculum mapping is a process for collecting data representative of the operational (real) curriculum in a school and/or district – in “real” time
• Curriculum maps provide the basis for the authentic examination and analysis of the data base (real curriculum) Heidi Hayes Jacobs
Curriculum Mapping is a verb.
Creating the maps
themselves …And then Using them to make instructional
decisions
Types of Maps
Core Maps
Collaborative Maps
Consensus Maps
Essential Maps
District Maps
Individual Maps
Diary Maps
Projection Map
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Sample Map Activity
Please select several of the maps and read them for the following:
Kinds of Information you can glean from a map…
Consistent Elements found on a map…
How could this be helpful in school….
Standards
Where do standards fit in maps?
…What became clearer? What might be next steps for you and your staff?
…Possible Entry Points?
Possible Entry Points
21st Century Curriculum
Assessment Data
K-12 alignment
21st Century Skills
Alignment to Standards
Integrate Literacy
Visual Tools: David Hyerle
Textbook Adoption
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Entry Points to Mapping
Curriculum
Mapping
Visual Tools: David Hyerle
II. Launching the Process
• Developing Consensus Maps
• Individual Unit Maps
• Initiating the Read Through
Process
Developing Consensus Core Maps
Anchor Headings/Strands
Major Concept(s)/Big Idea(s)
Essential Questions
“Unpacking” the nonnegotiables – core content and precise skills
Evidence of Learning
K-12 Strands/Themes
…In your curricular teams, identify the 5-8 strands or themes that “cut across” grades and courses in your area…
…Now, unpack the content topics
Reading/Literature
Comprehension
• Literary Elements
• Comprehension Strategies
• Genre
• Literary Analysis
Fluency
• Expression
• Sight Words
Vocabulary
• Word Meaning
• Word Usage
Writing…
Writing Process • Prewriting
• Drafting
• Revising
• Editing
• Publishing
Writing Components • Ideas and Content
• Organization
• Voice
• Word Choice
• Sentence Fluency
• Conventions (i.e. grammar and usage, spelling, punctuation, capitalization, paragraph breaks)
Writing Applications • Expressive
• Expository
• Functional
• Persuasive
• Literary Response
• Research
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Mathematics
Algebra • Patterns, Functions, and Relations
• Analysis of Change
• Symbolic Representations
• Models
Data Analysis and Probability • Data Display
• Probability
• Statistical Methods
Geometry • Characteristics of 2-d and 3-d Shapes • Coordinates and Locations • Spatial Reasoning • Transformations
Measurement • Applications or Measurement • Concepts of Measurement Number and Operations • Computation and Estimation • Meanings of Operations • Numbers, Properties, and Representations
Social Studies
• Geographic
Perspective
• Cultures and
Beliefs
• Role Models and
Leadership
• Citizenship and
Social
Responsibility
• Systems and
Communities
• Economics and
Technological
Innovation
• Conflict and
Interactions Among
People
Science Strands and Topics
Physical Science
• Structure of Matter
• Energy Transformations
• Forces and Motion
Living Systems
• Life Processes
• Heredity
• Interdependence of Life
• Evolution of Life
Science (cont.)
Science Practices
• Inquiry
• Science Demands Evidence
• Science Explains and Predicts
• Science and Technology
Earth and Space Systems
• Human impact
• Universe
• Earth
• Processes
Mathematics Common Core Grades 1-5
Operations and Algebraic Thinking • Addition, subtraction, multiplication, division
• Patterns and expressions
• Numerical expressions
• Whole numbers
Numbers and Operations in Base Ten • PLACE VALUE
• Counting Sequence
• Properties and Operations
• Multi-Digit Arithmetic
Numbers and Operations – Fractions (Grades 3-5)
•Fractions as numbers
•Fraction equivalents
•Decimal notations
•Add and Subtract Fractions
Measurement and Data •Measurable attributes
•Classification and Categorization
•Time
•Length units
•Represent and interpret data
•Geometric measurements
Geometry •Shapes and their attributes
•Classification
•Graphing
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ELA Common Core
Informational Text
• Key Ideas and Details
• Craft and Structure
• Integration of knowledge and Ideas
• Range of Reading and Text
Writing
• Text Types and Purpose
• Production and Distribution of Writing
• Research to Build Knowledge
• Range of Writing
Big Idea or Major Concept
Declarative statement that describes concepts that transcends grade levels and courses.
•Serve as an umbrella concept
•May be thought of as a linchpin/organizer
•Holds the main idea
•Goes to the heart of the subject
•Serves as a conceptual anchor for making facts more understandable and useful
Sample Big Ideas/Main Concepts
• Writing is a recursive process that conveys ideas, thoughts and feelings.
• Systems and Communities are comprised of interdependent components.
• Geography is used to explain the past, interpret the present, and plan for the future.
• There are Role Models from the past and present who can help define the qualities of effective leaders.
• Writers use supporting details to justify their opinion and support their point of view.
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Steps in the Process…
• Determine the Anchor Headings/Strand
• Identify your Big Idea/Major Concept
• Develop your Essential Questions (reword your Big Idea/major concept, others?)
• “Unpack the Core Content”
• Include corresponding precise skills for each piece of content (cross check with standards)
• Check level of understanding for alignment with standards
• Identify the assessments that would allow students to demonstrate understanding
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Instruction Curriculum
Assessment
Curriculum Alignment
…What are your school’s priority areas as you consider this phase in the mapping process?
Elements on a Unit Map
● Essential Questions
● Major Concept(s)/Big Idea(s)
● Core content
● Precise Skills – content and integrated
● Terms/Specialized Vocabulary
● Assessments
● Activities
● Materials and Resources
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Developing Quality Maps… Unit Title: Essential Questions:
Major Concept/Big Idea: Content Topics and Key Information:
Naming the Unit… Once you have the determined the focus
of the unit, work with the title to clarify the purpose…
The American Political System: The Roots of Our Foundation
Photosynthesis and Cell Reproduction: Producing Energy for Life
Research: Organizing the Information
Poetry: Rhythm and Rhyme
Content
THE “WHAT” THAT IS TO BE TAUGHT
Content Topics
Targeted facts and key information
Additional content relevant to that
grade or subject
Written in noun form
Specialized Terms
Identify the key new vocabulary that students need to master in a specific unit.
Essential Questions
Over-arching interrogatives that
provide focus and engage students
●Organizers to sharpen focus
●Higher-level thinking
●“Mental Velcro”
●Connections beyond content being studied
●“So why is this important”…?
Why do we need essential questions?
Potpourri problem Lack of focus Long term recall Communication between teachers Communication between student and
teacher Clarifying purpose Framing connections between content, skill,
and assessment choices Heidi Hayes Jacobs
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Essential questions should
align with our key curriculum
elements:
CONTENT Major Concepts
ASSESSMENT
SKILLS
Essential Questions are a form of mental Velcro…
A literacy tool
An instructional focus
An aid for knowledge retention
Organizers to sharpen focus
Over-arching interrogatives that provide
focus and engage students
Heidi Hayes Jacobs
TYPES of UNIT QUESTIONS
Essential Questions Concept-Related Big Ideas / Enduring
Understandings (Janet Hale)
Topical Questions Unit-Specific , Factual Learning
Direct-Answer Questions Foundational
/Yes/No/Factual
Isolated Questions
Essential Questions
• How do systems work together?
• Where do we find cells?
• Why are the Greeks and Romans considered classical?
• How is tolerance taught?
• What is Egypt’s legacy?
• How can we learn from the past?
• Can any civilization be original?
Skills/Learning Target
WHAT STUDENTS NEED TO KNOW OR BE ABLE TO DO IN
ORDER TO DEMONSTRATE MASTERY OR UNDERSTANDING OF THE CONTENT
●Are specific, observable and measurable ●Include benchmark skills, critical skills, and 21st century skills ●Begin with action verbs….
Precision is Critical to a Successful Performance
Consider the precise
skills needed for any
performance:
•Basketball
•A Musical
•Skating
•Medicine
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Examples of Precise Skills
• Find the main idea and
supporting details
• Estimate sums and
differences using rounding
techniques to the nearest
1000.
• Alphabetize to the second
letter
• Interpret data represented
in a bar graph
• Identify root words,
suffixes and prefixes
• Label the parts of an
informative speech
• Explain the difference between fact and opinion
• Locate and Identify parts of a book: title page, table of contents, index and glossary
• Compare and contrast the benefits and limitations of a hybrid car and SUV
• Define the hypothesis and conclusion of an “if-then” statement
• Analyze four primary documents written by John F. Kennedy
• Tell time to the minute
Compare and contrast different types of cells.
Interview a local politician about his or her political contributions
Create a poster that categorizes vertebrates and invertebrates
Categorize insects into groups of vertebrates and invertebrates
Read and take notes from non-fiction chapter
Explain the steps in the problem solving process.
Skills or Activity? List major events on a timeline of US History
Develop a podcast that summarizes the key points in the text.
Keep a fitness log to keep track of aerobic activities
Summarize plot by describing the story problem, main events, and the resolution
Compute the perimeter of simple geometric figures with unknown side lengths.
Webb’s Four Levels of Cognitive Complexity •Level 1: Recall and Reproduction
Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure
•Level 2: Skills & Concepts Includes the engagement of some mental processing beyond recalling or reproducing a
response Items require students to make some decisions as to how to approach the question or
problem Actions imply more than one mental or cognitive process/step
•Level 3: Strategic Thinking Requires deep understanding exhibited through planning, using evidence, and more
demanding cognitive reasoning The cognitive demands are complex and abstract An assessment item that has more than one possible answer and requires students to
justify the response would most likely be a Level 3
•Level 4: Extended Thinking Requires high cognitive demand and is very complex Students are expected to make connections, relate ideas within the content or among
content areas, and select or devise one approach among many alternatives on how the situation can be solved
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
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First Grade Math Example
Explain a complex pattern.
Distinguish between different kinds of patterns.
Match one-to-one correspondence.
Demonstrate an understanding of joining objects to make larger groups.
Explain how you solved the problem
(communication skill)
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Fourth Grade Language
Arts
• Brainstorm possible topics for multi-paragraph
essay • Narrow and select an appropriate topic • Write a multi-paragraph essay centered around
a main idea, with a distinct beginning, middle, and end
• Write a topic sentence with supporting detail sentences in each paragraph
• Develop the paragraphs using supporting details from research
• Indent the first line of the paragraph • Use indentation to begin each paragraph • Edit for correct punctuation at the end of every
sentence.
Questions to Consider…
• How does this “fit” with our work?
• Are there aspects that could enhance our process?
• Questions?
III. Sustaining and Integrating the Data in
the Mapping Process
• Developing Benchmark
Assessments: Merging Assessment
Data into Maps
• Integrating Literacy Strategies into
Maps
• Developing a Professional
Development Map
• Making the Hub Work
Assessments
• Demonstrations of learning
• Are tangible products, projects, or observable performances
• Include multiple types of assessment to give a more complete picture of learning
• Written in noun form
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A Well Balanced Assessment System
Balanced
Assessment
SELECTED RESPONSE:
Multiple Choice 50-Q M.C. Quiz
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Performance-Based Assessment
Third Grade Problem Solving Task
Your favorite job is a window washer hanging on the side of a
building to clean windows. On a weekend trip with your family, you
see three motels in a row. You notice that the Holiday Inn is 4 floors
and each floor has a total of 7 windows. The Best Western has 6
floors and each floor has a total of 9 windows. The Comfort Inn has
8 floors and each floor has a total of 5 windows.
If you were to wash the windows of the Holiday Inn, how many
windows would you wash?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Please solve this problem in more than one way. You must show
your solution visually and with a number sentence. Materials will be
provided if you would like to use them.
Constructed Response Assessment
12th Grade Reading Constructed Response
Discuss the relationship between the two cases,
Plessy v. Ferguson (1896) and Brown v. The Board of
Education of Topeka (1953). Be sure to review the
similarities and differences between the cases and
emphasize the relationship between the two. Give
specific examples from both readings and draw from
outside sources and/or personal experiences to
support your answer.
Assessments: Tangible Products Evidence of Student Learning
Documentaries
Surveys
Diagrams
Web 2.0 applications
Persuasive speech
Create models
Legal Briefs
Blogs
Web page
Hypothesis testing
Grant proposals
Video Conference
Podcasts
Media Criticism
Captions
Original plays
Graphic organizers
Digital Storytelling
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21st Century Skills
Critical Thinking
Problem Solving
Communication
Collaboration Information Literacy Media Literacy
FIVE TYPES OF ALIGNMENT Internal: The elements in a teacher or district
consensus curriculum map align to one another. Cumulative: The curriculum maps build year to
year; class to class K-12 External: The curriculum and assessment maps
align to external standards and expectations. To Students: Curriculum and assessment maps
are specifically designed to match the needs of specific learners in specific locations. Global: The aims and actions of our school
curriculum and programs will help our learners connect to global communities.
Heidi Hayes Jacobs
Activities:
Align directly with the skills and provide the opportunity for students to practice and become proficient at a specific skill
Steps in the Process…
• Identify your unit topic and subtitle
• Identify your Big Idea/major concept
• Develop your Essential Questions
(reword your Big Idea/major concept,
others?)
• Unpack the content you need to teach
(check standards) so students can
demonstrate an understanding of the Big
Idea
• Include corresponding precise skills for each piece of content (cross check with standards)
• Check level of understanding for alignment with standards
• Consider possible assessments that would allow students to demonstrate understanding
• Include activities that allow students to practice the skills
• Include resources that support the unit and engage students in the learning process
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Coaching for Quality
What are the questions that you could use to guide others to think about quality?
Curriculum Mapping A-Z Chart
A-B C-D E-F
G-H I-J K-L
M-N O-P-Q R-S
T-U V-W-X Y-Z
TERMS MATTER! The CM Seven-Step Review Process:
1. Collecting the Data 2. First Read-Through 3. Small Like/Mixed-Group Review 4. Large Like/Mixed-Group Comparisons 5. Determine Immediate Revision Points 6. Determine Points Requiring Some Research and Planning 7. Plan for Next Review Cycle (from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
The Read-Through Process • Each person reads the maps for the
predetermined areas of focus and notes items to be shared during the process.
• Data is collected and compiled in the small group(s) during the Read Through process.
• Common themes are identified and target(s)/priority areas are determined.
• Small groups meet to address the target/priority areas and consider next steps.
Reading the Maps Use the areas of focus in the
quadrant: Skim each map for that information Nonnegotaibles easily determined Note any possible gaps/repetitions Check for precise language – skills and content Check for progression of skills Check level of understanding (Bloom’s Taxonomy and/or DOK) Write comments directly on the map or jot your notes on the form
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Areas of Focus
1. Are the Nonnegotiables Easily Determined?
2. Possible Gaps/Repetitions?
3. Precise language – content and skills?
4. Scaffolding of Skills?
Reading a Map: Areas of Focus
1. Scaffolding of Skills? 2. Possible Gaps/Repetitions
3. Integration of Literacy Skills
4. Questions/Clarifications
Questions to Consider…
• What Common Themes Surface Across the Grades?
• Priority Areas?
• Questions to Be Addressed?
…How can the mapping process be used to integrate other initiatives?
Mapping As a Hub…..
Curriculum Mapping
UbD
Literacy
Pacing Guides
Standards
RTI
Differentiation
Visual Tools: David Hyerle
Connecting Initiatives (team exercise)
• Ask school or district teams to brainstorm a list of key current building initiatives. Write each initiative on a separate post-it note.
• Brainstorm two or three value added points for students from implementing that initiative. Add those as bullet points under the initiative and place it on the table.
• Write the term Curriculum Mapping in the center of one of the post-it note.
• List the value added to students as bullet points under Curriculum Mapping and place it in the center of the table.
• As a team, discuss the connections. How do they support each other?
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Mapping as a Hub
Curriculum
Mapping
Visual Tools: David Hyerle
IV. Advanced the Mapping Process
• 21st Century Upgrades – content,
skills, and assessments
• New Forms and Structures
• Integrating New Standards
Upgrading Assessments
• Step 1 – Develop a pool of assessment replacements.
• Step 2 – Identify the existing types of software, hardware, and Internet-based capabilities in your school or district.
• Replace a dated assessment with a modern one.
• Share the assessment upgrades with colleagues and students.
Dr. Heidi Hayes Jacobs
Curriculum 21
http://www.curriculum21.com/clearinghouse
A
Student Benefits Teacher Benefits
District Benefits Parent Benefits
Benefits of Curriculum Maps
Common
Benefits
CM…Valued Added….
• Common Language
• Gain information
• Avoid Needless Repetitions
• Identify Gaps
• 21st Century Skills
• Integration of Literacy
• Types of Assessments
• Higher-order thinking
• Other Initiatives…
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…What do you see as possible next steps as you think about mapping in your school?
Questions…????
http://www.curriculum21.com/
ann@curriculum21.com
Mapping Your Support Structure
Members of the
Team
Potential Roles
and
responsibilities
Training needed
to be successful
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Copyright © 2010 Curriculum Designers Inc
Core Map Template Strand: __________________________
Big Idea(s)/Major
Concept(s)
Core Content Skills Evidence
Unit Map
Unit Title: _______________________________________ Subject/Course: _____________ Grade: ____________ Length of Unit: _____________ Essential Questions
Big Idea(s)/Major Concept(s)
Content
Skills
Assessments
Key Terms:
Unit Map
Unit: Grade/Subject: Essential Questions
Major Concept/Big Idea
Content
Skills
Assessments
Activities
Materials/ Resources
Unit Map
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