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Mapping to the Core

Dr. Ann Johnson

ann@curriculum21.com

** (c) copyright 2011 - Ann Johnson, all rights reserved

Dr. Ann Johnson

ann@curriculum21.com

Guiding Questions:

How can the Four Phases of Mapping be

used to integrate the Common Core

Standards?

What are the basics tasks in Mapping?

How can Mapping help us design a

quality curriculum that will better

prepare our students for the future?

Four Critical Phases to the

Mapping Process

I. Laying the Foundation

II. Launching the Process

III. Sustaining the Core Mapping

Process: Informing Curriculum

with Assessment Data

IV.Advanced the Work: 21st

Century Upgrades Jacobs, H. H., Mapping to the Core: Integrating the Common Core Standards into Your Local School

Curriculum. School Improvement Network Publications: SLC, Utah, (to be released, 2011)

FOUR PHASE MODEL

Jacobs, H. H. and Johnson, A., The Curriculum Mapping Planner:

Templates, Tools, and Resources for Effective Professional

Development (ASCD, 2009)

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Where do we start…???

• What are the strengths of your current curriculum?

• What are you doing to integrate 21st century skills in your school?

• What changes if made would strengthen the current curriculum and better prepare our students for the future?

Class of 2024

Class of 2027

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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)

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.

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• 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.”

… 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

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

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…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?

The Challenge We

Face….

• What do we keep?

• What do we delete?

• What do we create?

Heidi Hayes Jacobs

• Core: The Purpose of Standards

• Core: Unpacking the Standards

• Core: Crosswalks- Ensuring Precision and Quality

I. Laying the Core Foundation

• Core: Mapping Curriculum K-12

• Core: Unit Design

• Core: The Big Picture - Consensus Maps

II. Launching The Mapping Process

• Core: Informing the Maps through the Review of Data

• Core: Developing Benchmark Assessments

• Core: Integrating Literacy Strategies into the Maps

• Core: Five Alignment Perspectives to the Common Core

III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data

• Core: Upgrades for Student Engagement

• Core: New Standards en Route

IV. Advancing the Work: 21st Century Upgrades

Four Phase: MAPPING TO THE CORE- Implementation Process

*H. H. Jacobs. (to be released, 2011). Mapping to the Core: Integrating the Common Core Standards into Your Local School Curriculum. School

Improvement Network Publications: SLC, Utah.

I. Laying the Foundation

• Definition and Purpose of Core

Standards

• Unpacking the Standards

• Crosswalk with Other Standards

Common Core Standards -Basics

• Standards are proficiency targets not curriculum.

• Standards do not suggest best practice.

• The CC standards potentially can raise practice.

• Examining standards by organizational headers in a vertical review is critical.

• Unwrapping standards for CURRICULAR translation creates a common language

• Effective “cross-walking” will sharpen alignment and precision.

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Standards

Definition – Level of quality

accepted as norm

• Types of Standards – State Standards

– Common Core

– College Readiness (ACT)

– National Organizations

– International (AERO)

Know what your standards

document have in them

"Unwrapping"

the Standards: A

Simple Process

to Make

Standards

Manageable

Paperback, 2003

Author: Larry Ainsworth

Unwrapping to TRANSLATION

• In our view, the purpose of unwrapping is to immediately move to curricular translation.

• For each of the NOUNS we suggest that teachers in small groups give examples of content topics they would address in their curriculum

• For each of the VERBS we suggest that teachers in small groups give examples of skills and strategies that they would address in their curriculum.

Cross-walking: Avoiding

Confusion and Gaining Clarity

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• Knowledge – memorizing

• Comprehension – understanding

• Application – using

• Analysis – taking apart

• Synthesis – putting together

• Evaluation - judging

Levels of Thinking (Bloom)

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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…Do your teachers have

a clear understanding of

the standards?

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II. Launching the Process

• Core Mapping Overview K-12

• Unit Maps

• Integrating the CC Standards

• Developing Consensus Core

Maps

Curriculum is …

A path or course of small steps…

Curriculum Mapping

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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Developing Consensus Core

Maps

Anchor Headings/Strands

Major Concept(s)/Big Idea(s)

Essential Questions

“Unpacked” nonnegotiables

– core content and precise

skills

Evidence of Learning

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

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

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

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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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?

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TERMS MATTER! 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

…What became clearer?

What might be next steps

for you and your staff?

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Instruction Curriculum

Assessment

Curriculum Alignment

III. Sustaining and Integrating the Core

Mapping Process: Informing Curriculum

with Assessment Data

• Initiating the Read Through Process

• Developing Benchmark Assessments:

Merging Assessment Data into Maps

• Integrating Literacy Strategies into

Maps

• Integrating 21st Century Skills

• Five Types of Alignment

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.)

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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 Nonnegotiables 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

Read Through: Areas of Focus

1. Possible Gaps/Omissions?

2. Nonnegotiables clearly stated?

3. Progression of Skills (Level of Understanding)

4. Questions/Clarifications?

Assessments

• Demonstrations of learning

• Tangible products, projects, or observable performances

• Multiple types of assessment to give a more complete picture of learning

SELECTED RESPONSE:

Multiple Choice 50-Q M.C. Quiz

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.

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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

Essential Questions Why have a Congress? Is there a better way? How does a bill become law?

Concept/Content

Concept/Content

The Legislative Branch of government is an arm of the democratic process.

•Qualifications, duties, and powers of the members

•Organization of the Legislative Branch

•Bill into Law (steps, process, and effects on citizens)

•Powers of the Legislative Branch

•Relationship with other branches of government

Skills

Explain the qualifications, duties, and powers of the Legislative Branch of

government

Compare and contrast the organizational structure of the Legislative Branch with other

branches of government

Compare and Contrast the functions of the other branches with the legislative

branch

Analyze the effects of the Legislative Branch on citizens

Identify and explain the steps used in passing a bill into law

Explain how the Legislative Branch is an arm of the democratic process

Develop an opinion using supportive ideas (reading skill)

Assessments

Bill into Law Simulation

Persuasive Paper – How will the law effect the people (students)?

Essay Test over the Essential Questions

Debate: Why have Congress, Is there a better way?

Podcast on one of the key areas of the Legislative Branch of Government

21st Century Skills

Critical Thinking

Problem Solving

Communication

Collaboration Information Literacy Media Literacy

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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

Mapping As a Hub…..

Curriculum Mapping

UbD

Literacy

Pacing Guides

Core Standards

Pilot Programs

Differentiation

Visual Tools: David Hyerle

…What are your school’s

priority areas as we consider

this phase in the mapping

process?

IV. Advanced the Mapping Process:

21st Century Upgrades

• Upgrading Student Engagement

through new content, assessments,

structures, and formats

• Integrating New Standards

http://www.curriculum21.com/clearinghouse

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Questions to Consider About

Our Current Curriculum

• What do we keep?

• What do we delete?

• What do we create?

Upgrading

Assessments…

Begin by taking one of your current assessments and upgrade it to incorporate 21st century skills and digital tools.

…Share it will a colleague.

How is curriculum mapping evolving to assist

21st century teaching and learning?

Mapping is GLOBAL

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…What do you see as a

possible first step for you as you

think about helping to lead your

colleagues through this

process?

Questions…????

ann@curriculum21.com

http://www.curriculum21.com/