6 th Grade and Global Social Studies Curriculum Mapping Depew Middle School December 4 th, 2008 Jill Drake, Erie 1 BOCES

Essential Questions Why do we “map” our curriculum? Why do we “map” our curriculum? How can mapping help us optimize the potential for our students to achieve high standards? How can mapping help us optimize the potential for our students to achieve high standards?

Further Questions to Discuss… How often do you communicate and collaborate with your colleagues, K-12? How much time do you spend introducing new concepts vs. reviewing?

Agenda: What do we know? What do we know? What do we want to know” What do we want to know” Curriculum Mapping Overview Curriculum Mapping Overview Begin Mapping Begin Mapping

Do You Ever Feel Isolated??? The crush…..of our daily events and duties keep us from collaborating on such obvious and challenging concerns as how to teach more effectively……and so we work consciously and unconsciously toward our own goals, within the limitations of what each of us know or do not know.

Rick Dufour says… If schools want to enhance their capacity to boost student learning, they should work on building a collaborative culture…..when groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purposes for student learning and collective responsibility to achieve it.

Curriculum Mapping and the School Improvement Process School Improvement Process Curriculum Mapping Process

What is Curriculum Mapping? An on-going process for –planning –implementing –reflecting on student learning

Curriculum Mapping Is a calendar-based process for collecting authentic curriculum data from classrooms. Curriculum Mapping creates a database which records the “operational” curriculum within each classroom throughout the school system. It provides the basis for authentic examination of that database.

Why Map? Mapping provides a framework for the careful examination of curriculum, including an analysis for: Gaps Gaps Repetitions Repetitions Coherency Coherency Timeliness Timeliness Effectiveness Effectiveness Relevance Relevance Alignment to standards Alignment to standards Alignment of content & skills to assessment Alignment of content & skills to assessment Potential points of integration Potential points of integration

Curriculum Mapping…… Process or Product? Curriculum mapping is a process that results in tangible products along the way Curriculum mapping is a process that results in tangible products along the way The products are tools for the next steps The products are tools for the next steps There are final products – everything will always be under revision There are NO final products – everything will always be under revision The products are simply interim pieces along the way The products are simply interim pieces along the way Not mapping, mapping, mapping….but ongoing mapping for inquiry and upping the ante for students Not mapping, mapping, mapping….but ongoing mapping for inquiry and upping the ante for students

What Curriculum Mapping is… and what it is not… CM IS a process CM IS NOT a program CM IS NOT a product although it produces tangible products CM IS A PROCESS designed to address student achievement levels through teacher collaboration on issues of curriculum and instruction

A Map is NOT a Lesson Plan A map is the summary or paraphrase of the instruction that has or will take place over the course of a month in the form of unit name, essential questions, contents, skills and assessments. It is the MACRO picture. A map is the summary or paraphrase of the instruction that has or will take place over the course of a month in the form of unit name, essential questions, contents, skills and assessments. It is the MACRO picture. A lesson plan is the daily delivery of the instruction described in the map. This is where the artistry and creativity of individual teachers come to life as they make the curriculum come to life for students. It is the MICRO picture A lesson plan is the daily delivery of the instruction described in the map. This is where the artistry and creativity of individual teachers come to life as they make the curriculum come to life for students. It is the MICRO picture

Types of Maps—What are you being asked to create? - Every teacher maps what she does for some agreed upon period of time. Diary Map - Every teacher maps what she does for some agreed upon period of time. - Each teacher maps what s/he plans to do for the next month, a semester or school year. Projected Map - Each teacher maps what s/he plans to do for the next month, a semester or school year. – Also called a consensus or essential map. A map of what has been agreed must be taught for that course or content area. Core maps are the result of a district wide consensus process beginning with individual diary maps. Core maps replace curriculum guides. Core Map – Also called a consensus or essential map. A map of what has been agreed must be taught for that course or content area. Core maps are the result of a district wide consensus process beginning with individual diary maps. Core maps replace curriculum guides.

Bridges the gap between curriculum and assessment! Lesson Plans Curriculum Map Gradebook State Assessment Data What you hope to teach… What was actually taught… Formative & Summative assessments Summative assessments (what was actually learned)

What are the three non-negotiable elements in a Curriculum Map ? CONTENT CONTENT SKILLS SKILLS ASSESSMENT ASSESSMENT

Content  Think, “Table of Contents.”  Written using descriptive nouns  Focus on the knowledge within the discipline  Identify specific problem solving tools

Skills Precise skills can be: 1. Assessed 2. Observed 3. Described in specific terms In the maps:  Skills contain action verbs (Bloom’s taxonomy wheel)  Skills are always associated with content

Assessments  Assessments are demonstrations of learning  Assessments provide observable evidence of performance  Assessment types should be varied

Other Elements to Add Later… Resources: textbook sections, periodicals, web sites, field trips, manipulative tools, guest speakers, etc. Resources: textbook sections, periodicals, web sites, field trips, manipulative tools, guest speakers, etc. Activities: more detailed info. pertaining to “how” skills were taught via lesson plans. Activities: more detailed info. pertaining to “how” skills were taught via lesson plans. Alignment to Standards: usually included in the content and skills section; however can also be incl. in assessments (i.e., Labs; DBQ’s; Constructed Responses, etc.) Alignment to Standards: usually included in the content and skills section; however can also be incl. in assessments (i.e., Labs; DBQ’s; Constructed Responses, etc.) Essential Questions: not incl. in first year!!! Essential Questions: not incl. in first year!!! Courtesy of Heidi Hayes Jacobs, Curriculum Designers:

Using Diary and Projected Maps to Impact Learning Review the data from state assessments Review the data from state assessments Look for celebrations Look for celebrations Perform a gap analysis Perform a gap analysis Identify Trends Identify Trends Identify targets for growth Identify targets for growth Identify the targets for growth and pinpoint specific skill sets needed for success Identify the targets for growth and pinpoint specific skill sets needed for success Courtesy of Heidi Hayes Jacobs, Curriculum Designers:

Using the Maps to Impact Learning (cont.) Review maps to determine where and how skills are taught Review maps to determine where and how skills are taught Review timeline to determine when they are taught – identify gaps & repetitions Review timeline to determine when they are taught – identify gaps & repetitions Make needed changes or revisions Make needed changes or revisions Develop goal plan(s) and timeline(s) Develop goal plan(s) and timeline(s) Develop staff-development plan(s) and timeline(s) Develop staff-development plan(s) and timeline(s) Courtesy of Heidi Hayes Jacobs, Curriculum Designers:

Core Maps Also known as consensus or essential maps Also known as consensus or essential maps Core maps replace district curriculum guides Core maps replace district curriculum guides Are developed through a consensus process that involves all teachers, not a committee or subgroup of teachers Are developed through a consensus process that involves all teachers, not a committee or subgroup of teachers

What Elements Do We Want on Consensus Maps? Content Content Skills Skills Benchmark Assessments only Benchmark Assessments only Aligned standards Aligned standards Essential questions should come later Essential questions should come later No lesson plans or teacher made assessments

Consistency vs. Flexibility A district must determine where consistency in the curriculum delivered is critical for the success of their students A district must determine where consistency in the curriculum delivered is critical for the success of their students On the other hand, a district must determine where flexibility in the curriculum delivered is just as important for the success of their students On the other hand, a district must determine where flexibility in the curriculum delivered is just as important for the success of their students Each discipline presents different considerations when coming to consensus on what needs to be consistent across the grade level classrooms and what should be flexible Each discipline presents different considerations when coming to consensus on what needs to be consistent across the grade level classrooms and what should be flexible

Differentiation Happens at the lesson level…not at the map level Happens at the lesson level…not at the map level Content and skills need to be the same for all students Content and skills need to be the same for all students The differentiation reflects the modifications that need to be made to the content and skills for specific students The differentiation reflects the modifications that need to be made to the content and skills for specific students Differentiation should be based on data Differentiation should be based on data

Facts about MC… Proven use increases student achievement Proven use increases student achievement Provides students a seamless journey in their total K-12 experience Provides students a seamless journey in their total K-12 experience Generates a vital database of current curriculum information allowing for data driven decision making Generates a vital database of current curriculum information allowing for data driven decision making Documents the operationalized curriculum Documents the operationalized curriculum Results in internal curriculum alignment Results in internal curriculum alignment Results in alignment between and among grades and departments Results in alignment between and among grades and departments Documents alignment to district and state standards Documents alignment to district and state standards

Common Teacher Concerns… 1. Is mapping the “professional development du jour”? 2. How will the maps be used? 3. Who will see the maps? 4. Will the maps be used for teacher evaluation? 5. How will my peers react to my maps? 6. Does my name need to be on the map? 7. Where will we find the time to map? 8. I already do lesson plans 9. Where is the research on the impact of mapping on student achievement? 10. Where will I find the time?

Courtesy of Curriculum Mapper

Curriculum Mapping Resources Getting Results With Curriculum Mapping. Heidi Hayes Jacobs. ASCD (2004) Getting Results With Curriculum Mapping. Heidi Hayes Jacobs. ASCD (2004) Mapping the Big Picture : Integrating Curriculum and Assessment K-12. Heidi Hayes-Jacobs. ASCD (1997) Mapping the Big Picture : Integrating Curriculum and Assessment K-12. Heidi Hayes-Jacobs. ASCD (1997) Heidi’s Site Heidi’s Site Janet’s Site Janet’s Site

Special Thanks to… Ed Hazen, Dunkirk City School District Ed Hazen, Dunkirk City School District Steven Graser, Erie 1 BOCES Steven Graser, Erie 1 BOCES