ASD20’s Learning Services Department Curriculum & Instruction Team April 2013

Anticipated Outcomes for Today: Learn about the history and understand the benefits of curriculum mapping Experience multiple tools to help curriculum map Participate during working time to begin the curriculum mapping process

 Began in the 1980s  Current gurus are Janet Hale & Dr. Heidi Hayes Jacobs  CM in simple terms is:  The documentation and discussion of what teachers teach  A collaborative process that helps us understand teaching and learning

Curriculum Mapping IS…  A living, breathing document  A process  Varied in form  A collaborative effort  “set in cement”  Our state standards or CCSS documents  A scope and sequence  A syllabus or lesson plan  A forgotten “list” of what we do or did Curriculum Mapping is NOT… It’s ongoing Not static

Why Curriculum Mapping? It benefits ALL students. Mapping is a COMMUNICATION tool. Mapping is a PLANNING tool; it keeps us FOCUSED and targets necessary information. Promotes PROFESSIONALISM and teaching creativeness.

 Gaps  Repetitions  Extra lessons  Supplements for BOEv  Specific parts of lessons that will address certain standards

Benefits of Curriculum Mapping Mapping replaces repeat teachings Mapping allows us to focus on fewer goals, and therefore, teach concepts in depth Mapping will eliminate wasted review and expand teaching time Horizontal alignment assures that teachers on a team follow a similar timeline

Curriculum Mapping: A Tool Belt for Teachers

21 st Century Skills: Inquiry Questions Questions intended to promote deeper thinking, reflection, and refined understandings. 21 st Century Skills: Relevance and Application Examples of how the expectation is applied at home, on the job, or in a real-world, relevant context. 21 st Century Skills: Nature of the Discipline The characteristics and viewpoints one keeps as a result of mastering the expectation. Expectations- Concepts /Skills What do students need to know? The indication that a student is making progress toward being prepared for high school and /or a prepared graduate. Evidence Outcomes How do we know that a student can do it? The indication that a student is meeting an expectation at the mastery level. Standards The topical organization of an academic content area. Learning Resources An array of print or non print resources available to support student acquisition of concepts and skills. Ideas include: PPT, Word, Podcasts, Textbook materials, etc. Learning Experiences Activities and experiences that will engage students and help them learn, and enable them to achieve the essential learning targets. Assessment Diagnostic, formative, and summative. Used to gather evidence of student learning. May include demonstrated proficiency in the classroom through participation in discussion, presentations, and completed projects.

“At a minimum, if mapping is used to simply find out what is really being taught in a building/classroom, staff members are better off than they were without maps.” Heidi Hayes-Jacobs

Several Tools Available 1.CM Templates on the SBRC Wiki 2.Common Core State Standards Toolbox for math (suggested units) 3.Colorado’s District Sample Curriculum Project by CDE 4.Content Connection Tools by CDE 5.Understanding by Design by Grant Wiggins & Jay McTighe

1. CM Templates on the SBRC WikiSBRC Wiki

2.Common Core State Standards Toolbox for mathCommon Core State Standards Toolbox Footnotes include references to Standards Progression Documents & PARCC Model Content FrameworksStandards Progression Documents PARCC Model Content Frameworks

3. Colorado’s District Sample Curriculum Project by CDEDistrict Sample Curriculum Project Origin: Fall 2012 Next Phase: instructional strategies, assessment options, accommodation/differentiation ideas, resource possibilities Purpose: inclusive

4. Content Connections by CDEContent Connections A cross-content (multi-disciplinary) tool

5. Understanding by Design by Grant Wiggins & Jay McTighe

Social Studies: Standard 3: Economics 1. The scarcity of resources affects the choices of individuals and communities. a. Explain scarcity (DOK 1) b. Identify goods and services and recognize examples of each (DOK 1) c. Give examples of choices people make when resources are scarce (DOK 1-2) ORAL EXPRESSION: Standard 1 Oral Expression and Listening 2. New information can be learned and better dialogue created by listening actively a.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.. i.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). WRITING & COMPOSITION: Standard 3 Writing and Composition 2. Exploring the writing process helps to plan and draft a variety of simple informational texts c. Organize informational texts using main ideas and specific supporting details d. Organize ideas using a variety of pictures, graphic organizers or bulleted lists UbD Example from 2 nd Grade CAS

Time to Work!!

 Jacobs, H.H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.  Udelofen, S. (2005). Keys to curriculum mapping: strategies and tools to make it work. Thousand Oaks, CA: Corwin Press.