Jill Berkowicz April, 2010
In Latin, curriculum means “a path to run in small steps.” What do we cut? What do we keep? What do we create? How do we begin?
Focus on tools necessary to develop reasoned and logical construction of new knowledge Aggressively cultivate a culture that nurtures creativity in all learners
Before writing Stop-Reflect-Make Intelligent Choices and begin with the end in mind
Documentaries Podcasts Web sites exchanges Digital music compositions Online journals Films
Second Life simulations Blogs Paper and Pencil Tests, Quizzes, Homework Running Records Recorded Teacher Observation
Interactive whiteboards Webcams Laptop computers accounts Photoshop Flip cameras WebQuests
Wordle Moodle E-Interviews Wikipedia Electronic Field Trips Twitter Blogs
Curriculum mapping is a multifaceted, ongoing process designed to improve student learning All curricular decisions are data driven and in the students’ best interest Curriculum maps represent both the planned and the operational learning Curriculum maps are created and accessed using 21 st century technology
Teachers are leaders in curriculum design and curricular decision-making processes Administrators encourage and support teacher- leader environments Curriculum reviews are conducted on an ongoing and regular basis Collaborative inquiry and dialogue are based on curriculum maps and other data sources
Action plans aid in designing, revising, and refining maps Curriculum-mapping intra-organizations facilitate sustainability (Hale, 2008)
Maps are not meant to replace lesson plans; maps are meant to inform a learning organization about the big picture of student learning (Jacobs, 1997)
What is being learned When it is learned How learning is measured How learning is taught
Diary Map (individual) Projected Map (individual) Consensus Map (two or more teachers) Essential Map (task force including administrator)
Content Skills District benchmark or state-mandated assessments Standards Resources
An Essential Map is never meant to contain excessive detail. This takes away from the autonomy of a school site or an individual teacher. This map is not intended to be a scripted day-by-day or week-by-week pseudo pacing guide
The least amount of data in comparison to the other types of maps Represents the essential or indispensable expectations Once published, teachers may begin to develop Consensus Maps
Content, skills, and related standards Common or same assessments Resources available to all teachers teaching the course Potential reorganization of when learning will take place if flexibility within a grading period is permitted Entirely new units of study
Task Force can draft a K-12 specific-discipline map ready for review in approximately 4-5 full days per discipline Our goal for is K-8 ELA, K-8 Math, K-8 Science, and HS MST, Essential Maps
A Guide to Curriculum Mapping Janet Hale Corwin Press, 2008 Curriculum 21 Heidi Hayes Jacobs ASCD, 2010