1. Curriculum Mapping Overview
Based on the work of
Heidi Hayes Jacobs, Ph.D
and
Susan Udelhofen, Ph.D
Presented by Region 3 ESA Staff

2. Research-Based Principles of An Effective Learning Environment
Collaboration
Reflection
Shared Vision for Professional Growth
Student Learning
The process of curriculum mapping incorporates all these principles and brings educators together to learn from their practice as they share their insights to create a positive, effective learning environment for students.

3. What is Curriculum?

4. Paradigm Shift on Two Fronts
Curriculum is no longer an individual choice or action – individual curriculum maps are
Made public
Shared
Changed
Modified
Curriculum is never “finished” – rather it is the beginning of a dynamic process

5. What is Mapping? Calendar based
Process for collecting data representative of the operational (real) curriculum in a school and/or district
Susan Udelhofen/SU-Consulting

6. Types of Curriculum Maps
Journal Map (diary)-mapping as you go
Projection Map-map what you did last year–use it to plan or project for this year
Consensus Map-district decision to map when and what things are taught in the classroom. The “how” is the individuality.

7. Curriculum Mapping is a process which begins…
With the instructor listing content
(who knows better)
When it is being taught
(how much time is spent)
What skills are use to teach content
We then add state standards
(makes it obvious what standards are not being addressed)
Schools/teachers become more aware of the flow of the curriculum horizontally (all classrooms in grades 1-12) and vertically (grade to grade) instructors need to keep the needs of the students in mind.

8. The Mapping Process Can Improve School Culture
Shared sense of purpose
Opportunity to SHARE what you do in the classroom (collaboration)
Time to reflect
Builds learning communities
Increased Test Scores
Make what students learn in one grade connect with what they will learn in the next grade
Accountability to self, students, and parents

9. Curriculum Map Is a Tool for…
Communication (between all stake holders)
Planning (curriculum, assessments, reforms)
Pacing instruction over time
Differentiating instruction to meet “Michael’s” specific needs
- (by content, by process, by product, by
learning environment)
Staying focused
- (what’s good for “Michael or Susie”?)
Resource allocation
- (space, time, materials, staff development)

10. Why Create Curriculum Maps?
Communication and Reflection
We rarely have these conversations!
identify what occurs throughout the entire school year
a picture of students’ experience from grade to grade
teacher expectations to parents and students
Locates gaps, repetitions, areas for integration, assessments
Authentic alignment to standards
Accountability
New teachers
Defines expectations
Susan Udelhofen/SU-Consulting

11. Ask Yourself These Questions
What do I want all my students to know or do as a result of my teaching?
How will I judge the quality of my student’s work?
How will I know my students have learned?
How does my practice impact student achievement?
Based on data, what do I know about my students’?
How do my schools’ goals and improvement plan impact my teaching?
How can I improve or strengthen my practice?

12. “Give me the D and let’s get on with it..
Students very often
see education as something that happens TO THEM
fail to see the relevance in their lives
don’t understand HOW they learn
learn to “play the game” or learning stops being fun
increase the rigor and relevance!!

13. What information is collected on the map?
Content (What is taught)
Skills (What students will do)
Assessments (This is how you find out if they really know)
Standards (Meet by teaching skills)
Essential Questions*-(overarching question)
Susan Udelhofen/SU-Consulting

14. Sample Curriculum Map Template
Month
Essential Question
Content
Skills
Assessment
Standards

15. Content can be: Example: Measurement
discipline - focus on specific knowledge, or content area
interdisciplinary – combination of one or two disciplines to examine a common focus
Example: Measurement
Susan Udelhofen/SU-Consulting

16. Example: Balance a chemical equation
Skills
precise skills can be assessed, observed and described in specific terms – unlike general processes – and connected to assessments and standards
this is often the most challenging aspect of mapping.
the skills are what the kids do to learn the content!
look at lists of action verbs to help you as you prepare your maps.
Example: Balance a chemical equation
Susan Udelhofen/SU-Consulting

17. Assessment Data: Include all Assessments
Crucial component of the maps
Often the least developed, inclusive or balanced
Formative Assessment
(daily/on-going)
Summative Assessments that are on-going throughout the year
Example: Unit test, teacher observation, Dakota Step
Susan Udelhofen/SU-Consulting

18. Standards Available www. state. sd. us/deca/OCTA/contenstandards/index
Standards Available
Agriculture Education
Business, Computer and Marketing
Reading Standards/Communications/Arts
FACS
Fine Arts
Health Education
Health Occupations
Math Standards (being revised)
Physical Education
Science (currently looking at standards)
Social Studies
Special Education Functional Standards
Technology Education
Trade/Industrial Education
World Language

19. ARE NOT LEARNING OBJECTIVES
Essential Questions
Answers are more than “just” facts
Brings content “to life” and makes it relevant
Helps students and teachers “go deep” into the content
Avoids activity with little meaning-a way of organizing content
Answers the “why” for learning
“What was the effect of the Civil War?” can be revised to, “Is the Civil War still going on?”
ARE NOT LEARNING OBJECTIVES

20. What's Next? Leadership Team Three days of mapping
Follow-up days to complete process
Cycle begins again

21. Curriculum Overview created by: Sara Fridley Kristi Hilzendeger Roxane Leber Sylvia Street Kathleen West

22. Contact Information
Region 3 ESA
(Platte office)
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