1. Curriculum Mapping Mapping the Big Picture: Integrating Curriculum and Assessment in the 6X3 schedule

2. Curriculum Mapping: A tackle box for teachers The tackle box (curriculum map) organizes all the things you need for success…whether you are a new teacher or a veteran educator What’s in our tackle box that will assure our success?

3. Curriculum Mapping: A tackle box for teachers Fishing Regulations are like the Standards… Identifies what you are fishing for (the learning!) Weight /Size requirements (Benchmarks)

4. Curriculum Mapping: A tackle box for teachers We look at the regulations (standards) and decide what we will fish for and when we will fish during the year… We look at the regulations (standards) and decide what we will fish for and when we will fish during the year… We are planning our fishing season …mapping our way to success We are planning our fishing season …mapping our way to success

5. Curriculum Mapping: A tackle box for teachers Let’s start filling our tackle box…

6. Heidi Hayes Jacobs “Mapping the Big Picture” 1997 “Getting Results with Curriculum Mapping” 2004 “Curriculum Mapping Planner” 2009 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping

7. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data…if it takes longer, there is misunderstanding about the scope of the task We begin by collecting and organizing our own content…

8. My tackle box might look like this… It’s all there…but it might be a little unorganized…

9. So let’s start collecting and organizing our tackle…

10. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? The BIG IDEAS (45 min.) Create UNITS (describe/name…don’t use numbers)

11. Big Ideas (Content) by Unit: 1. Set Starting Month and Duration Enter what students need to know? 1 1

12. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? 2. What should students be able to do? The BIG IDEAS: (nouns) (45 min.) Create UNITS (describe/name…don’t use numbers) Skills- Performances (45 min.) Selecting the “primary skills” (verbs)

13. Enter Skills for the Unit: 2. What should students be able to do? 2

14. Curriculum Mapping: A tackle box for teachers We use a standardized scale (assessment) to measure if the fish is the right size…and we all use the same measurements (inches and pounds) We use a standardized scale (assessment) to measure if the fish is the right size…and we all use the same measurements (inches and pounds) We use assessments to make sure the measurement is accurate: common assessments that are aligned to the standards We use assessments to make sure the measurement is accurate: common assessments that are aligned to the standards

15. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? 2. What should students be able to do? 3. What are the evaluation tools you use? The BIG IDEAS: (nouns) (45 min.) Create UNITS (describe/name…don’t use numbers) Skills- Performances (45 min.) Selecting the “primary skills” (verbs) Products/performances (45 min.) (list only)

16. Enter Evaluations/Assessments for the Unit: 3. What should students be able to do? 3

17. Curriculum Mapping: A tackle box for teachers We keep our tackle organized in one place…all the lures, baits, line, weights and bobbers…all the strategies you have used successfully We keep our tackle organized in one place…all the lures, baits, line, weights and bobbers…all the strategies you have used successfully AND we can share it with everyone who is fishing…and it’s there to use ALL THE TIME! AND we can share it with everyone who is fishing…and it’s there to use ALL THE TIME!

18. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? 2. What should students be able to do? 3. What are the evaluation tools you use? The BIG IDEAS: (nouns) (45 min.) Create UNITS (describe/name…don’t use numbers) Skills- Performances (45 min.) Selecting the “primary skills” (verbs) Products/performances (45 min.) (list only) 4. Capture the most valuable resources you use Software, text, links, videos, etc.

19. Enter Resources available for Unit: 4. Capture documents, software, website links, texts, primary sources, videos, graphics… 4

20. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? 2. What should students be able to do? 3. What are the evaluation tools you use? The BIG IDEAS: (nouns) (45 min.) Create UNITS (describe/name…don’t use numbers) Skills- Performances (45 min.) Selecting the “primary skills” (verbs) Products/performances (45 min.) (list only) 4. Capture the most valuable resources you use Software, text, links, videos, etc. Do’s: 1. Consult your resources to retrieve data 2. Use nouns for content and assessments / verbs for skills 3. Remember that the maps are not used to evaluate you… we are collecting data to share

21. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 2. The First Read Through 1. Collect the Data Curriculum Mapping Gather standards, syllabus, lesson plans, and/or pacing— curriculum guide Everyone should create their own map: The purpose is to collect genuine data about how you would teach content and skills under the 6X3 Macro - Level Low Level of Detail Most secondary teachers find it takes about 45 minutes per course for content data, 45 minutes for skills/assessments…if it takes longer, there is misunderstanding about the scope of the task 1. What do students need to know? 2. What should students be able to do? 3. What are the evaluation tools you use? The BIG IDEAS: (nouns) (45 min.) Create UNITS (describe/name…don’t use numbers) Skills- Performances (45 min.) Selecting the “primary skills” (verbs) Products/performances (45 min.) (list only) 4. Capture the most valuable resources you use Software, text, links, videos, etc. Do’s: 1. Consult your resources to retrieve date 2. Use nouns for content and assessments / verbs for skills 3. Remember that the maps are not used to evaluate you… we are collecting data to share Don’ts: 1. Don’t attempt to get it all… this is the MACRO view… not the detail 2. Don’t forget to set the starting month and duration of the Units 3. Don’t Worry!!! We will collaborate as professionals to succeed!

22. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Mixed Group Review 1. Collect the Data Curriculum Mapping 2. The First Read Through Review process begins 2. The First Read Through: Gain Information  Is it all there?  What is here that I didn’t expect?  Are the Standards attached?  Is there basic alignment?  Are the assessments aligned and meaningful?  Highlight/Underline for future examination Each teacher is looking for three things: 1. What is being taught that I didn’t expect? Gain information. 2. What are the gaps? 3. What is redundant? 2+ hours

23. 7. Review Process Continues 6. What needs Long Term R&D? 5. What Can Be Revised Now? 4. Large Group Review 3. Group Review Curriculum Mapping 2. The First Read Through REPORTING OUT PROCESS: WHAT DID WE LEARN? Edit/Revise 2. The First Read Through: Gain Information Each teacher shares what they learned from the read through:  What areas were identified that might warrant attention? 3+4+5 Group Review…What can be revised now?  Moving from reviewing to editing, revising, development  Consolidate the individual maps to create a first draft consensus map 1. Collect the Data

24. Curriculum Mapping: A tackle box for teachers No more “secret” fishing spots No more “secret” fishing spots We share our strategies so we all can catch the big one. We share our strategies so we all can catch the big one. We ask each other “how’s the fishing?”…and if the “bite” is a little slow…we change our strategies…share our secrets… we don’t sit in the same spot and throw our line in the same place, using the same lure, and expect to catch fish every time!!! We ask each other “how’s the fishing?”…and if the “bite” is a little slow…we change our strategies…share our secrets… we don’t sit in the same spot and throw our line in the same place, using the same lure, and expect to catch fish every time!!!

25. Are we like this???

26. OR… working together we can all catch fish!!!

27. Happy Fishing (Mapping)!