1. 1 Why Map Curriculum? Transforming Our Teaching And Learning Module 3 To facilitate collaboration and communication To resolve educational disconnects To collect and analyze data

2. 2 Warm up Activity Anticipatory Set Place a dot on each poster along the continuum according to how much you agree with the statement based on your own experience.

3. 3 Training Norms and Agreements  Attention – Focus with mind, eyes and ears  Time – Honor time and stay on task  Attitude – Be positive, open and supportive of all  Goals - Stay focused on achieving the Guiding question targets.

4. 4 Curriculum Mapping Essential Question: How can curriculum mapping help me guide my students toward achievement of the standards?

5. 5 Why should we map our curriculum?

6. 6 Guiding Questions:  Why should we map our curriculum?  What are the inconsistencies in the educational system?  How can curriculum mapping help resolve some of those inconsistencies?

7. 7 1. Why should we map our curriculum? 2. How does curriculum mapping benefit… me as a professional? my students? my colleagues? the school, complex … state? 3. Why is it important to have consistent map features and points of focus? Desired Outcomes: Teachers will be able to explain and defend their answers to the following questions…

8. 8 Activity Complete Dot-to- Dot Activity Reflect: How does this activity relate to curriculum mapping?

9. 9 As a sophomore in high school, how would you feel if you were provided with the same reading material on the American Civil War for the fourth time in four years? Responses:

10. 10 As a sophomore in high school, how would you feel if you were given a Geometry assignment to find the area of different common quadrilaterals while you still had difficulty identifying quadrilaterals ? Responses:

11. 11 As a sophomore in high school, how would you feel if you were given a Biology assignment and you could readily apply what you had learned in your earlier science classes? Responses:

12. 12 Common Disconnects “Official” curriculum isn’t necessarily the operational curriculum- what’s actually happening in classrooms. Teaching the textbook scope and sequence isn’t necessarily helping our students meet or exceed the Hawaii Content Standards. What was taught isn’t necessarily what was learned. “Why didn’t they get that one right? I taught it!” A 2nd grader in one school may be learning what a 4th grader learns at the same school or at another school. There is no way to cover all the content in Social Studies, Science, Math and Reading and still do justice to the Visual and Performing Arts.

13. 13 Recommended Viewing: Essentials of Mapping by ASCD, with Heidi Hayes Jacobs Follow-up: Chart your understandings on “Notetaking/Notemaking” Worksheet

14. 14 Video: Essentials of mapping Note-taking Key Points you want to remember Note-making Comments, Connections, Questions Follow-up: Chart your understandings of the video segment on “Notetaking/Notemaking” Worksheet

15. 15 We map to determine…  The journey that a student makes through our system.  What our actual, taught curriculum is.  How what I do relates to what my colleagues do.  How our curriculum aligns with standards.  What needs to be added or deleted.  How student performance influences our curriculum.  In short, what our curriculum direction is. We map to determine…

16. 16 … is a Journey Curriculum mapping ….

17. 17 An analogy ….  Would you accept a medical treatment plan rather than documentation of actual treatment for your child?  Would you take your child to a doctor who had no idea about your child’s medical history and who treated your child in isolation from other doctors?

18. 18 Likewise as a teacher….  Would you accept a scope and sequence plan rather than take into account the unique needs of your student population?  Would you teach your students without any knowledge of what they learned previously and without communicating with other teachers?

19. 19 Video Clip: Video Conference May 5. 2005 with Heidi Hayes Jacobs

20. 20 Would it be helpful to have a means of sharing successful curriculum plans that take into account the needs of your students? Would it be good for the students in every school or complex to have achieved the same standards no matter what school they attended in Hawaii?

21. 21 Disconnect Activity Part 1 What other educational disconnects, if any, do you see in your classroom, school, state, nation? List them in the first column of the t-chart.

22. 22 Disconnects & Curriculum Mapping T-Chart Educational Disconnects Curriculum Mapping

23. 23 Student Achievement & School Improvement A Case Study

24. 24

25. 25 MEET KEOLA!!! Keola is a 5 th grade student at Aloha School. Keola has difficulty in multiplying and dividing. Keola has difficulty with measurements and geometry and concepts dealing with graphing and data. What can we do for Keola? Where do we begin? Insert Kola’s chair somewhere

26. 26 What we know about Keola….

27. 27

28. 28 We also know this about Keola… and his classmates…..

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30. 30

31. 31 More assessment data --about Aloha School …

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33. 33 Developing an action plan for Keola: Call a meeting Review student’s work Identify possible strategies, and implement If no improvement, refer student for more assistance Others…

34. 34 Developing an action plan for Aloha School :  Form a committee  Plan professional development  Look at a new textbook or supplementary resources  Revise SID  Call the complex area staff  Others …

35. 35 If the only tool you have is a hammer, everything begins to look like a nail.

36. 36 What if a school had a mechanism in place to identify… What each teacher is actually doing in relation to a specific standard? When a specific content skill is taught and how it is assessed? How much time is spent on a skill/standard? If there are any gaps or redundancies in the curriculum? Real time data on the actual curriculum? Opportunities for integration of curriculum?

37. 37 t know where the previous teacher left off. begin to communicate and collaborate K-12 identify the alignments between content, skills and assessment to become aware of what is happening with students in other classrooms How does curriculum mapping deal with the disconnects? Mapping helps teachers…

38. 38 ACCOUNTABILITY: Curriculum mapping supports schools in being accountable for student learning EQUITY: Curriculum mapping ensures that all students are working toward the same standards OPPORTUNITY: Curriculum mapping enables all students to have experiences that support their attainment of high academic standards

39. 39 Recommended Reading: Chapter One of Mapping the Big Picture by Heidi Hayes Jacobs Follow-up: Chart your group’s answers to the question: “Why Map?”

40. 40 Activity As a group generate a brainstormed list of reasons for mapping. Record your Answers on the “Why Map?” chart

41. 41 Why Map?

42. 42 FEEDBACK SPIRAL Establish Desired outcomes * From Assessment in the Learning Organization, Shifting the Paradigm Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995 and Annenberg project: Using Data for School Improvement, Annenberg Institute for School reform. Define the questions Collect and organize data Make meaning From data Develop implementation from data Use feedback spiral To evaluate actions Study / Reflect /Evaluate Modify Actions Based on New Knowledge Clarify (Revisit) Goals and Purpose Study / Reflect / Evaluate Modify Actions Based on New Knowledge Plan Take Action /Experiment Assess / Gather Evidence Clarify Goals and Purpose Plan Assess / Gather Evidence Take Action /Experiment

43. 43 Why Map?  Proven use increases student achievement  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  Documents the operationalized curriculum  Results in internal curriculum alignment  Results in alignment between and among grades and departments  Documents alignment to district and state standards

44. 44 Disconnect Activity Part 2 How can mapping help educators address the other educational disconnects, you wrote down earlier? List solutions in the second column of the t-chart.

45. 45 Disconnects & Curriculum Mapping T-Chart Educational Disconnects Curriculum Mapping Entries from Disconnect Activity part 1 For each item you have listed on the left column, extend how a curriculum map might bridge that disconnect

46. 46 Disconnects & Curriculum Mapping T-Chart Educational Disconnects Curriculum Mapping