1. Jill Berkowicz April, 2010

2.  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?

3.  Focus on tools necessary to develop reasoned and logical construction of new knowledge  Aggressively cultivate a culture that nurtures creativity in all learners

4.  Before writing Stop-Reflect-Make Intelligent Choices and begin with the end in mind

5.  Documentaries  Podcasts  Web sites  E-mail exchanges  Digital music compositions  Online journals  Films

6.  Second Life simulations  Blogs  Paper and Pencil Tests, Quizzes, Homework  Running Records  Recorded Teacher Observation

7.  Interactive whiteboards  Webcams  Laptop computers  E-mail accounts  Photoshop  Flip cameras  WebQuests

8.  Wordle  Moodle  E-Interviews  Wikipedia  Electronic Field Trips  Twitter  Blogs

9.  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

10.  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

11.  Action plans aid in designing, revising, and refining maps  Curriculum-mapping intra-organizations facilitate sustainability (Hale, 2008)

12.  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)

13.  What is being learned  When it is learned  How learning is measured  How learning is taught

14.  Diary Map (individual)  Projected Map (individual)  Consensus Map (two or more teachers)  Essential Map (task force including administrator)

15.  Content  Skills  District benchmark or state-mandated assessments  Standards  Resources

16.  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

17.  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

18.  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

19.  Task Force can draft a K-12 specific-discipline map ready for review in approximately 4-5 full days per discipline  Our goal for 2010-2011 is K-8 ELA, K-8 Math, K-8 Science, and HS MST, Essential Maps

20. A Guide to Curriculum Mapping Janet Hale Corwin Press, 2008 Curriculum 21 Heidi Hayes Jacobs ASCD, 2010