Curriculum Mapping

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					Curriculum Mapping

 Archdiocese of Baltimore
                  Presenter – Marie Strangeway
 We need to know where we will begin…

Please take a minute or two and jot down your
personal views on each of the following.

 1. How do we currently review our curriculum?

 2. What is curriculum mapping?

 3. What do I need to know by the end of the day?

 4. What specific questions do I want answered today?
 Why map?
This is the ultimate Essential Question!
To describe a journey
To find…
• The journey that a student makes through
  our system.
• What our actual curriculum is.
• How what I do relates to what my colleagues
  do.
• How our curriculum aligns with the national
  standards.
• What needs to be added or changed.
• How student performance influences our
  curriculum.
Heidi Hayes Jacobs says
Curriculum mapping is…

• … is a procedure for collecting a data
  base of the operational curriculum in a
  school and/or district.
• It provides the basis for authentic
  examination of that data base.


                 Heidi Hayes Jacobs 10’th Annual Curriculum Mapping Institute, 2004
Christine Shain says
Curriculum mapping is…

• A process where all teachers record
  current content, skills, and assessments
  addressed in their classes.




                  Christine Shain. 10’th Annual Curriculum Mapping Institute, 2004
Jane Ranking says that
Curriculum mapping is…

• A collaborative process that helps
  teachers and administrators develop a
  picture of teaching and learning across a
  school, cluster or district.




                  Jane Rankin, 10’th Annual Curriculum Mapping Institute, 2004
      Questions for Today
• How can curriculum mapping improve
  student performance?
• What are initial mapping tasks?
• How do we build a culture for documenting
  and sharing our best work?
• What are advanced mapping tasks for
  future work?
How do we currently view
curriculum?
• What are the current practices in your
  grade level, school, department, and
  district for reviewing the curriculum?
• Who is responsible for the process?
• What data is collected?
• What is done with that data?
What are some Essential Questions
regarding a mapping initiative?
• Who is responsible for curriculum, for what
  purpose and for whom?
• How can a mapping initiative optimize the
  potential for students to achieve national
  standards?
• How do we promote ongoing, reflective use of
  data to meet school and community
  expectations?

               Using Data for School Improvement, Annenberg Institute of School Reform.
               www.annenberginstitute.org
Lessons learned regarding mapping
initiatives…
• Educators need to believe in efficacy - it will
  matter for student learning.
• Data must be credible; alignment must be made
  between curriculum, instruction and assessment
  for data to have credibility.
• Collaboration based on data requires analytic
  capabilities and sometimes external expertise.


                    Bena Kallick, 10’th Annual Curriculum Mapping Institute, 2004
To Build Effective Teaching/Learning
Environments…

• Focus for change should be small and lead to
  efficacy.
• Small professional communities should focus on
  teaching and learning.
• Extended communities should network to broaden
  knowledge and perspective.


                     Bena Kallick, 10’th Annual Curriculum Mapping Institute, 2004
Where Do We Start?


 • Your organization functions and grows
   through conversations….

 • The quality of those conversations
   determine how smart your organization
   is.
We Make a Paradigm Shift…

• We honor existing initiatives as we begin mapping.
• We acknowledge that what happens in the classroom
  is the real curriculum. (Diary maps)
• We look to these to determine what is the curriculum
  in our grade level, our school, our department, and in
  our District? (Projective, Consensus maps)
• We believe the curriculum is constantly changing to
  address the needs of our students.
• We believe that dialogue based on data will lead to
  changes and modifications that will improve student
  performance in not only our school, but also in their
  lives.
                            Feedback Spiral
                                                                                                            Modify Actions Based
                                                          Assess and                Study / Reflect /
                                                                                                             on New Knowledge
                                 Take Action /                                         Evaluate
                     Plan
                                                     Gather Evidence
                                 Experiment
 Clarify (Revisit)
Goals and Purpose

             Modify Actions Based            Study / Reflect /Evaluate
              on New Knowledge                                                       Assess / Gather
                                                                                       Evidence
                                     Plan            Take Action /Experi ment

             Clarify (Revisit)
            Goals and Purpose
                                 Modify Actions Based
                                                             Study / Reflect /
                                  on New Knowledge                                            Assess / Gather Evi dence
                                                                 Evaluate



                                                                                 Take Action /Experi ment
                                     Clarify Goals                Plan
                                     and Purpose

                                                                         * From Assessment in the Learning Organization, Shifting the Paradigm
                                                                             Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995
Curriculum Mapping is the Ideal Vehicle
to Use Because…

• It provides the vehicle for conversations based on data.
• It provides a map that shows the journey students take through
  our school.
• It provides a tool to view both the real curriculum and the
  projected curriculum.
• It provides the process to move from the classroom to a school-
  wide curriculum by honoring the work of classroom teachers.
• It allows technology to help schools deal with the complex task
  of collecting, organizing, analyzing, and utilizing data about
  curriculum in an ongoing needs based environment.
How Mapping Works

Let’s take a look at the process of mapping.
Mapping Procedures:

 1. Collect data.
 2. First read-through.
 3. Small mixed group review.
 4. Large group comparisons.
 5. Determine immediate revision points.
 6. Determine points requiring some research
    and planning.
 7. Plan for next review cycle.
                            Curriculum Designers, Inc. 2004, Jacobs/Holt
  Phase 1: Collecting the Data
• Each teacher in the
  building completes a
  map
• The format is
  consistent for each
  teacher but reflects
  the individual nature
  of each classroom
• Technology simplifies
  data collection
     Curriculum Designers, Inc. 2004, Jacobs/Holt
  Phase 2: First Read-Through

• Each teacher reads
  the entire school map
  as an editor and
  carries out the “tasks”

• Read maps to gain
  information
      Curriculum Designers, Inc. 2004, Jacobs/Holt
      Phase 3: Mixed Small Group
                Review
• Groups of 6 to 8 faculty
  members are formed.
• Groups should be from
  diverse configurations
• The goal is to simplify
  and share individual
  findings
• No revisions are
  suggested
      Curriculum Designers, Inc. 2004, Jacobs/Holt
 Phase 4: Large Group Review
• All faculty members
  come together and
  examine the
  compilation of
  findings from the
  smaller groups
• Session is facilitated
  by principal and/or
  teacher leader or
  outside consultant
      Curriculum Designers, Inc. 2004, Jacobs/Holt
    Phase 5: Determine areas for
        immediate revision
• The faculty identifies
  those areas that can
  be handled by the site
  with relative ease.

• The specific faculty
  members involved in
  those revisions
  determine a timetable
  for action
     Curriculum Designers, Inc. 2004, Jacobs/Holt
   Phase 6: Determine those areas
     requiring long term planning
• Faculty members identify
  those areas that have
  implications beyond the site
  with other sites or issues
  based concerns.

• Faculty members identify
  those areas where research is
  needed.

• Taskforce is created to
  address areas identified.
  Curriculum Designers, Inc. 2004, Jacobs/Holt and M. Strangeway
 Phase 7: The Cycle Continues
• The district cabinet meets
  3 times annual for review.

• Task force report on their
  timetables.

• The site based council
  continues its review of
  the maps through the
  course of the year and
  into the next.
      Curriculum Designers, Inc. 2004, Jacobs/Holt
   Curriculum Revision Cycle Enhanced by TechPaths’
                       Reports*
                                           STAGE 1 : MAKING THE
                                           TRANSITION FROM PRINT TO
                                           COMPUTER

STAGE 3: USING ASSESSMENT
DATA TO INFORM DECISIONS

      Long term research and
                                         1      Each individual teacher
                                                creates their curriculum
                                                entering data into
                                                software.


5
      development: report of
      assessment types, units, lessons
      consolidating data within                  First read-through
      departments and courses.

                                          2      report with frequency
                                                 count of content and
                                                 skills in common.
                                                 Alignment to standards



STAGE 2: BUILDING CONSENSUS MAPS



4     Larger group review
      report alignment by
      course and department   3       Mixed group review
                                     report by building,
                                     department, course.
                                                           *Based on the
                                                           model of Heidi
                                                           Hayes Jacobs
                Outcomes
As a result of this process, educators will:

• Identify questions or concerns about the
  coherence of the curriculum across the
  disciplines
• Identify questions or concerns about the
  coherence of curriculum within the domain
• Identify next steps for curriculum work
   Helping a school become a
 learning organization through:
Review
Revision
Renewal
How will you structure your plan?

• Data Collection                            -
  creating the maps

• Sharing and Interpretation                     -
  looking for specific information

• Decision Making                        -
  making adaptations to our curriculum
            Curriculum Data
                       What do we collect?

                           •Essential Questions

                           •Content

                           •Skills

                           •Assessments

                           •Lessons
Data is collected in
mapping software           •Alignment to Standards
               Information
             What do we do with what we collect?

                         •Search for patterns
                         •Develop descriptive
                              statistics

Informational reports
from mapping software

      Data
         Assessment

              Integrating results from:

              State
Assessment
              Standardized
Information    classroom assessments


  Data
Building a Professional
     Community
                Data
                Driven
                Decisions



        Conversations with
        teachers to analyze:


    Cause and effect relationships
    Generate hypotheses
        Long term time frame
• Data collection: within 3-5 months
• First review: within 2 months after initial
  data collection
• First minor revisions: immediately after
  first reviews
• Major R & D review: planned within first
  year
• Begin ongoing review site councils: for
  second year
      What is possible with this
            information?

• What would you be able to do if you had
  this kind of data?

• How would your school be different if you
  had this kind of data available right now?
   Editing, auditing, validating, and
    creative development tasks:

• Gain information        • Match with learner
                            standards
• Avoid repetition        • Examine for
                            timeliness
• Identify gaps
                          • Edit for coherence
• Identify potential
  areas for integration   • Track grades of
                            children through time
    What are advanced tasks for
             mapping?


• Reaching beyond
  map maintenance
       Skills across the disciplines
         Issues based concerns
•   Editing and revising skills in ALL work
•   Organizational skills
•   Reading for decoding
•   Reading for text interaction
•   Speaking skills in a range of forums
•   Technology for information access
•   Technology for production purposes
•   Career habits for personal and group work
•   Note-taking skills
    Next Steps for faculty
      DATA ANALYSIS
• AFTER LOOKING AT THE DATA, WHAT
  QUESTIONS DID THE DATA RAISE FOR YOU?

• WHAT ADDITIONAL INFORMATION MIGHT BE
  HELPFUL FOR YOU TO UNDERSTAND THE
  DATA?


             HABIT OF MIND: QUESTIONING AND
             PROBLEM POSING
   Use Assessment Data For
    Feedback To Students

• Seek patterns and      • Provide process
  trends in the            rubrics
  student work
                         • Provide
• Provide rubrics that     opportunities for
  are descriptive of       peer feedback
  high quality targets
  Mapping is a Communication
              Tool
• Between teachers in
  a building
• Between teachers in
  feeding and receiving
  sites
• For parents
• For students
    Mapping is a Planning Tool
• For curriculum reform
• For meeting national
  standards
• For ordering
  materials, software,
  etc…
• For coordinating
  events
• For assessment
  reform
 Mapping is a Pedagogical Tool
• For the new teacher
• For the special
  education teacher
• For the new student
• For seeing the
  operational program
• For designing staff
  development
            Potential Questions
            ALIGNMENT - TIME
• How can we align all
  of this so that it will
  make sense?
   – Further more…nothing
     stays STABLE for
     more than a year.
   – Categories change –
     new learning changes
     categories of data


• TIME! TIME! TIME!
           Future uses of maps
•   Refining the content data
•   Design essential questions
•   Improving assessment design
•   Developmental Genre
    – Matching types of work with the characteristics of the
      learner
• Developmental Stages
    – Your learners growth patterns
• Mapping benchmark assessments
• Link assessment data to instruction
         Continued…………
• The task should merge with the ongoing
  curriculum naturally
• Student products can then be evaluated
  both vertically and horizontally
• Revisions in the curriculum map should
  reflect a few targeted skills needing help
• Revisions should be applied thoughtfully to
  developmental characteristics of the
  learner
    What are we trying to do with
             software?
• Be more efficient: by better organizing our
  work

• Be more effective: by improving our
  understanding of what practices improve
  student performance
    What can computers help us
               do?
•   Store data
•   Search records of data
•   Select data and information for reports
•   See information (patterns, connections)
•   Share data and information

      • HELP US MAKE SENSE ABOUT
            STUDENT LEARNING
 We have not succeeded in answering all of
your problems. The answers we have found
   only serve to raise a whole set of new
questions. In some ways we feel we are as
  confused as ever, but we believe we are
 confused on a higher level and about more
             important things.

                      OMNI Magazine

				
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