Creating Curriculum Maps

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					Creating Curriculum
       Maps


       Lynn Meister
    Curriculum Consultant
 Tri-County Educational Service Center
             Wooster, Ohio

       (330) 345-6771, ext. 224
 Purpose of Curriculum Mapping
Ensure instruction is aligned to Ohio’s
Content Standards
Communicate what is being taught, how it is
being taught, and why it is being taught
Identify and address gaps and duplications in
instruction
Provide a focus of instruction for each topic
   Purpose of Curriculum Mapping

Provide a sense of ownership and
accountability for instruction and assessment
Organize content standards, skills, resources,
and assessments in one document
Serve as the focus of on-going professional
development
Identify core curriculum at each grade level
    Benefits of Curriculum Mapping
Helps teachers see the overall picture of
curriculum across grade levels and
disciplines
Rather than asking, “What should I teach?”
teachers ask, “ What should I teach and why?
When? How? With what resources? How
should I assess student learning?”
Shows how teaching is organized vertically
(throughout a discipline) and horizontally (in
each grade)
  Benefits of Curriculum Mapping

Bases instruction on alignment to Ohio’s
content standards and expectations for
student learning
Keeps focus on results: Tracking instructional
progress and student learning
Helps teachers design assessments aligned
with curriculum maps and achievement tests
Provides an opportunity to share best
practices in instruction and assessment
The Mapping Process: Involvement
Mapping cannot be done in isolation
Teacher collaboration is essential to the
process
Mapping should be done by all who
teach the content involved
No one should have the option to
disregard the maps or assessments
developed as part of the process
The Mapping Process: Where to Begin

 Provide released time for teachers to work on
 the process. This allows for in-depth
 discussion of standards, instructional
 practices, and methods of assessment
 Have all teachers review every benchmark
 and indicator from the content to be mapped.
 Make sure all teachers clearly understand
 what is meant by each indicator.
The Mapping Process: Where to Begin
 Examine achievement tests before mapping to see
 how each indicator is reflected in high-stakes
 assessment. This is important not only at grades
 where the tests are given, but for lower grades to see
 how their indicators are directly tied to questions on
 the tests.
 Maps can be made by month, grading period, or unit;
 however, they must be based on sequential delivery
 of the content standards.
 Map “backwards” at tested grade levels: begin with
 test dates, allow sufficient review time, and adjust
 time for instruction. Focus on “power indicators.”
       Mapping to Standards
Decide how instruction needs to be
sequenced to ensure student mastery of the
content standards. The resulting map may
sequence instruction differently from what
teachers have done in the past.
Determine each grade level’s “power
indicators.” These indicators provide the
foundation of instruction – they are the
building blocks with real-life applications.
“Power indicators” will receive more
instructional time and must be assessed
when they are taught.
          Mapping to Standards
Map out where the “power indicators” will be taught
and assessed.
Add supporting indicators. There is no need to write
indicators in every place they are taught or reviewed.
Add an indicator only in the time period where it will
be assessed.
Focus is the key. Map out the “power indicators” that
must be assessed. Add other indicators that directly
support that instruction.
Continue clustering indicators into reasonable
sections and sequence them throughout the year.
If done correctly, mapping makes standards more
manageable by focusing on a few indicators at a
time.
  Example of “Power Indicator” and Supporting Indicators


Power Indicator:
Writing Application 1: Write narratives with a consistent point of view, using
sensory details and dialogue to develop characters and setting
Supporting Indicators:
Reading Application 1: Explain how a character’s thoughts, words and
actions reveal his/her motivations
Reading Application 3: Identify the speaker and explain how point of view
affects text.
Writing Process 4: Determine the audience and purpose
Writing Process 7: Vary simple, compound, complex sentence structures
Writing Process 8: Group related sentences into paragraphs and maintain
consistent focus
Writing Conventions 8: Use adverbs
        Example of “Power Indicator” and
         Supporting Indicators in a Map
Time        Focus of                      Indicator                Ind.      Assessment   Resources
           Instruction                                               #
       Narrative writing      Write narratives with a            Wr. Appl
       provides               consistent point of view, using    #1
       opportunities for      sensory details and dialogue
       students to develop    to develop characters and
       personal style and     setting (Power Indicator)
       develop their use of
                              Explain how a character’s          Rdg.
       sensory language.
                              thoughts, words and actions        Appl. 1
                              reveal his/her motivations
                              Identify the speaker and explain   Rdg.
                              how point of view affects text.    Appl. 3


                              Determine the audience and         Wr.
                              purpose                            Process 4
                              Vary simple, compound, complex
                              sentence structures                Wr.
                                                                 Process 7
          Mapping Assessments
There are three types of assessments:

  Pre-assessment: Administered before instruction
  starts
  Formative assessment: Checks for growth along the
  way
  Summative assessments: Determine if students have
  mastered the material being taught

Summative assessments are written on the
  map for “power indicators” and supporting
  indicators
       Mapping Assessments
Create assessments that go beyond recall to
application, evaluation, and synthesis.
Assessments should provide evidence that
students can use multiple indicators to solve
real-life problems.
Data from assessments are used to
determine what to do next to help students
achieve mastery of the indicators or to
provide opportunities for enrichment.
Mapping as an On-Going Process
Compose and implement one map at a time,
especially in self-contained classrooms.
Put completed maps, along with assessments
and rubrics, on the district server. This allows
all teachers to see what is taught at each
grade level and content area and encourages
an interdisciplinary approach to instruction.
Provide new teachers with maps for the
subjects/courses they teach and explain how
to implement instruction and assessment as
defined by the maps.
 Mapping as an On-Going Process

      Mapping is a process, not a product.
Once teachers learn how to align curriculum,
instruction, and assessment in the mapping
process, they can easily refine their maps to
address changes in state mandates, district
requirements, and students’ needs.
      Mapping helps teachers know their
content deeply, shows connections among
content areas, and provides guidance for
instructional decisions.
Mapping as an On-Going Process
    Mapping goes on forever. It is a process
that is constantly refined and deepens
teachers’ knowledge of content, instruction,
and assessment.

   Mapping is a collegial activity where
teachers understand and own their
responsibilities for instruction and
assessment.
                    Resources

Larry Ainsworth (Power Standards) Center for Performance
Assessment at www.makingstandardswork.com
Heidi Hayes Jacobs. Getting Results With Curriculum Mapping
Heidi Hayes Jacobs. Mapping the Big Picture: Integrating
Curriculum and Assessment
Robert Marzano and Christopher Cross. How to Use Standards
to Inform Assessment and Instruction in the Classroom.
Jay McTighe and Grant Wiggins. Understanding by Design
Handbook.
Ohio Department of Education. Standards-Based Instruction for
All Learners: A Treasure Chest for Principal-Led Building Teams
in Improving Results for Learners Most At-Risk.