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Newfane Curriculum Mapping

Newfane Curriculum Mapping



A framework for our mapping process.

A framework for our mapping process.



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    Newfane Curriculum Mapping Newfane Curriculum Mapping Presentation Transcript

    • Curriculum Mapping ~ Understanding the Journey ~
    • Definitions
      • Curriculum : • noun ( pl. curricula or curriculums ) the subjects comprising a course of study in a school or college.
      • Curriculum mapping : the process of building coherent, sequential, learning experiences into units, courses, and programs.
      • Bloom’s Taxonomy : a multi-tiered model of classifying thinking according to six cognitive levels of complexity.
    • Historical Perspective
      • 1900 – 1950: Child was the center of curriculum.
        • The child’s interests
        • The child’s problems
      • Outside forces lead to a shift in thinking.
        • Sputnik (1957)
        • The Coleman Report (1966)
        • The War on Poverty (1964)
      • New thinking about curriculum which centered on content – subjects.
      • Since that time (1960’s), our curriculum has gradually become less local.
      • Twenty years ago, teachers wrote objectives for their courses based on their goals for each course – in essence, the teacher built the curriculum and was responsible for its delivery (instruction) and ongoing assessment. This does not happen anymore, the State provides goals (targets), objectives, and teachers control instruction.
    • So – Why Map Curriculum?
      • Organizes learning units.
        • Learning is sequential, it builds on previous learning experiences and regularly refers back to them which reinforces learning.
      • Reduces redundancy in curriculum.
        • Increases efficiency.
      • Encourages the effective use of Bloom’s taxonomy for instructional and learning purposes.
      • Increases the cumulative effect of learning from year to year (vertical alignment) and within the same school year (horizontal alignment).
        • Leads to greater depth and breadth in the development of concepts, skills and knowledge.
        • Leads to more reinforcement, stronger unity and significance of concepts, skills and knowledge.
        • Without this organization, students are likely to compartmentalize information, not find appreciable connections, experiences may be in conflict.
        • Ensures instructional attention given to all state mandated standards.
    • Where Are We Now?
      • Increased National focus on testing / test scores in past decade.
        • Resulted in focus on testing and less on curriculum (learning, thinking skills, etc.).
        • Curriculum is much less of a local concern than it was in previous decades. It is no longer responsive to community (family and student) needs and interests.
        • New York State dictates, in large part, what our curriculum must minimally contain. For example, in order to graduate from High School a student must earn 22 units of study and must study specific courses in specified sequence.
      • Newer textbook series contain curriculum maps – THIS IS NOT THE CURRICULUM .
        • Leads to a test-prep culture which values testing over learning / thinking.
        • Does not promote reflective dialogue & inquiry among professionals. Consequently less creativity and connections within and between grade levels.
      • Locally, sustained financial challenges have diminished the urgency of curriculum concerns.
      • State and National focus on data and testing tend to cause most districts to place greater value on outcomes – not process.
      • Curriculum mapping is difficult & time consuming – can lead to systemic changes based on greater understandings.
    • How To Build A Map?
      • Deep Curriculum Alignment (DCA):
        • DCA involves mapping, building the map (using software), checking for gaps or overlap, comparing units of study with State assessment data, and searching for connections to enhance student learning.
        • We are beginning with ELA district wide. This includes early reading and writing. ELA was chosen for various reasons – dialogue with building leaders, availability of expert presenters in this particular field, state focus on student achievement in ELA, etc.
        • The process has started and continues throughout the entire school year. Ideally, the best time to work on curriculum is the summer for reflective reasons and efficiency.
        • Once the map is created, we begin the process of investigating our organization and seeking cross-curricular connections. This is the “super-map” concept that leads to higher level Blooms thinking processes.
    • What’s In Store Next?
      • With changing external conditions, we will be challenged to stay current. As we enter the next decade, the following areas are gaining prominence:
        • Numeracy development : great understanding of math and an ability to use it in multiple settings.
        • Science : science has not received national attention but alternative energy demands and over-reliance on oil have contributed to this new focus.
        • Financial Personal Money Management : with the turbulence of the money markets, we can expect our students to be able to make wise credit decisions in the future.
        • Vocational Technology : “Joe the Plumber” will continue to be a valuable contributor to the future strength of our country – but most likely will need more technology skills.
    • How Can Mapping Prepare Our Students?
      • We will create a organized sequence of curricular units that prepare our students for their futures – regardless of their pursuits.
      • In the future, students will be challenged to have a “synthesizing” mind – our curriculum can be organized in such a way to encourage that process.
      • Mapping focuses on the process of teaching – which leads to the outcome.
      • A spiraling curriculum lends itself to creative lessons, units, and courses that demand higher level Bloom’s processes.
    • Charting the Journey Use data to improve. NEXT YEAR – BEGIN MAPPING Align practices with standards Follow State standards. Use data to improve. Dept. meetings Social Studies (sample) Build a Map Horizontal / Vertical Alignment, teaching strategies, assessments Refine curriculum – follow RTI principles Find cross curricular connections 2010-2011 Align practices with standards, use data outcomes to improve Build a Map Horizontal & Vertical Alignment, teaching Strategies, Assessments 2009-2010 Follow State Standards Adjust to new state assessments – follow State Standards Build a Map 2008-2009 Pre-K 12 Science (sample) Pre-K 12 Math (sample) English Language Arts (ELA) – reading and writing
    • Summary
      • Curriculum mapping is a means of creating an organized and efficient curriculum that:
        • Prepares our students for a sequential process of learning,
        • Provides our teachers an opportunity to closely examine our present curriculum to find overlaps or gaps,
        • Aligns our learning units with State assessments,
        • Leads to cross-curricular learning units which call for higher level Bloom’s competencies.
        • Creates dialogue and inquiry that leads to a greater understanding of how individual pieces fit in a larger picture.
      • It is a gradual process – not an event. We do not have to map every content area at one time.
      • Increases the focus on teaching and learning – essential concerns for all schools.
      • View a sample curriculum map in New York State.