Teachers use the school calendar to collect basic information about their curriculum plans such as unit titles, projects, materials.
Draw both sides of the coin. What could you include on each side of the coin that shows the connections with mapping? Discuss what happens if one side is missing. Share your group’s representation with the other groups. As a team process, what became clearer as you worked on this activity?
Most individual elementary teachers find it takes about one hour to complete the content portion of the map for one school year; MS – 45 minutes per course
We will identify essential questions both vertically and horizontally.
Complete benefits of curriculum maps organizer at your tables, share specific benefits Consensus mapping identifies non-negotiables that will be taught in each grade or subject in school Consensus mapping provides the tools to build a cohesive learning community with teachers as the chief architects and builders Mapping provides a process for collegial dialogue as it focuses on alignment of content, skills, assessments, and activities across grade levels with ultimate goal to improve student achievement.
Consensus mappings identifies
Curriculum Mapping Science Curriculum Committee Presented by Carol Ferguson 1/13/2010
To construct curricula with mapping and in the UbD format in order to promote higher order thinking skills, engage students in authentic performance assessment tasks, generate transfer and application of knowledge all of which improve student achievement as measured on criterion referenced tests such as the ASK3-8, teacher made tests, performance assessments.
Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school or district. Curriculum mapping provides the basis for authentic examination.
Module 1, Figure 1
Sample Curriculum Map Slide from: http://sites.google.com/site/curriculummapld6/ Essential Questions Content (noun) Skills (verb) Assessment Activities August September October November December
Phase 1 – Collecting the data (identify content (essential concepts and topics), processes and skills, the products and performances that are the assessments of learning.
Phase 2 – First Read-Through- individually look for repetitions, gaps, meaningful assessments, matches with standards, potential areas for integration and timeliness. Reader simply spots area that needs work
Phase 3 – Mixed Group Review Session – teachers share what they found in phase 2
Phase 4 – Large Group Review – post findings, site emerging patterns
Phase 5 – as large group determine those points that can be revised immediately. What are glaring repetitions that can be addressed?
Phase 6 – Determine points that require long-term research and development? For example, is there a gap in a series of assessments between elementary and middle school. Map out grade level topics, eliminate repetitions and gaps and AGREE
Phase 7 – The review cycle continues. After implementation of curriculum, meet to review horizontally and vertically.