Curriculum Mapping Science Curriculum Committee Presented by Carol Ferguson 1/13/2010
GOAL OF SCIENCE CURRICULUM WRITING
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.
Understanding by Design Professional Development Workbook , Wiggins, McTighe
Complete the questionnaire to analyze current science curriculum.
Definition of Curriculum Mapping
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
Essential Question: How can feedback systems be structured to improve student achievement?
Projects agreed-upon areas of focus for a school or district
Identifies required content, skill, assessment, and essential questions for all students in a district.
Map what is currently being taught in every classroom
Use this data from the review process to begin consensus maps for all grades
What is UbD?
UbD stands for U nderstanding b y D esign.
It was developed by Grant Wiggins and Jay McTighe.
Understanding by Design is not a prescriptive, lock-step program or curriculum.
Understanding by Design is a conceptual framework, design process and template, and an accompanying set of design standards.
Understanding by Design is a methodology to design or redesign any curriculum to increase student understanding.
ESTABLISHING CURRICULAR PRIORITIES Curriculum worth being familiar Important to know and do "Enduring" Understandings
Mapping and UbD
Mapping provides the “macro” view of district curriculum
Essential Questions – broad over-arching
Plan K-8 skills
UbD provides “micro” – individual grade level units and lesson
Essential questions – specific to unit
Plan year’s skills, assessment
Phases of mapping
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
Phases of mapping (cont.)
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.
Creating Individual Maps
Essential Questions – focus of unit
Content – the “what” that is being taught
Skills – directly aligned to essential questions and content, begin with action verbs and identify precise proficiencies students need to know and be able to demonstration
Assessment – the demonstrations of learning performances or exhibitions
Use 10 steps to curriculum mapping as a tool (handout)
Essential Questions …
Focus on a broad topic of study.
Have multiple answers and perspectives. They address “why” or “how”.
They are “mental Velcro” that helps ideas stick in students’ minds.