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Mapping the Big Picture: Curriculum Mapping and Schools
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    Mapping the Big Picture: Curriculum Mapping and Schools Mapping the Big Picture: Curriculum Mapping and Schools Presentation Transcript

    • Mapping the Big Picture Glenn Wiebe ESSDACK glennw@essdack.org
    • Sticky ideas?
    • Curriculum mapping improves teaching & learning
    • Curriculum mapping is research based
    • Whadda ya know?
    • Introduce yourself Explain your score Is there a problem you’re hoping curriculum mapping will solve?
    • measurable, accurate What data exists that explains why the Oakland Athletics baseball team have consistently finished in the top five over the last ten years . . . . . . even though they have one of lowest payrolls? the
    • measurable, accurate What data exists that explains why the Oakland Athletics baseball team have consistently finished in the top five over the last ten years . . . . . . even though they have one of lowest payrolls? the
    • Sabermetrics
    • “The Book” says: • RBIs measure true batting skill • Walks are neutral • Fielding percentage is useful • Steals are good
    • measurable, useful What data exists to find great players that no one else knows about?
    • Beane ignored “the Book”
    • Moneyball beats the “Curse”
    • measurable, useful What data exists that helps you understand your building assessment results?
    • According to Dennis Fox . . .
    • Outcome - evidence of student learning
    • Test scores, attendance, behavior, surveys
    • Demographic - variables that affect student learning
    • Race, family, SES, ELL, SPED
    • Most schools focus on these two types of data
    • First type doesn’t really explain much
    • And we can’t really control the second
    • But what about the third?
    • Process data - variables focused on the teacher / school
    • Instruction, strategies, resources, technology, assessment types
    • Third type gives us different “stats” • Curriculum mapping helps you organize this “new” type of data
    • “To achieve goals you’ve never achieved before, you’ve got to start never done doing things that you’ve before.” Stephan Covey The 8th Habit
    • So what is it?
    • “Calendar based curriculum mapping is a procedure for collecting a database of the operational curriculum in a school and/or district.” Heidi Hays Jacobs
    • Written vs. taught vs. learned
    • “The primary purpose of curriculum mapping is to have a written record of what is being taught in the classroom. While the lesson plan documents what a teacher intends to teach, the curriculum map logs what is actually taught.” Heidi Hays Jacobs
    • Huh!?
    • Document Write down what actually happens in your classroom
    • Communicate Share classroom instruction data with the people who need it
    • Collaborate Rich, data driven discussions concerning content and strategies
    • And?
    • Students learn what’s important when it’s important
    • What are some other ways to visualize mapping?
    • A curriculum guide is to a curriculum map as an itinerary is to a trip
    • A curriculum guide is to a curriculum map as a game plan is to the actual game
    • Whadda you got?
    • It’s the Big Picture!
    • Most effective practices?
    • Virginia • Assessment • Curriculum Alignment • Curriculum Mapping • Data Analysis • Intervention Strategies
    • Ohio Virginia • Curriculum • Assessment Mapping & • Curriculum Alignment Alignment • Professional • Curriculum Development Mapping • Data Analysis & • Data Analysis Tracking • Remediation • Intervention Strategies • Test Preparation
    • Percentile Percentile Entering after 2 years Average School & 50th 50th Average Teacher Highly Ineffective School & 50th 3rd Highly Ineffective Teacher Highly Effective School & 50th 37th Highly Ineffective Teacher Highly Ineffective School & 50th 63rd Highly Effective Teacher Highly Effective School & 50th 96th Highly Effective Teacher Highly Effective School & 50th 78th Average Teacher
    • Fall City Elementary test scores
    • “What is Curriculum Mapping?” • How would your school be different if you had this information? • What changes in your instruction might be possible if you had this information?
    • Why mapping?
    • Identifies gaps & repetitions in learning
    • Identifies gaps & repetitions in learning Encourages alignment between written & taught curriculums
    • Identifies gaps & repetitions in learning Encourages alignment between written & taught curriculums Provides a visual of purposeful alignment of content, skills/processes, & assessments
    • Encourages integration across content areas
    • Encourages integration across content areas Explains test data
    • Encourages integration across content areas Explains test data Encourages “positive” teacher accountability
    • “How Does Mapping Benefit Students?” • What are some reasons for implementing mapping in your school?
    • In groups of three, read “Improving What’s Really Being Taught” • Brainstorm to create a list of questions • Narrow your list down to just one • Send a rover to one other group to “gab and grab”
    • So what’s it look like?
    • What’s on a map? Content • Discipline or field-based • Student-centered • Expressed with nouns
    • Skills and Thinking Processes • Specific, not broad-based • Measurable • Expressed with verbs
    • Assessments • Demonstrations of learning • Tangible products or observable performances • Expressed with nouns
    • Anything else? Yes! • Essential Questions • Resources / Materials • Instructional Strategies • URLs • Links to class documents • Standards
    • “How Does a School Carry Out Mapping?” • Which phase would be the most difficult to implement in your building? • What other questions does the video create for you?
    • Phase 1 - Collecting the Data • Each teacher records content, skills, and assessments Phase 2 - The First Read-Through • Teachers read each others’ maps to gain information
    • Phase 3 - Mixed-Group Review • A small group shares findings from the first read-through Phase 4 - Large Group Review • All faculty members meet to share findings
    • Phase 5 - Determine Points That Can Be Revised Immediately • Faculty members address changes that can be made without further study Phase 6 - Determine Points That Require Long- Term Research • A task force is formed to do research and make recommendations Phase 7 - Review Cycle Continues
    • Technology? Facilitates / encourages creating and editing maps Allows quick, easy access to information across content, buildings, grade levels Searchable
    • Allows for very “deep” maps Encourages communication among instructors and administrators Most software is web-based
    • Rubicon Atlas <www.rubiconatlas.org>
    • • Next steps?
    • Whadda ya still need to know?
    • “The heartbreaking difficulty in teaching is, in fact, that the best methods are also the most difficult ones . . .” Piaget 1969
    • • Review the maps included in your handouts • Discuss the following question: • Would the “Seven Phase Process” really work? • In small groups, reflect: • What information can be gained from the maps? • What would you be able to do if you had this information?
    • • Individually examine the “Grade 2 Social Studies Curriculum Map” • Mark places where you have questions or see that revisions are needed • Look for alignment between skills and assessments • What do you like about the map?
    • • Share your findings in small groups • Discuss where you felt more clarification or revision was needed • What’s missing? What can be deleted?
    • • Share your small group’s findings with the entire group • What issues might be easily resolved? • Are there issues that need to further study?