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

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  • 1. Mapping the Big Picture Glenn Wiebe ESSDACK glennw@essdack.org
  • 2. Sticky ideas?
  • 3. Curriculum mapping improves teaching & learning
  • 4. Curriculum mapping is research based
  • 5. Whadda ya know?
  • 6. Introduce yourself Explain your score Is there a problem you’re hoping curriculum mapping will solve?
  • 7. 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
  • 8. 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
  • 9. Sabermetrics
  • 10. “The Book” says: • RBIs measure true batting skill • Walks are neutral • Fielding percentage is useful • Steals are good
  • 11. measurable, useful What data exists to find great players that no one else knows about?
  • 12. Beane ignored “the Book”
  • 13. Moneyball beats the “Curse”
  • 14. measurable, useful What data exists that helps you understand your building assessment results?
  • 15. According to Dennis Fox . . .
  • 16. Outcome - evidence of student learning
  • 17. Test scores, attendance, behavior, surveys
  • 18. Demographic - variables that affect student learning
  • 19. Race, family, SES, ELL, SPED
  • 20. Most schools focus on these two types of data
  • 21. First type doesn’t really explain much
  • 22. And we can’t really control the second
  • 23. But what about the third?
  • 24. Process data - variables focused on the teacher / school
  • 25. Instruction, strategies, resources, technology, assessment types
  • 26. Third type gives us different “stats” • Curriculum mapping helps you organize this “new” type of data
  • 27. “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
  • 28. So what is it?
  • 29. “Calendar based curriculum mapping is a procedure for collecting a database of the operational curriculum in a school and/or district.” Heidi Hays Jacobs
  • 30. Written vs. taught vs. learned
  • 31. “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
  • 32. Huh!?
  • 33. Document Write down what actually happens in your classroom
  • 34. Communicate Share classroom instruction data with the people who need it
  • 35. Collaborate Rich, data driven discussions concerning content and strategies
  • 36. And?
  • 37. Students learn what’s important when it’s important
  • 38. What are some other ways to visualize mapping?
  • 39. A curriculum guide is to a curriculum map as an itinerary is to a trip
  • 40. A curriculum guide is to a curriculum map as a game plan is to the actual game
  • 41. Whadda you got?
  • 42. It’s the Big Picture!
  • 43. Most effective practices?
  • 44. Virginia • Assessment • Curriculum Alignment • Curriculum Mapping • Data Analysis • Intervention Strategies
  • 45. Ohio Virginia • Curriculum • Assessment Mapping & • Curriculum Alignment Alignment • Professional • Curriculum Development Mapping • Data Analysis & • Data Analysis Tracking • Remediation • Intervention Strategies • Test Preparation
  • 46. 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
  • 47. Fall City Elementary test scores
  • 48. “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?
  • 49. Why mapping?
  • 50. Identifies gaps & repetitions in learning
  • 51. Identifies gaps & repetitions in learning Encourages alignment between written & taught curriculums
  • 52. Identifies gaps & repetitions in learning Encourages alignment between written & taught curriculums Provides a visual of purposeful alignment of content, skills/processes, & assessments
  • 53. Encourages integration across content areas
  • 54. Encourages integration across content areas Explains test data
  • 55. Encourages integration across content areas Explains test data Encourages “positive” teacher accountability
  • 56. “How Does Mapping Benefit Students?” • What are some reasons for implementing mapping in your school?
  • 57. 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”
  • 58. So what’s it look like?
  • 59. What’s on a map? Content • Discipline or field-based • Student-centered • Expressed with nouns
  • 60. Skills and Thinking Processes • Specific, not broad-based • Measurable • Expressed with verbs
  • 61. Assessments • Demonstrations of learning • Tangible products or observable performances • Expressed with nouns
  • 62. Anything else? Yes! • Essential Questions • Resources / Materials • Instructional Strategies • URLs • Links to class documents • Standards
  • 63. “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?
  • 64. 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
  • 65. 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
  • 66. 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
  • 67. Technology? Facilitates / encourages creating and editing maps Allows quick, easy access to information across content, buildings, grade levels Searchable
  • 68. Allows for very “deep” maps Encourages communication among instructors and administrators Most software is web-based
  • 69. Rubicon Atlas <www.rubiconatlas.org>
  • 70. • Next steps?
  • 71. Whadda ya still need to know?
  • 72. “The heartbreaking difficulty in teaching is, in fact, that the best methods are also the most difficult ones . . .” Piaget 1969
  • 73. • 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?
  • 74. • 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?
  • 75. • Share your findings in small groups • Discuss where you felt more clarification or revision was needed • What’s missing? What can be deleted?
  • 76. • Share your small group’s findings with the entire group • What issues might be easily resolved? • Are there issues that need to further study?

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