Curriculum Mapping 101

Teaching Matters, Inc.2011

What is Curriculum Mapping?

• Curriculum mapping is a multifaceted, on-going process designed to improve student learning. All curricular decisions are data-driven and in the students’ best interest (Hayes-Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment K-12, 1997).

What is Curriculum Mapping?Why Map?

• CMs trace the students’ journey throughout the system.

• Curriculum across all content areas can be seen and analyzed globally.

• Teachers can see what their colleagues do and teach.

• Easier to align curriculum to standards.• Needed additions or deletions can be easily

determined.

Why Map?

• Instructional gaps and repetitions can be easily spotted.

• Communication is increased.• Teachers can align content with skills,

standards and assessments.• Supports data-driven instruction and decision-

making.

Why Map?

• Driven by essential questions.• Flight: What flies? How and why do

things in nature fly? What is the future of flight? • Intelligence: What is intelligence? How

has intelligence evolved? How is intelligence measured? Is intelligence solely a human phenomenon? How will intelligence be altered? (Hayes-Jacobs, 1997)

• “Navigators use maps to chart a course. Although unforseene vents and variables may affect their journey, they begin by making important choices about their route to avoid a meandering, rudderless voyabe. In similar fashion, teachers must make critical choices as they plot a course for their learners. Essentail questions are an exceptional tool for clearly and precisely communicating the pivotal points of the curriculum” (Hayes-Jacobs, 1997, p. 25).

Curriculum Mapping Vocabulary

• Essential Questions• Content• Skills• Assessments• Lessons• Units and Sub-Units• Standards• Common Core

Non-negotiables:

• Unit Names• Essential Questions• Content• Skills• Standards and Performance

Indicators

Negotiables:

• Assessments• Resources• Activities• Lessons

Phases of the Mapping Process:Phase 1: Collecting the Data

Each teacher describes three major elements of the curriculum to include:• Authentic classroom data about student

experiences;• Content in terms of essential concepts and

topics and as essential questions;• Products and performances that are the

assessments of learning;• Highly specific information about daily lesson

plans are not needed.

Phase 2: The First Read-Through

• Each teacher edits the map reading (non-judgmentally) to gain information about what is taught across the curriculum.• Underline content, skills and

assessment areas that are new to them or have questions on.

Phase 3: Mixed Group Review

• Each teacher shares findings from individual reviews.• No decisions, no judgment: simply state

areas information was gained, noticed gaps, repetitions, areas for integration or any mismatches between outcomes and curriculum.• Red-flag areas for attention but DO NOT

re-write

Phase 4: Large Group Review

• All faculty• Findings are gathered into a chart to

encompass all small group reporting sessions (Phases 2 and 3).• Delay judgment: simply compile data.

Phase 5: Determine what can be revised immediately

• Make collaborative decisions and concessions where needed

Phase 6: Determine points that require long-term research and development

• Gaps in content.• Gaps in assessments between

elementary and middle/middle and high.• Scaffolding gaps.• Genre gaps or repetitions• Scheduling conflicts.

Phase 7: Continue the Review Cycle

• Active and on-going• Communication• Refinement

Samples

http://q502plan.wikispaces.com/file/list?orderBy=date&orderDir=desc

Curriculum Template

Essential Questions

Content

(noun)

Skills

(verb)

Assessment Standards

September

October

November

December

January

Curriculum Map Template

Essential Questions

Content

(noun)

Skills

(verb)

Assessment Standards

February

March

April

May

June

Let’s Map!

• Phase 1: Write in the data• Phase 2: First read: review the data

individually• Phase 3: Mixed group review• Phase 4: Large group review• Phase 5: Determine revisions• Phase 6: Determine points that require

long-term research and development

References

• www.jessamine.k12.ky.us RETRIEVED 5/31/2011

• www.sddial.k12.sd.us/esa/doc/staff/ RETRIEVED 5/31/2011

• Hayes-Jacobs, H. 1997. Mapping the big picture: Integrating curriculum and assessments. Alexandria, VA: Association for Supervision and Curriculum Development.