Curriculum MappingBoyer Valley

?

?

?

?

StandardsNationa

sionTeam themes

How will we find

our way?

Old Chinese Proverb says…“Tell me and I'll

forget. Show me, and I

may remember.

Involve me, and I'll

understand”

Definition “Mapping is a technique for recording time

on task data and then analyzing this data to determine the ‘fit’ to the officially adopted curriculum and the assessment/testing program.”

-English, 1983

Phase I: Collecting the DataThe purpose of this phase is for each teacher to place realistic

data about what he or she teaches in the course of the academic year on a macro level

Three major elements that comprise the curriculum on the curriculum map:

The processes and skills emphasized The content in terms of essential concepts and topics,

or the content as examined in essential questions The products and performances that are the

assessments of learning

MapS and B Content Skills EQ Ass Act

August

September

Phase 2: The First Read-Through

Once the maps are completed, each teacher becomes an editor for the map for the entire building

1. Teacher-as-editor reads through the maps to gain understanding.

Phase 3: Mixed Group Review SessionThese groups need to be

comprised of people WHO DO NOT work together

Phase 4: Large Group ReviewAll members of the faculty

attend the group review.

Tasks within Phase 41. Reads Maps to Gain Information

2. Identify Gaps

3. Identify Repetitions

4. Identify Potential Areas for Integration

5. Match Assessment with Standards

6. Review for Timeliness

Phase 5: Determine Those Points That Can Be Revised ImmediatelyWith the lists of

observations, the staff starts to sift through the data and determine the areas that can be handled by faculty members, teams and administration.

Phase 6: Determine Those Points That Will Require Long-Term Research and Development

While reviewing maps, groups will find areas that require more in-depth investigation before a solution can be produced.

Phase 7: The Review Cycle Continues

Curriculum review should be active and ongoing.

Maps are never finished; they are a work in progress!

Documentation

ExaminationRevision

DocumentationExamination

RevisionDocumentation

ExaminationRevision

DocumentationExaminationRevision

Refining the Map through ESSENTIAL QUESTIONS

Defining the nature of essential questions Identifying the kinds of questions that are

valuable for refining and; Organizing the curriculum in the individual

classroom and throughout the school

What is an ESSENTIAL QUESTION? It is the heart of every curriculum It is the essence of what you believe students should

examine and know in the short time they have with you

It is a question suggesting investigation and inquiry It is an organizer It is a creative choice It is a conceptual commitment It is a skill to be encouraged in students

Essential Questions and Examples 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

Which is more important-water or air?, What is change?, What if Shakespeare were a woman?

Criteria for Writing Essential Questions1. Each child should be able to understand the question.2. The language of the questions should be written in broad,

organizational terms.3. The question should reflect your conceptual priorities.4. Each question should be distinct and substantial.5. Questions should not be repetitious.6. The questions should be realistic given the amount of time

allocated for the unit or course.7. There should be a logical sequence to a set of essential

questions.8. The questions should be posted in the classroom.

Content and Examples Content is the essential concepts and topics

covered during a month. Content is written beginning with a noun

Cultural Diversity, Water Cycle, Hamlet, Local Government Systems, Bicycle Safety

Skills and Examples Skills are key abilities and processes students

will develop related to a specific content. Skills are written beginning with a verb

Reading a map, writing a play, analyzing non-fiction text, writing persuasive essays, matching words to pictures

Assessment and Examples Assessments are the products or performances

that demonstrate student learning. Assessments are what the student does (the

actual product or performance), not the evaluation toll used to assess the product

Group presentation, brochure, research paper, essay exam, puppet show, debate

Activities and Examples Key activities that lead to acquisition of knowledge

and skills. Describe the “how” for the knowledge and skills. Technology should be embedded

Writing persuasive letters to local government, water analysis of local pond, ASL translation of selected scenes of Hamlet, analyze brochures in preparation to design one for the spring play, create a 50 states quilt

Boyer Valley