References: Mapping the Big Picture: for Integrating Curriculum and Assessment in K 12 by Heidi Hayes Jacobs A Guide to Curriculum Mapping by Janet A. Hale

How can curriculum mapping improve student performance?What are initial mapping tasks?How can we organize our work into a comprehensible plan?

ResearchersDesignersWriters EditorsAssessment Writers

Calendar based curriculum mapping is a procedure for collecting a data base of the actual delivered curriculum at a school site.It provides the basis for authentic examination of that curriculum.It allows multiple teachers to provide guidance and direction for a grade level curriculum.

ContentAssessmentSkills/Thinking ProcessesStandardsEssential QuestionsObjectivesBest Instructional PracticesResources

Recommended Standards as defined by experts in their field.Written State standards, local goals and objectives (ie., curriculum binders).Supported Curriculum for which materials are actually available, such as textbooks and software.

Tested What is actually assessed at the state and local level.Taught The content that teachers actually deliver.Learned The content that students learn.

Create a snapshot of the educational activities of every classroom within the school/grade level/content area.Capture the content skills and assessments taught by every teacher in the school/grade level/content area.Organize this information into an easily accessed visual that presents a timeline of instruction by teacher and course.

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

Between teachers in a school site.Between teachers in feeding and receiving sites.For future teachers.For a new/revised curriculum.

For curriculum reform.For meeting date/unit standards.For ordering materials, softwareFor coordinating events.For planning assessment and data review.

For the new teacher.For the special education teacher.For the new student.For seeing the operational program.For designing staff development.

The school and district culture.The decision making process.A deliberate timetable.Available time.Leadership at each site.

Essential QuestionsContent(noun)Skills(verb)AssessmentActivitiesAugustSeptemberOctoberNovemberDecember

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?

Skills are key abilities and processes students will develop related to specific content.

Skills are written beginning with a verb.

Reading a mapWriting a playAnalyzing non-fiction textWriting persuasive essaysMatching words and pictures

Assessments are the products or performances that demonstrate student learning.

Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.

Group presentationBrochureResearch PaperEssay examPuppet showDebatePeriodic AssessmentsTeacher Created Tests/Quizzes

Key activities that lead to acquisition of knowledge and skills.

Describe the "how" for the knowledge and skills.

Writing persuasive letters to local governmentWater analysis of local river Critique a work of artCreate a 50 states quilt

Other sections of a curriculum map can include: Objectives/Goals for the unitBest Instructional Practices for the unitResources and text selections for the unitStandards ranked by weight/assessment weight

The following slides will include some examples of curriculum maps. Keep in mind that not all of the sections are included or required.

Grade Level ______ Subject _________________ School _____________________ Name _________________

Month

#

Days

SOLs

Strand

Content

Skills

Activities

Assessments

Va. Dept. of Education, Governors Best Practice Center Region 6, Chatham

Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________

Month

#

Days

SOLs

Strand

Content

Skills

Activities

Assessments

7

3.8

Comp. & Est.

Review addition facts

Vocabulary:

addend

Addition strategies:

recall strategies

make a ten

doubles

Board practice

Seatwork

Flash cards

Addition Bingo

Homework

Mad Minutes

August

sum

number sentences

1

3.16

Meas.

Order and zero properties

Time

Understand a minute in re

Compare equivalent times

Mad Minutes

In relation to an hour or a day

times

Things You Can Do In A Minute

3

3.22

Prob. & Stat.

Graphs

Read and interpret graphs

Favorite movie graph

Weekly Reader bar graph

Weekly Reader science graph

Sept.

8

3

3.8

3.4

Comp. & Est.

Review subtraction facts; vocabulary

Fact families

Subtraction strategies:

recall strategies

counting back

Board practice

Seatwork

Flash cards

Subtraction Bingo

Homework

Mad Minutes

Silent Math Contests

4

2

3.10

3.14

Meas.

Word problems

Standard units of

Problem solving:

Act it out strategy

Measuring to nearest

Group work

Centers

Chapter 1 Math Test

addition

subtraction

fact families

word problems

measurement for length

inch

Measure individual students heights record on growing tree

word problems

Observation

Pam Heath, Va. Dept. of Education, Governors Best Practice Center Region 6, Chatham

Grade Level ______ Subject _________________ School _____________________ Name ______________

Month

#

Days

SOLs

Strand

Content

Skills

Activities

Assessments

April

5

BIO.1

BIO.2

BIO.4

BIO.5

Bacteria

Video

Lecture

Yogurt Lab

Agar Plates Activity

Lab write-up

Prepared slides

5

BIO.1

BIO.4

BIO.5

Fungi

Video

Lecture

Specimens

Test

2

3

BIO.1

BIO.4

BIO.5

Intro. Plants/

Seedless Plants

Internet Research/

Library Research

Computer Lab/Library

Lecture

Worksheet

Plant Project

Specimens

2

3

BIO.1

BIO.3

BIO.4

BIO.5

Seed Plants

Photosynthesis

Lecture

Worksheet

Specimens

Video

Test

May

5

BIO.1

BIO.3

Photosynthesis/

Respiration

Worksheet

Chlorophyll Lab

Worksheet

Lab Questions

Quizzes

BIO.5

Lecture

Biology I

Grade Level ______ Subject _________________ School _____________________ Name _________________

Month

#

Days

SOLs

Strand

Content

Skills

Activities

Assessments

Nov.

4

4.6

Inter./ Earth/Space

Sys.

Storms:

Cause/Effect/Safety

Culmination of unit

Compare/contrast

Create tornado tube w/

2-liter drink bottle

Watch Nova weather

Video from library

Open-book

assessment

3

4.2

Force,

Motion

Energy

Machines: Intro. of unit

- force, inertia, gravity,

& friction

(old book)

- perform each vocab.

word

Check notebooks for

definitions of new

vocab.

- use digital camera to

record each group

demo. of vocab. word

Answer questions

4

4.2

Work and forms of

energy

Collect pictures from

magazines that

demonstrate particular

forms of energy. Make

collage from pictures

Forms of Energy

worksheet

Check worksheet

3

4.2

Work/energy/force

Review and

assessment

Book-created

chapter assessment

-- CHRISTMAS

BREAK --

Make list of simple &

4

4.2

Machines

Simple & Compound

Compare/contrast

compound machines

at home

ID the simple machines

in manual can-opener

Team activities

Va. Dept. of Education, Governors Best Practice Center Region 6, Chatham

4th

Science

Your curriculum map reflectswhat actually occurs in your classroom Reality is messy May not be a pretty document Thats ok!

Include enough specifics to make the map useful (so it tells you something upon reflection)

Use specific vocabulary vs. vague/generic terms

Can review timing, sequence, level of instructionServes as documentation of successful instructional activitiesAssists in monitoring types of instructional methods used (ex., cooperative learning, direct instruction, etc.)

Can share activities and assessments (both successful and unsuccessful)Collaboration enhances team feelingCan serve as a guide for new teachers

Can examine for gaps in the curriculumCan note repetitions in the curriculumProvides opportunity to collaborate with colleagues across grade levels and courses

-------->Standards ofLearning StudentAchievementfrom here...to here?

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Book reference: Mapping the Big Picture: Integrating Curriculum and Assessment K-12By Heidi Hayes Jacobs, 1997. ASCD.***Really think about who your audience is. What specific needs do they have? How can you best help THEM?****