2. +
Heidi Hayes Jacobs
Professor on the Department of Curriculum and Teaching at
Teachers College, Columbia University, NYC, since 1981
Consultations: the College Board, ASCD, IBM EduQuest, The
Discovery Channel, Tapestry Productions, The Kennedy
Center, Carnegie Hall, New York City Ballet Education
Department at Lincoln Center, the Peace Corps., the National
School Conference Institute, the Disney Company, Prentice-
Hall Publishing, the Near East School Association based in
Athens, Greece, International Baccalaureate, the European
Council of International Schools, as well as state and local
school districts.
3. +
What year are you
preparing your students
for?
1972? 1992? 2002?
-Heidi Hayes Jacobs
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What is Curriculum Mapping?
It is…
Curriculum mapping is a system that thematically aligns
assessment, curriculum, and instruction.
http://www.k-12.state.tn.us/tpd/currmap.htm
a process for collecting data that identifies the core content,
processes, and assessment used in curriculum in order to
improve communication and instruction among all teachers
http://artsedge.kennedy-center.org/professional_resources/howto/curriculum_map.html
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Curriculum Maps are useful in…
helping teachers understand what is taught at all levels
assisting teachers in creating interdisciplinary units that foster
students‘ understanding of concepts, ideas, and activities
coordinating areas of study into larger interdisciplinary units,
even though they may be assessed by other content area
teachers
Fostering conversation about curriculum and instruction
reflecting upon and adjusting lesson and units
http://artsedge.kennedy-
center.org/professional_resources/howto/curriculum_map.html
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A Curriculum Map will…
help identify seams and gaps in curriculum
identify repetition within scope and sequence
allow vertical alignment of assessments, content and methods
across years or grade levels
support horizontal alignment of assessments, content and
methods between subjects
improve both curriculum delivery and assessment over time.
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What are the 21st Century Tools
our students need?
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Helpful tools to get started are…
Curriculum manuals or guides
Cluster-based syllabus planning
Individual student and IEP goals
Evaluation checklists
Weekly planning meetings
Activity archives
Learning objectives
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Research-Based Principles of An
Effective Learning Environment
Collaboration
Reflection
Shared Vision for Professional Growth
Student Learning
The process of curriculum mapping incorporates all these
principles and brings educators together to learn from their
practice as they share their insights to create a positive,
effective learning environment for students.
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Target Student Needs
What is in the best interest of our specific students in our school:
Age
Stage of development
Learning characteristics
Communities
Aspirations
Needs
Allows you to determine what learning is most important for
your students
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What is Curriculum?
Content is what students have to know (the nouns in the
standards)
Skills are what students have to do (the verbs in the
standards). Skills must be written so that you can measure
the learning in the assessments. Be sure to begin each skill
statement with a measureable verb. How do you measure
“Know”?
Assessments are the measuring of learning
Resources are the supplies, tools or other materials that aid
in instruction
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Curriculum Mapping
The Word “mapping” is a verb and should foster active
engagament.
Calendar based
Process for collecting data representative of the operational
(real) curriculum in a school and/or district
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Paradigm Shift on Two Fronts
• Curriculum is no longer an individual
choice or action – individual curriculum
maps are
• Made public
• Shared
• Changed
• Modified
• Curriculum is never “finished” – rather it is
the beginning of a dynamic process
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Types of Curriculum Maps
Journal Map (diary)-mapping as you go
Projection Map-map what you did last year–use it to plan or
project for this year
Consensus Map-district decision to map when and what
things are taught in the classroom. The “how” is the
individuality.
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Curriculum Mapping is a process
which begins…
With the instructor listing content
(who knows better)
When it is being taught
(how much time is spent)
What skills are use to teach content
We then add state standards
(makes it obvious what standards are not being addressed)
Schools/teachers become more aware of the flow of the
curriculum horizontally (all classrooms in grades 1-12) and
vertically (grade to grade) instructors need to keep the needs of
the students in mind.
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The Mapping Process Can Improve
School Culture
Shared sense of purpose
Opportunity to SHARE what you do in the classroom
(collaboration)
Time to reflect
Builds learning communities
Increased Test Scores
Make what students learn in one grade connect with what
they will learn in the next grade
Accountability to self, students, and parents
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Curriculum Map Is a Tool for…
Communication (between all stake holders)
Planning (curriculum, assessments, reforms)
Pacing instruction over time
Differentiating instruction to meet “Michael’s” specific needs
- (by content, by process, by product, by
learning environment)
Staying focused
- (what’s good for “Michael or Susie”?)
Resource allocation
- (space, time, materials, staff development)
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Why Create Curriculum Maps?
Communication and Reflection
We rarely have these conversations!
identify what occurs throughout the entire school year
a picture of students’ experience from grade to grade
teacher expectations to parents and students
Locates gaps, repetitions, areas for integration, assessments
Authentic alignment to standards
Accountability
New teachers
Defines expectations
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Ask Yourself These Questions
What do I want all my students to know or do as a result of
my teaching?
How will I judge the quality of my student’s work?
How will I know my students have learned?
How does my practice impact student achievement?
Based on data, what do I know about my students’?
How do my schools’ goals and improvement plan impact my
teaching?
How can I improve or strengthen my practice?
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“Give me the D and let’s get on
with it..
Students very often
see education as something that happens TO THEM
fail to see the relevance in their lives
don’t understand HOW they learn
learn to “play the game” or learning stops being fun
increase the rigor and relevance!!
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What information is collected on
the map?
Content (What is taught)
Skills (What students will do)
Assessments (This is how you find out if they really
know)
Standards (Meet by teaching skills)
Essential Questions*-(overarching question)
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Content can be…
discipline - focus on specific knowledge, or content area
interdisciplinary – combination of one or two disciplines to
examine a common focus
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Skills can be…
precise skills can be assessed, observed and described in
specific terms – unlike general processes – and connected to
assessments and standards
this is often the most challenging aspect of mapping.
the skills are what the kids do to learn the content!
look at lists of action verbs to help you as you prepare your
maps.
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Assessment data can be…
Crucial component of the maps
Often the least developed, inclusive or balanced
Formative Assessment
(daily/on-going)
Summative Assessments that are on-going
throughout the year
Example: Unit test, teacher observation
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Essential Questions
Answers are more than “just” facts
Brings content “to life” and makes it relevant
Helps students and teachers “go deep” into the content
Avoids activity with little meaning-a way of organizing content
Answers the “why” for learning
“What was the effect of the Civil War?” can be revised to, “Is the
Civil War still going on?”
ARE NOT LEARNING OBJECTIVES