The real

voyage of

discovery

consists not

in seeking new

landscapes,

but in having

new eyes. --Marcel Proust

CM: An Introduction & Look at Mapping Systems

Session 1

Mapping the Big Picture. 1997, ASCD.

Getting Results with Curriculum Mapping. 2004, ASCD.

All that is shared during our time together is based on the work of Dr. Heidi Hayes Jacobs…

Active Literacy Across the Curriculum. 2006, Eye On Education.

As well as…

Keys to Curriculum Mapping: Strategies and Tools to Make It Work

Susan Udelhofen 2005, Corwin Press

A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process

Janet Hale 2008, Corwin Press

Essential Question

How does inquiry effect knowledge?

Supporting Questions

How may curriculum mapping aid in improving student

learning and performance?

What is critical to realize regarding curriculum mapping basics?

What is critical to realize regarding the use of a mapping system?

1. Curriculum mapping is a multifaceted, ongoing process designed to improve student learning. 2. All curricular decisions are data-driven and in the students' best interest. 3. Curriculum maps represent both the planned and operational learning. 4. Curriculum maps are created and accessible using 21st century technology. 5. Teachers are leaders in curriculum design and curricular decision-making processes.

6. Administrators encourage and support

teacher-leader environments. 7. Curriculum reviews are conducted on an ongoing and regular basis.

8. Collaborative inquiry and dialogue are

based on curriculum maps and other data

sources. 9. Action plans aid in designing, revising, and refining maps.

10. Curriculum mapping intra-organizations

facilitate sustainability. Hale, J. A. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.

Curriculum (Latin Root)

= A Path Run In Small Steps

Jacobs (2006) states:

Consider the following reality. Johnny

has a flotilla of teachers…the total

number of teachers that Johnny

has over his thirteen years from

K-12 ranges from between forty

and sixty-five. Curriculum mapping

does not guarantee that all of these

teachers will become intimately

acquainted with Johnny’s needs or his

experience. What it can do is provide a

real data base allowing any of his

teachers to find what he has

experienced and is experiencing

currently, and it can communicate with more precision with any of the

flotilla of teachers through

technology. (pp. 114-115)

Reference: Jacobs, H.H. (2006) Active literacy across the curriculum. Larchmont, NY: Eye On Education.

What is Curriculum Mapping based on Jacobs’ model?

Share with a neighbor(s) where you went on a planned trip —

and then share "what really happened! ”

Advertisers know how to get potential consumers to remember the qualities

(value) of their products…

We need to experience a TV ad three times to even begin

to remember a product; seven times for it to “stick!”

Types of Maps Essential

Consensus Projected

Diary (Monthly)

Lesson Plans

(Daily)

Reality

State/Other

Standards

Proficiency

Targets

ONGOING

PROCESS

Mapping is a continuous cycle of reviewing and making decisions based what has actually happened (Diary Maps) compared and contrasted with curriculum planning (other

Types of Maps) through ongoing curricular dialogue.

Mapping Is An Ongoing Process

“Stop asking me if we are almost there, we’re Nomads for crying out loud!”

Curriculum Mapping is never “done”…

The Far Side®

All Types of Curriculum Maps are… Designed BY Teachers FOR Teachers

to aid in generating ongoing collaborations focused on student learning.

Collaboration = To work together, especially in a joint intellectual effort

Two CM Rules

Data-driven Reviews and Collaborations

If it is in Chris’ best interest to change, modify, stop, start, or maintain

a practice or other school/District-related issue, there must be data-based proof.

Remember, curriculum maps are a form of data!

The Empty Chair Whenever review teams or entire

staffs meet in person, there is literally or figuratively an empty

chair placed front-and-center in the room. This chair represents all of the students in a school or throughout a learning organization. The student in the chair is oftentimes referred to as

“Chris.”

Curriculum mapping is a calendar-based (monthly) process for collecting and maintaining an

ongoing database of the operational

and planned curriculum throughout a learning organization.

Curriculum mapping asks teachers to design the curriculum via

authentic examination, collaborative conversation,

and student-centered decision making.

“Why Map?”

Three Common Reasons Why Learning Organizations Choose To Map…

• Marie Strangeway, CM Consultant

Issue Motivated Initiative- Turns to mapping to address a specific problem or series of problems.

Low test scores in ____ (e.g., Reading, Writing, Math, AYP Subgroups, Etc.). All are looking for quick results in a specific area or areas. Be aware: CM is not designed to be a “quick fix” and then discarded.

3 Base Reasons To Map

3 Base Reasons To Map Grass Roots Initiative - Turns to mapping

because some administrators, faculty, and/or parents have learned about mapping and believe that it will help students improve and succeed. They know or feel there are gaps, redundancies, and absences in the curriculum and want to create horizontal and vertical communication. Be aware:

CM is designed to provide ongoing evidence via curriculum maps and other data that empowers teachers to discover inconsistencies and then create consistencies in curriculum: PreK-12+.

Good to Great – A school or district is successful by current standards, however is looking to stay competitive or to continually improve Adequate Yearly Progress (AYP) scores. They are looking to mapping to become the tool and catalyst for ongoing curricular dialogue and to lead to ongoing professional development. Be aware: CM is designed to fully align curriculum and improve learning: PreK-12+.

3 Base Reasons To Map

Regardless of what is or was the purpose(s) for your initiative…

Issues Grass Roots

Good to Great

NO curriculum maps (Diary Maps, Projected Maps,

Consensus Maps, Essential Maps) are EVER used for TEACHER EVALUATION

or PUNITIVE PURPOSES!

Curriculum = A Path Run In Small Steps

Curriculum Mapping = Systemic Second-Order

Change

It is all about “doing business”

differently.

Please realize up front that everyone will be

learners for some time, and as with all learners

knowledge is best presented in small steps…

So, let’s take a look at the types of maps…

Four Types of

Curriculum Maps

• Diary Map

• Projected Map

• Consensus Map

• Essential Map

The “Essence” of Curriculum Mapping

Diary Map (Recorded Monthly)

• A personalized* map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction

• Commonly due by the “7th” of the next month

*There is no such thing as “team” diary mapping.

I am a data-

collection portal…

The Nuts N’ Bolts

of Mapping Language

Projected Map

• A map that has been created by an individual person for a discipline or course before the actual yearly testing out of its “planned itinerary”

These two types of maps are, in actually, the same map. Differentiation is based on the current month of the year.

Consensus Map (An Entire School Year Of Months)

• A map designed by two or more educators wherein all designers have come to agreement on the course learning and serves as the planned-learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course instruction

*Flexibility in additional learning, length of learning, assessments, resources, and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map.

SCHOOL-SITE “LEVEL” MAPS

The Nuts N’ Bolts

of Mapping Language

Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods)

• A map created via a team of educators (Task Force) that is representative of District learning expectation.* The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps

*There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps.

DISTRICT “LEVEL” MAPS

“When we travel, road maps become more distinctive the closer we get to

the ‘main destination’.”

Quote By: Dr. Heidi Hayes Jacobs Keynote Presentation,

2006 National Curriculum Mapping Institute.

Weekly/Daily Lesson Plans

Diary Map

Janet

Biggins

Grade 1 Math

ConsensusMap

Grade 1 Math

Janet Biggins

Nicki McGrane

Susan McGuire

Lincoln Elementary

School

Bergenfield School District

Grade 1 Essential

Maps

Base DETAIL

Most (Monthly) DETAIL

More DETAIL

Much More Specific (Day By Day) DETAIL

Annual Personal

Projected/Diary

Maps

Ongoing

Collaborative

Horizontally and

Vertically Aligned

Consensus Maps

Annual Personal

Projected/Diary Maps

Ongoing Collaborative

Horizontally and

Vertically Aligned

Consensus Maps

Task Force-Led

Horizontally and

Vertically Aligned

Essential Maps

Diary Map

Mr.

Watson

High

School

US

History

= A Month’s

Worth Of

Learning

What are the common initial data elements included in a Projected/Diary Map?

• UNIT NAME*

• CONTENT

• SKILLS

• ASSESSMENTS

• RESOURCES (MATERIALS)

• STANDARDS

For a Consensus Map, common initial elements include:

Unit Name, Intra-alignment of Content, Skills, Standards, and

possibly Common/Same Assessments (only if full agreement by all

teachers designing the learning) and Resources (only if available to

all teachers teaching the course)

*Some

commercial mapping systems require a Unit Name to enter map data.

Activities/Strategies

Modifications/ Accommodations

Integration of Language Arts, such as various types of vocabulary

Essential Questions

As the years of mapping progress, the most common

additional map elements

include (not necessarily in this order)…

Chickens Each School Site’s Consensus Maps

I know what you are thinking …

What came first, the “egg” or the

“chicken?” Chicken Coop Organization-wide

Essential Maps

You can best answer after all sessions... Speed Bump by Dave Coverly

21st Century Mapping… All types of

curriculum maps are recorded and accessible via an

Internet-based mapping system (Internet Software).

Most Well-Known Commercial

Systems

makes mapping interactive.

You can conduct reviews

in one school, between schools, and throughout

the learning organization instantly and easily

since all schools are included in

the same mapping system!

The question is… Which system is the right system for you

and your learning organization?

It is recommended that you give all three systems a try using a free-trial access code

once you know a little bit more about the mapping process and entering

the most common initial elements in a map.

Take notes, make comparative comments, ask questions of the companies, and

make certain all schools are represented in the decision-making process for selecting the system!

1. Collection of map data refers to each teacher (or teachers) inputting course learning within a selected Internet-based or self-generated mapping system. (This inputting process takes time. As a norm, teacher(s) input one discipline [Elem] or one course [JH/HS/ Specialists] the first year if projected/diary mapping.)

2. Using the maps as data via a mapping system’s search and report features and other databases/research to solve problems/concerns is equally as important as inputting map data.

CM Seven-Step Review Process 1. Collecting Ongoing Data (Initial Read-Through)

2. First Read-Through Review

3. Small-Group Review

4. Large-Group Comparisons

5. Determine Immediate Revision Points

6. Determine Points Requiring Some Research and Planning

7. Plan for Next Review From Mapping the Big Picture: Integrating Curriculum

and Assessment K-12; 1997, ASCD, Jacobs, HH.

Dr. Heidi Hayes Jacobs states, “Mapping is like a two-sided coin: One side is collecting the data …

If you do not ‘flip the coin’ and focus on the other side— using the data —you miss the ‘true value’ of mapping!”

Remember

Curriculum Mapping is NOT…

STATIC …

Curriculum maps serve as the living, breathing, ever-changing, archived history of PreK-12+ student

learning. Mapping is formal work and takes time. The improvement in student—and teacher—learning

makes both the work and time worthwhile!

IT’S ONGOING!

Essential Question

How does inquiry effect knowledge?

Supporting Questions

How may curriculum mapping aid in improving student

learning and performance?

What is critical to realize regarding curriculum mapping basics?

What is critical to realize regarding the use of a mapping system?

I am looking forward to our

remaining WebCasts!

Please visit my Website for

mapping resources and materials that may enhance

your learning and curriculum mapping initiative.