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What is Curriculum Mapping?
• Based on the work of Dr. Heidi Hayes Jacobs.• Curriculum mapping is simply writing down your
plan for the year.• It is fluid (not static) document, changing
throughout the year to represent what really happens in relationship to what you plan to happen.
• It recognizes that you don’t teach in a vacuum, that you have a limited number of days, a set number of students, field trips, assemblies.
• It can have many layers, dependent on what your goals are.
• The primary audience for maps is internal (teachers, colleagues)…BUT it can be provided to parents and students by the teacher annually but it is NOT the published school curriculum.
• Mapping can further the teacher and team’s use of backwards design.
• It can further your work on individual and common assessments.
• It can increase communication between teachers, teams, grade levels, content areas, schools re: curriculum.
• Specialists, librarians and special educators will love you!
What Curriculum Mapping is NOT…
•Curriculum•A set of standards (no NCLB police here!)•Your textbook or instructional materials
Three types of curriculum
• Intended curriculum (your ideal year)• Implemented curriculum (when reality hits)•Acquired curriculum (what each student
learned)▫ (TIMMS Study)
•Mapping represented first, the Intended and then the Implemented curriculum.
Which instrument, for what purpose?
Instrument PurposeCurriculum defines the Intended
curriculum.
Curriculum mapping represents first, the Intended and then the Implemented curriculum
Assessments measure the Acquired curriculum
Types of maps (depends on your goals)
• Team/Overview Maps (big picture, all subject areas).
• Individual Classroom Map (dig in deeper, more detail on each subject area.)
• Consensus maps – An agreement among a teaching team and/or school district
• Vertical maps – Examining the child’s experience or multiple pathways vertically through the system.
• Diary map – Individual teachers just writes down what they do and at the end of the year has a record of what really happened.
Team map or Overview Map
Sept Oct…. …May June
Literacy
Math
Science
Soc St
Etc…..
Team/overview map
Why use this type of map? Gets your year down at a quick glance Easy for others to read (team mates, other grade
level teachers, spec educators, library/media specialist, related arts, etc.)
Helps in conversations about sharing common resources (magnets, books microscopes)
Helps provide a quick glance for teachers of lower grade and upper grades to see what the child experienced
Easy to share with parents Helpful in having school-wide curriculum discussions
(revising or creating new curriculum) A great opportunities to look for interdisciplinary
connections or team teaching.
Degrees of curriculum integration
one discipline 2 subjects > 2 run common problem, student- run concurrently concurrently theme, essential
centered, questions problem-
based (single teacher) (timing) (timing) (teachers co-planning) (student
co-plans)
Degrees of Integration
Team/Overview Map
Sept Oct…. …May June
Literacy Historical Fiction
Painted Essay
Math Measurem
Science Scie experim
Soc St Amer Rev. War
Tech Kidspiration
Team/Overview Map
Sept Oct…. …May June
Literacy Historical Fiction
Painted Essay
Math Measurem
Science Scie experim
Soc St Amer Rev. War
Tech Kidspiration
Team/Overview Map
Sept Oct…. …May JuneLiteracy Historical
FictionPainted Essay
Math Measurem
Science Scie experim
Soc St Amer Rev. War
Tech Kidspiration
Individual teacher (deeper) map…
Why use this type of map?• This really causes you to think about your plans, really
challenges you to be intentional about your classroom time.• Helps to articulate further what your implemented
curriculum looks like.• Allows for some rich discussion among teachers about their
thinking.• Reveals gaps and overlaps in areas that could otherwise not
be found in the ‘big picture’ type of maps.• Great for looking for discrepancies between what we think
our kids are learning and how they are performing on assessments.
• Really drives your assessment planning
The individual teacher/class mapSept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
The individual teacher/class map
Sept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
Concepts, big ideas, essential questions
What is keeping this unit or topic focused? What are the overarching themes?
Assessed using more complex assessments (essays, performance assessment.) Sometimes it is not measurable at all but important nonetheless.
Don’t create essential questions just for the sake of it. If you can’t come up with one, move to a big idea or concept.
The individual teacher/class map
Sept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
Content
Smaller bits of knowledge.
Non-negotiable, they just have to know it.
Easily assessed.
The individual teacher/class map
Sept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
Skills
Observable actions.
Use action verbs (“…ing”)
Ex: editing, writing a persuasive essay, comparing/contrasting, hypothesizing, analyzing, predicting.
Try to avoid following it with a noun (content) if you can. Keeps you focused on the skill over the content.
The individual teacher/class map
Sept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
Assessments
Now that you’ve listed what you are INTENTIONALLY teaching, what tools will you use to measure it?
Tests, quizzes
Performance assessments, projects
Anchor tasks
Essays
Teacher observation
Formative? Summative? Common, individual?
The individual teacher/class map
Sept Oct Nov Dec… …May June
Unit/theme
Concepts, big ideas, essential questions
Content
Skills
Assessment
What else?
You can add anything else to your map that makes sense for you.
Field trips, testing windows, technology skills, activities, book lists, materials…you name it. Just add rows as needed.
Concept, content, skills….so what?
Why do we care? • Because it results in different student outcomes in
different classrooms (Your content might be my concept might be someone else’s skill)
A tale of two units….• Teaching weather through poetry vs. Teaching poetry
using weather• “touching on” the US regions vs. memorizing the
states in the regions vs. mapping the regions (physical & political)
Concept, content, skills….so what?Why do we care? • Because it drives the assessment tools we choose to use.
Content (small bits of knowledge) quickly measurable with selected response assessment tools (multiple choice, short answer, matching, etc.)
Concepts (big ideas) more challenging to measure (essays, performance assessments, personal communication)
Skills (a measurable ACTION…”ing”) observable
Stiggins
Type Examples What it measures Notes
Selected Response
Multiple choice, fill-in the blank, matching
Measures small bits of knowledge or CONTENT, some skills
Can be used to find misconceptions as well.
Essays/Writing Essays, constructed response, other types of writing.
Can show smaller bits of knowledge but better suited for CONCEPTS & big ideas, some SKILLS.
Needs rubric to reduce subjectivity.Are you assessing writing as well as the content?
Performance assessments
Presentations, projects, anchor tasks, reader’s theatre, etc.
Can show smaller bits of knowledge but better suited for CONCEPT & big ideas, some SKILLS.
Needs rubric to reduce subjectivity.Be clear if you are assessing content AND the performance skills
Personal communication/teacher observation
Quick glimpse.Can be oral communication or journal entries.Personal, one-on-one.
Can show student skills and provide a glimpse into deeper understanding. Important to document.
Often hard to remember to document.
Essential questions• Intended to be unanswerable, provocative, drive the
unit…but allow student to access it in their own way.• Really narrows down those large units for kids.• Really motivating for some content areas, less so for
others.• Can further involve interdisciplinary connections and
convey relevance.• Students can be involved in drafting essential
questions (because good questioners make good thinkers).
• Don’t force it. You don’t need an essential question for everything!
Examples
•Was the Civil War “civil”?•Is the Civil War over?•Are animals necessary for man’s survival?•How does our architecture reflect our
society?•Are there some human values that
transcend time and place?•What is my role in the biosphere? •What does it mean to be “healthy”?
Vertical Map
Why use this type of map?• Once the classroom maps are constructed, this is an
easy tool to use to look at school-wide approaches to something
• Ex: where writing genres are taught, practices and assessed
• Ex: looking for math strands which are undervalued or overvalued
• Thinking about how related arts topics can be reinforced in the classroom and vice versa.
Vertical Map….EX: Math
Math 6 7 8 9 10 11 12
Numeracy
Geometry
Measurement
Algebra
Vertical Map…EX: Science
Sci inquiry skills
6 7 8 9 10 11 12
hypothesizing
generalizing
Scientific inquiry
Other types of maps
• Consensus map: any individual or team map that represents an agreement across teachers, teams schools.▫ The 9th grade map for the year (all content areas, might go to
kids and parents)▫ The Algebra I map (for 9th grade and 8th grade teachers)▫ The Biology I map▫ The map used to divy up science materials when you don’t
have enough to go around!
• The diary map: the map that gets created along the way.▫ Some teachers like to make a map for the year, to sketch it out
ahead of time but then keep a separate “diary” map to record what actually happens.
▫ Interesting to compare at the end of the year.
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