Developing Consensus MapsDeveloping Consensus MapsWays to adapt the mapping processWays to adapt the mapping process

developed by Heidi Hayes Jacobsdeveloped by Heidi Hayes Jacobs

Earl NicholasDirector of Communications

curriculumdesigners, Inc.earl@curriculumdesigners.com

Based upon the collaborative works of

Heidi Hayes Jacobs and Bena KallickAMO – R. 2007.02.02

Curriculum Mapping:Curriculum Mapping:Training of TrainersTraining of Trainers

Indianapolis, INIndianapolis, INJune 12 - 13, 2007June 12 - 13, 2007

Why map?This is the ultimate Essential Question!

Additional EQs:

How can we assure a meaningful set of learningexperiences for Trevor, Eva, and ALL their friends?

When is consensus critical for Trevor’s progress?

When is flexibility equally important?

Essential Question:How can we assure a meaningful set of

learningexperiences for Trevor and Eva?

Content:Consensus Maps, CORE Maps, Essential

Maps, Master Maps, Group Projected Maps

Skills:Describe what a Consensus Map actually

is

Differentiate between core and enrichment

Visualize examples of consensus building

Assessment:Group discussion – draft plans for

consensus

It is ALL about building consensus

consensus: agreement; acknowledgement; accepting of truths

Latin: con cen tre

Curriculum and Instruction

“Curriculum is the vehicle by which we facilitate student learning. Effective implementation results in student accomplishment of state and district commencement outcomes. To serve that purpose, the curriculum must be relevant and meaningful to the students to whom it is taught.”

-- taken from the Canandaigua Curriculum and InstructionProcedures ManualAdopted 2003.09.25

Critical junctures for CONSENSUS Focusing on various levels of Curriculum

Maps and using clear terminology at each level

Viewing Assessment data as the DIAGNOSIS

Curriculum Maps as the PRESCRIPTION

Navigating the “Big Picture” and generating maps to chart a course for a 21st century learning.

At what levels can and should consensus be reached for both curriculum and assessment? National – proposed menu of national curriculum options; SAT,

PSAT, AP exams

State- benchmark maps; State testing is far too wide ranging.

District or Independent School Level Counterpart- standards, internal assessments based on diagnoses

Building- Performance data for specific students in terms of pace and revisions; entered on EACH TEACHER’S MAP

Department- Common Terms; Spiraling Assessments K-12

Grade level- Common EQ’s; short term assessments for ongoing review

Classroom- Individualized and group assessment based on direct classroom curriculum

What elements do we want on Consensus Maps?

• Content

• Skills

• Benchmark Assessments Only

• Aligned Standards

• Essential Questions should come later (unless)…

• No lesson plans or teacher-made assessments

(more on slides on pages 39-45 of the conference packet.)

Content

The large chunks of your subject, expressed as nouns

focus on the integrity of knowledge within the discipline

identify specific problem solving tools (such as equations)

Skills

Skills are expressed as action verbs

Precise skills are:

Assessed

Observed

Described in specific terms

and always associated with content

Scaffolding Content and Skills

WHAT IS THE PRE-REQUISITE CONTENT YOU ASSUME?

WHAT ARE THE PRE-REQUISITE SKILLS YOU ASSUME?

Skills across the disciplines

• Editing and revising skills in ALL workEditing and revising skills in ALL work

• Organizational skillsOrganizational skills

• Reading for decodingReading for decoding

• Reading for text integrationReading for text integration

• Speaking skills in a range of forumsSpeaking skills in a range of forums

• Instructional Technology Expectations

• Character Ed Connections

• Service Learning Outcomes- Canandaigua City Schools, 2004

AssessmentsMeasure

performance Assessments are demonstrations of learning

Assessments provide observable evidence of performance

Assessments should be directly linked to skills.

Don’t do it “the old-fashioned” way!

Criteria forEssential Questions

Highlight conceptual priorities

Fufills outcomes

Language for organizing

Non-repetitive set

POSTED by all

Connects a range of disciplines

Logical sequence

Understood by each child

Open for investigation

Distinct selection

1. What is the significance of the red stripes on the American Flag?

2. What is the significance of the white stripes on the American Flag?

3. What is the significance of the Uncle Sam character point his finger at you?

4. Which way is the eagle’s head facing on American paper money and why?

5. What is the Essential Question?

Essential Questions are global in nature. They are NOT Lesson or Unit questions.

American History (7th Grade):

The original steps of the mapping process:

1. Collect Data (EVERYONE must map)

2. First Read Through

3. Mixed Peer Review

4. Large Group Review

5. Determine areas for immediate revision

6. Determine areas for long term planning

7. Continue the cycle

Ways to reach consensus and develop Essential Maps:

1. Original Model – Steps 3 – 5

2. Backwards Mapping from existing curriculum

3. Backwards Mapping from Standards

4. Backwards Mapping from Lesson Plans

Create a naming conventionso that Consensus or CORE maps

can be easily identified and copiedthrough search functions.

Develop a systemto identify which of the

elements are core.

The Original (pure) Model

1. Analyze common elements from teacher maps.

2. First alone, then on teams (Mixed Peer Review).

3. Next by building (Large Group Review).

4. Finally by region or district.

As you analyze your maps, youcan also begin to see where content and

skills appear on individual maps.

Backwards Mapping fromExisting Curriculum

(Prefabricated)

1. Agree upon definitions (content objectives, skills,strategies, etc).

2. Develop a common labeling scheme.

3. Create and enter Core Maps.

4. Skip to Step 4 – Large Group Review.

5. Teachers copy the Core Maps and expand them (everyone maps).

The Canandaigua/Moon Area Model:

1. Input existing core curriculum into computer database.

2. Flag core skills and common benchmark assessments.

3. Each teacher copies core map and expands.

4. Revised curriculum revision committees (Mixed Peer Review committees)

5. Collect data and analyze consolidated maps.

6. Modifications are made to core maps (everyone maps).

Backwards Mapping fromStandards and Benchmarks.

1. Analyze standards and assessments.

2. Identify “Power Standards.”

3. Develop skills with matching terms.

4. Create and enter Core Maps.

5. Skip to Step 4 – Large Group Review

6. Teachers copy the Core Maps and expand them (everyone maps).

Code yourPower Standards foreasy identification.

Verbs from the STANDARDS

ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DISCUSSELABORATE

EXPLOREDIAGRAMIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

RESPONDSUPPORTREPRESENTVISUALIZEREASONVERIFYSOLVESUMMARIZESIMPLIFY

When, where, and how should these be taught?

Engage Specific Cognitive Operations

parrot process prognosticate

Recall Compare Predict

Could we group those testing verbs into levels?Could we have our kids do the same?

Engage Specific Cognitive Operations

parrot process prognosticate

RecallDefineDescribeIdentifyNameList

CompareContrastInferAnalyzeSequenceSynthesize

PredictEvaluateSpeculateImagineEnvisionHypothesize

Could we group those testing verbs into levels?Could we have our kids do the same?

Backwards Mapping fromLesson Plans

1. Enter skills from individual lesson plans.

2. These skills will become the Core Maps.

3. Skip to Step 4 – Large Group Review.

4. Teachers copy the Core Maps and expand them (everyone maps).

The 16 Habits of Mind

• ersisting

• anaging Impulsivity

• istening with understanding & empathy

• hinking flexibly

• hinking about thinking

• triving for accuracy

• uestioning & posing problems

• pplying past knowledge to new situations

• hinking & communicating with clarity and precision

• athering data thru all senses

• reating, imagining, innovating

• esponding with wonderment and awe

• aking responsible risks

• inding humor

• hinking interdependently

• emaining open to continuous learning

HABITS OF MIND

THINKING SKILLS: WHAT YOUR STUDENTS WILL BE ABLE TO DO

CONTENT: WHAT YOUR STUDENTS WILL KNOW

* LEARNING ACTIVITIESTHAT REQUIRE

SKILLFUL THINKING

* ASSESSMENT TASKSTHAT DEMONSTRATE

LEARNING

Resources:

Heidi Hayes Jacobs www.curriculumdesigners.comMapping the Big Picture: Integrating Curriculum and Assessment K-12, ASCD (1997)

Getting Results With Curriculum Mapping, ASCD (2004)

Bena Kallick www.techpaths.comAssessment Strategies for Self-directed Learning, Corwin Press (with Art Costa, 2003)

Susan Udelhofen www.su-consulting.comKeys to Curriculum Mapping:  Strategies and Tools to Make It Work, Corwin Press (2005)

Earl Nicholas, ALPHA MICRO/OMEGA Software Consultants, Inc. www.amosoftware.com

Heidi,

I'm very glad to be involved in a cause I so greatly support. As Earl has no doubt explained, I was a student that was left constantly unprepared for the next grade, despite my ability to learn, when schools didn't map their curriculum. I feel strongly that your approach to solving the most crucial problem facing the education system today (in my opinion) is both ingenious and desperately needed. I hope I will be able to find a school nearby that my daughter can attend that will use mapping to make the most of her education.

- - Trevor, May 13, 2007

Cadence Ylise Parscal - May 21, 2007