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3/13/2011
1
Mapping to the Core
Dr. Ann Johnson
** (c) copyright 2011 - Ann Johnson, all rights reserved
Dr. Ann Johnson
Guiding Questions:
How can the Four Phases of Mapping be
used to integrate the Common Core
Standards?
What are the basics tasks in Mapping?
How can Mapping help us design a
quality curriculum that will better
prepare our students for the future?
Four Critical Phases to the
Mapping Process
I. Laying the Foundation
II. Launching the Process
III. Sustaining the Core Mapping
Process: Informing Curriculum
with Assessment Data
IV.Advanced the Work: 21st
Century Upgrades Jacobs, H. H., Mapping to the Core: Integrating the Common Core Standards into Your Local School
Curriculum. School Improvement Network Publications: SLC, Utah, (to be released, 2011)
FOUR PHASE MODEL
Jacobs, H. H. and Johnson, A., The Curriculum Mapping Planner:
Templates, Tools, and Resources for Effective Professional
Development (ASCD, 2009)
5
Where do we start…???
• What are the strengths of your current curriculum?
• What are you doing to integrate 21st century skills in your school?
• What changes if made would strengthen the current curriculum and better prepare our students for the future?
Class of 2024
Class of 2027
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2
The Challenge We Face…
“We are currently preparing students for jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponential times. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shift Happens)
Factors Influencing Our Reality
• State, Federal, Local Mandates
• Societal Changes
• Different Types of Learners
• Advancements and Innovations
• Standards
• Data
• Research
• Others????
Factoring in the Future
• A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.
• The number of text messages sent and received every day exceeds the planet’s population.
• The amount of technical information is doubling every 2 years.
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• By 2023, a $1000 computer will exceed the capabilities of the human brain.
• By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race.
• The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.
• The top 10 in-demand jobs in 2010 didn’t exist in 2004.
• For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.
Other Advancements… • Within three years, we will be able to take a test
for DNA at the pharmacy…. We can already take gene test via mail.
• In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells.
• Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine.
• Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not to hot, not too cold.”
… What innovations,
discoveries, and/or
inventions have occurred
in the past 5 years that
have had or will have an
impact on the
curriculum…???
The Standards Problem
• 160 national, state-level, and local standards documents (more than 2000 pages)
• Plus factor in the Common Core and international standards
• A synthesis yielded 255 standards and 3,968 benchmarks
• Require an additional 15,465 hours for students to learn them all
• 9+ more years of education
FACTORING IN THE
DATA What We Know About Effective
Schools
A “guaranteed and viable curriculum is the #1 school-level factor impacting student achievement.”
-Marzano, What Works in Schools
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…So what does a 21st
Century curriculum look
like and how do we
“upgrade” or rethink our
curriculum to better
prepare our students for
their futures?
The Challenge We
Face….
• What do we keep?
• What do we delete?
• What do we create?
Heidi Hayes Jacobs
• Core: The Purpose of Standards
• Core: Unpacking the Standards
• Core: Crosswalks- Ensuring Precision and Quality
I. Laying the Core Foundation
• Core: Mapping Curriculum K-12
• Core: Unit Design
• Core: The Big Picture - Consensus Maps
II. Launching The Mapping Process
• Core: Informing the Maps through the Review of Data
• Core: Developing Benchmark Assessments
• Core: Integrating Literacy Strategies into the Maps
• Core: Five Alignment Perspectives to the Common Core
III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data
• Core: Upgrades for Student Engagement
• Core: New Standards en Route
IV. Advancing the Work: 21st Century Upgrades
Four Phase: MAPPING TO THE CORE- Implementation Process
*H. H. Jacobs. (to be released, 2011). Mapping to the Core: Integrating the Common Core Standards into Your Local School Curriculum. School
Improvement Network Publications: SLC, Utah.
I. Laying the Foundation
• Definition and Purpose of Core
Standards
• Unpacking the Standards
• Crosswalk with Other Standards
Common Core Standards -Basics
• Standards are proficiency targets not curriculum.
• Standards do not suggest best practice.
• The CC standards potentially can raise practice.
• Examining standards by organizational headers in a vertical review is critical.
• Unwrapping standards for CURRICULAR translation creates a common language
• Effective “cross-walking” will sharpen alignment and precision.
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Standards
Definition – Level of quality
accepted as norm
• Types of Standards – State Standards
– Common Core
– College Readiness (ACT)
– National Organizations
– International (AERO)
Know what your standards
document have in them
"Unwrapping"
the Standards: A
Simple Process
to Make
Standards
Manageable
Paperback, 2003
Author: Larry Ainsworth
Unwrapping to TRANSLATION
• In our view, the purpose of unwrapping is to immediately move to curricular translation.
• For each of the NOUNS we suggest that teachers in small groups give examples of content topics they would address in their curriculum
• For each of the VERBS we suggest that teachers in small groups give examples of skills and strategies that they would address in their curriculum.
Cross-walking: Avoiding
Confusion and Gaining Clarity
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• Knowledge – memorizing
• Comprehension – understanding
• Application – using
• Analysis – taking apart
• Synthesis – putting together
• Evaluation - judging
Levels of Thinking (Bloom)
Webb’s Four Levels of Cognitive Complexity
•Level 1: Recall and Reproduction Requires recall of information, such as a fact, definition, term, or performance
of a simple process or procedure
•Level 2: Skills & Concepts Includes the engagement of some mental processing beyond recalling or
reproducing a response Items require students to make some decisions as to how to approach the
question or problem Actions imply more than one mental or cognitive process/step
•Level 3: Strategic Thinking Requires deep understanding exhibited through planning, using evidence,
and more demanding cognitive reasoning The cognitive demands are complex and abstract An assessment item that has more than one possible answer and requires
students to justify the response would most likely be a Level 3
•Level 4: Extended Thinking Requires high cognitive demand and is very complex Students are expected to make connections, relate ideas within the content
or among content areas, and select or devise one approach among many alternatives on how the situation can be solved
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
35
…Do your teachers have
a clear understanding of
the standards?
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II. Launching the Process
• Core Mapping Overview K-12
• Unit Maps
• Integrating the CC Standards
• Developing Consensus Core
Maps
Curriculum is …
A path or course of small steps…
Curriculum Mapping
What is Mapping?
• Calendar based curriculum mapping is
a process for collecting data
representative of the operational
(real) curriculum in a school and/or
district – in “real” time
• Curriculum maps provide the basis for
the authentic examination and
analysis of the data base (real
curriculum) Heidi Hayes Jacobs
Curriculum Mapping is a verb.
Creating the maps
themselves …And then Using them to make instructional
decisions
Types of Maps
Core Maps
Collaborative Maps
Consensus Maps
Essential Maps
District Maps
Individual Maps
Diary Maps
Projection Map
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Developing Consensus Core
Maps
Anchor Headings/Strands
Major Concept(s)/Big Idea(s)
Essential Questions
“Unpacked” nonnegotiables
– core content and precise
skills
Evidence of Learning
Mathematics Common Core Grades 1-5
Operations and Algebraic
Thinking • Addition, subtraction, multiplication,
division
• Patterns and expressions
• Numerical expressions
• Whole numbers
Numbers and Operations
in Base Ten • PLACE VALUE
• Counting Sequence
• Properties and Operations
• Multi-Digit Arithmetic
Numbers and Operations
– Fractions (Grades 3-5)
•Fractions as numbers
•Fraction equivalents
•Decimal notations
•Add and Subtract Fractions
Measurement and Data •Measurable attributes
•Classification and Categorization
•Time
•Length units
•Represent and interpret data
•Geometric measurements
Geometry •Shapes and their attributes
•Classification
•Graphing
ELA Common Core
Informational Text
• Key Ideas and Details
• Craft and Structure
• Integration of
knowledge and Ideas
• Range of Reading and
Text
Writing
• Text Types and Purpose
• Production and
Distribution of Writing
• Research to Build
Knowledge
• Range of Writing
Steps in the Process…
• Determine the Anchor Headings/Strand
• Identify your Big Idea/Major Concept
• Develop your Essential Questions (reword your Big Idea/major concept, others?)
• “Unpack the Core Content”
• Include corresponding precise skills for each piece of content (cross check with standards)
• Check level of understanding for alignment with standards
• Identify the assessments that would allow students to demonstrate understanding
Unit Map
● Essential Questions
● Major Concept(s)/Big Idea(s)
● Core content
● Precise Skills – content and integrated
● Terms/Specialized Vocabulary
● Assessments
● Activities
● Materials and Resources
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Sample Map Activity
Please select several of the maps and
read them for the following:
Kinds of Information you can glean from a map…
Consistent Elements found on a map…
How could this be helpful in school….
Standards
Where do standards fit
in maps?
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10
TERMS MATTER! Curriculum Mapping A-Z Chart
A-B C-D E-F
G-H I-J K-L
M-N O-P-Q R-S
T-U V-W-X Y-Z
…What became clearer?
What might be next steps
for you and your staff?
58
Instruction Curriculum
Assessment
Curriculum Alignment
III. Sustaining and Integrating the Core
Mapping Process: Informing Curriculum
with Assessment Data
• Initiating the Read Through Process
• Developing Benchmark Assessments:
Merging Assessment Data into Maps
• Integrating Literacy Strategies into
Maps
• Integrating 21st Century Skills
• Five Types of Alignment
The CM Seven-Step Review Process:
1. Collecting the Data 2. First Read-Through 3. Small Like/Mixed-Group Review 4. Large Like/Mixed-Group Comparisons 5. Determine Immediate Revision Points 6. Determine Points Requiring Some Research and Planning 7. Plan for Next Review Cycle (from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
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The Read-Through Process
• Each person reads the maps for the predetermined areas of focus and notes items to be shared during the process.
• Data is collected and compiled in the small group(s) during the Read Through process.
• Common themes are identified and target(s)/priority areas are determined.
• Small groups meet to address the target/priority areas and consider next steps.
Reading the Maps Use the areas of focus in the
quadrant: Skim each map for that information Nonnegotiables easily determined Note any possible gaps/repetitions Check for precise language – skills
and content Check for progression of skills Check level of understanding
(Bloom’s Taxonomy and/or DOK) Write comments directly on the
map or jot your notes on the form
Read Through: Areas of Focus
1. Possible Gaps/Omissions?
2. Nonnegotiables clearly stated?
3. Progression of Skills (Level of Understanding)
4. Questions/Clarifications?
Assessments
• Demonstrations of learning
• Tangible products, projects, or observable performances
• Multiple types of assessment to give a more complete picture of learning
SELECTED RESPONSE:
Multiple Choice 50-Q M.C. Quiz
Performance-Based
Assessment
Third Grade Problem Solving Task
Your favorite job is a window washer hanging on the side of a
building to clean windows. On a weekend trip with your family, you
see three motels in a row. You notice that the Holiday Inn is 4 floors
and each floor has a total of 7 windows. The Best Western has 6
floors and each floor has a total of 9 windows. The Comfort Inn has
8 floors and each floor has a total of 5 windows.
If you were to wash the windows of the Holiday Inn, how many
windows would you wash?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Please solve this problem in more than one way. You must show
your solution visually and with a number sentence. Materials will be
provided if you would like to use them.
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Constructed
Response
Assessment
12th Grade Reading Constructed Response
Discuss the relationship between the two cases,
Plessy v. Ferguson (1896) and Brown v. The Board of
Education of Topeka (1953). Be sure to review the
similarities and differences between the cases and
emphasize the relationship between the two. Give
specific examples from both readings and draw from
outside sources and/or personal experiences to
support your answer.
Assessments: Tangible Products
Evidence of Student Learning
Documentaries
Surveys
Diagrams
Web 2.0 applications
Persuasive speech
Create models
Legal Briefs
Blogs
Web page
Hypothesis testing
Grant proposals
Video Conference
Podcasts
Media Criticism
Captions
Original plays
Graphic organizers
Digital Storytelling
Essential Questions Why have a Congress? Is there a better way? How does a bill become law?
Concept/Content
Concept/Content
The Legislative Branch of government is an arm of the democratic process.
•Qualifications, duties, and powers of the members
•Organization of the Legislative Branch
•Bill into Law (steps, process, and effects on citizens)
•Powers of the Legislative Branch
•Relationship with other branches of government
Skills
Explain the qualifications, duties, and powers of the Legislative Branch of
government
Compare and contrast the organizational structure of the Legislative Branch with other
branches of government
Compare and Contrast the functions of the other branches with the legislative
branch
Analyze the effects of the Legislative Branch on citizens
Identify and explain the steps used in passing a bill into law
Explain how the Legislative Branch is an arm of the democratic process
Develop an opinion using supportive ideas (reading skill)
Assessments
Bill into Law Simulation
Persuasive Paper – How will the law effect the people (students)?
Essay Test over the Essential Questions
Debate: Why have Congress, Is there a better way?
Podcast on one of the key areas of the Legislative Branch of Government
21st Century Skills
Critical Thinking
Problem Solving
Communication
Collaboration Information Literacy Media Literacy
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FIVE TYPES OF ALIGNMENT Internal: The elements in a teacher or
district consensus curriculum map align to one another.
Cumulative: The curriculum maps build year to year; class to class K-12
External: The curriculum and assessment maps align to external standards and expectations.
To Students: Curriculum and assessment maps are specifically designed to match the needs of specific learners in specific locations.
Global: The aims and actions of our school curriculum and programs will help our learners connect to global communities.
Heidi Hayes Jacobs
Mapping As a Hub…..
Curriculum Mapping
UbD
Literacy
Pacing Guides
Core Standards
Pilot Programs
Differentiation
Visual Tools: David Hyerle
…What are your school’s
priority areas as we consider
this phase in the mapping
process?
IV. Advanced the Mapping Process:
21st Century Upgrades
• Upgrading Student Engagement
through new content, assessments,
structures, and formats
• Integrating New Standards
http://www.curriculum21.com/clearinghouse
3/13/2011
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Questions to Consider About
Our Current Curriculum
• What do we keep?
• What do we delete?
• What do we create?
Upgrading
Assessments…
Begin by taking one of your current assessments and upgrade it to incorporate 21st century skills and digital tools.
…Share it will a colleague.
How is curriculum mapping evolving to assist
21st century teaching and learning?
Mapping is GLOBAL
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…What do you see as a
possible first step for you as you
think about helping to lead your
colleagues through this
process?
Questions…????
http://www.curriculum21.com/