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 QuestionHow does inquiry

effect knowledge?

Supporting QuestionsHow 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 ONGOING

PROCESSPROCESS

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 ChairWhenever 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 BigginsNicki McGraneSusan 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

Annual Personal Projected/Diary Maps

Ongoing Collaborative Horizontally and

Vertically Aligned Consensus Maps

Task Force-Led Horizontally and

Vertically Aligned Essential 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*UNIT NAME*

• CONTENTCONTENT

• SKILLSSKILLS

• ASSESSMENTSASSESSMENTS

• RESOURCES (MATERIALS)RESOURCES (MATERIALS)

• STANDARDSSTANDARDS

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)

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.

*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)…

ChickensEach School Site’sConsensus Maps

OUR

BABIES

I know what you are thinking … What came first, the “egg” or the

“chicken?”

Eggs

Each Teacher’s

Projected/

Diary Maps

Chicken CoopOrganization-wideEssential 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).

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?

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 Process1. Collecting Ongoing Data (Initial Read-Through)

2. First Read-Through Review3. Small-Group Review4. Large-Group Comparisons5. Determine Immediate Revision Points6. Determine Points Requiring Some

Research and Planning7. Plan for Next ReviewFrom 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 QuestionHow does inquiry

effect knowledge?

Supporting QuestionsHow 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.