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Why Map Why Map Curriculum?Curriculum?

Transforming Our Teaching And Learning

Module 3

•To facilitate collaboration and communication • To resolve educational disconnects• To collect and analyze data

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Warm upWarm up

ActivityActivityAnticipatory

SetPlace a dot on each

poster along the

continuum

according to how

much you agree

with the statement

based on your own

experience.

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Training Norms and Training Norms and AgreementsAgreements

Attention – Focus with mind, eyes and ears

Time – Honor time and stay on task

Attitude – Be positive, open and supportive of all

Goals - Stay focused on achieving the Guiding question targets.

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Curriculum MappingEssential Question:

How can curriculum mapping help me guide my

students toward achievement of the

standards?

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Why should we map our curriculum?

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Guiding Questions:

Why should we map our curriculum?

What are the inconsistencies in the educational system?

How can curriculum mapping help resolve some of those inconsistencies?

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1. Why should we map our curriculum?

2. How does curriculum mapping benefit…• me as a professional?• my students?• my colleagues?• the school, complex … state?

3. Why is it important to have consistent map features and points of focus?

Desired Desired Outcomes:Outcomes:

Teachers will be able to explain and defend their answers to the following questions…

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ActivityActivity

Complete Dot-

to-Dot Activity

Reflect: How does this

activity relate to

curriculum mapping?

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As a sophomore in high school, how would you feel if you were provided with the same reading material on the American Civil War for the fourth time in four years? Responses:

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As a sophomore in high school, how would you feel if you were given a Geometry assignment to find the area of different common quadrilaterals while you still had difficulty identifying quadrilaterals ? Responses:

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As a sophomore in high school, how would you feel if you were given a Biology assignment and you could readily apply what you had learned in your earlier science classes?

Responses:

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Common Disconnects“Official” curriculum isn’t necessarily the operational

curriculum- what’s actually happening in classrooms.

Teaching the textbook scope and sequence isn’t necessarily helping our students meet or exceed the Hawaii Content Standards.

What was taught isn’t necessarily what was learned. “Why didn’t they get that one right? I taught it!”

A 2nd grader in one school may be learning what a 4th grader learns at the same school or at another school.

There is no way to cover all the content in Social Studies, Science, Math and Reading and still do justice to the Visual and Performing Arts.

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Recommended Viewing: Essentials of Mapping by ASCD, with Heidi Hayes Jacobs

Follow-up: Chart your understandings on

“Notetaking/Notemaking” Worksheet

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Video: Essentials of mapping

Note-takingKey Points you want to

remember

Note-makingComments,

Connections, Questions

Follow-up: Chart your understandings of the video segment on “Notetaking/Notemaking” Worksheet

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We map to determine…

The journey that a student makes through our system.

What our actual, taught curriculum is. How what I do relates to what my colleagues

do. How our curriculum aligns with standards. What needs to be added or deleted. How student performance influences our

curriculum. In short, what our curriculum direction is.

We map to determine…

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…is a Journey

Curriculum mapping ….

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An analogy….

Would you accept a medical treatment plan rather than documentation of actual treatment for your child?

Would you take your child to a doctor who had no idea about your child’s medical history and who treated your child in isolation from other doctors?

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Likewise as a teacher….

Would you accept a scope and sequence plan rather than take into account the unique needs of your student population?

Would you teach your students without any knowledge of what they learned previously and without communicating with other teachers?

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Video Clip: Video Conference May 5. 2005 with

Heidi Hayes Jacobs

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Would it be helpful to have a means of sharing successful curriculum plans that take into account the needs of your students?

Would it be good for the students in every school or complex to have achieved the same standards no matter what school they attended in Hawaii?

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DisconneDisconne

ct ct Activity Activity

Part 1Part 1What other educational

disconnects, if any,

do you see in your

classroom, school,

state, nation? List

them in the first

column of the t-chart.

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Disconnects & Curriculum Mapping T-Chart

Educational Disconnects Curriculum Mapping

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Student Student Achievement Achievement

& & School School

ImprovementImprovement

A Case StudyA Case Study

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MEET KEOLA!!!MEET KEOLA!!!Keola is a 5th grade student at Aloha School.

Keola has difficulty in multiplying and dividing.

Keola has difficulty with measurements and geometry and concepts dealing with graphing and data.

What can we do for Keola?

Where do we begin? Insert Kola’s chair somewhere

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What we know about What we know about Keola….Keola….

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We also know this about We also know this about Keola… Keola… and his classmates…..and his classmates…..

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MCItems

CRItems

TotalPointsPossible

AverageRawScore

% of Avgscore of ptspossible*

Numbers and Operations:1. Students understand numbers, ways ofrepresenting numbers, relationship amongnumbers, and number systems.

1-2pts.

2 .88 44 %

2. Students understand the meaning ofoperations and how they relate to each other.

1-2pts.

2 .29 15%

3. Students use computational tools andstrategies fluently and when appropriateestimates.

1-2pts.

2 0 0%

Measurement:1. Students understand attributes, units, andsystems of units in measurement; and develop anduse techniques, tools, and formulas for measuring.

3-3pts

2-6pts

9 1.9 21%

Geometry and Spatial Space:1. Students analyze properties of objects andrelationships among the properties.

1-2pts.

2 .31 15%

2. Students use transformations and symmetry toanalyze mathematical situations.

1-1pt.

1 .52 52%

3. Students use visualization and spatialreasoning to solve problems both within andoutside of mathematics.

1-1pt.

2-4pts.

5 1.2 24%

4. Students select and use differentrepresentational systems, including coordinategeometry.

1-4pts.

4 .65 16%

Patterns, Functions, and Algebra:1. Students understand various types of patternsand functional relationships.

1-1pt.

1-2pts.

3 .96 32%

2. Students use symbolic forms to represent,model, and analyze mathematical situations.

2-8pts.

8 .98 12%

Data Analysis, Statistics, and Probability:1. Students pose questions and collect, organize,and represent data to answer those questions.

1-1pt.

1 .29 29%

2. Students interpret data using methods ofexploratory data analysis.

2-2pts.

2 .54 27%

3. Students develop and evaluate inferences,predictions, and arguments that are based ondata.

1-1pt.

1 .38 38%

4. Students understand and apply basic notionsof chance and probability.

2-2pts.

1-2pts.

4 1.0 25%

* average score was X% of points possible

Aloha School Grade 5 Math Report: 2002- 2003 ScoresStandard Level

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Number and Operation: TotalPointspossible

AverageRawScore

1c. Compare and order whole numbers, fractions, decimals, and percents. 2 pts. .82c. Use associative, commutative, and distributive properties as they apply to multiplication and division of whole numbers.

2 pts .3

3c. Develop algorithms for fraction operations. 2 pts. 0Measurement:1b. Know and fluently use the common units of measure of both customary and metric systems of measure.

2 pts. .8

1c. Carry out simple unit conversions within a system of measurement (e.g. millimeters to centimeters to meters, feet to yards, pints to quarts to gallons, seconds to minutes to hours, days to week to months to years).

2 pts. .2

1f. Develop and use formulas to find perimeter, area (squares, rectangles, and triangles), and surface area and volume of rectangular solids.

4 pts. .6

1g. Use map scales to find distance between locations and make simple scale drawings.

1 pt. .25

Geometry and Spatial Space:1d. Analyze relationships among lines in the plane, (e.g. parallel and perpendicular lines).

2 pts. .3

2b. Describe a motion or series of motions needed to match two congruent figures. 1 pt. .53a. Identify a three-dimensional object from a set of two-dimensional views. 2 pts. .53b. Describe and sketch two-dimensional objects; predict three-dimensional results of a two-dimensional net.

3 pts. .7

4c. Find horizontal or vertical distances on a coordinate system. 4 pts. .6Patterns, Functions, and Algebra:1b. Identify and describe relationships between two quantities that vary directly (e.g. length of a square and its area) and inversely (e.g. number of children to the size of piece of pizza).

1 pt. .3

1c. Use generalizations to make predictions; check that the generalization fits the given pattern.

2 pts. .6

2a. Represent unknown quantities and relationships among them with symbols. 4 pts. .52b. Identify and represent properties of operations (e.g. C + G = G+C) 4 pts. .4Data Analysis, Statistics, and Probability:1a. Design investigations requiring data collections, including measured data. 1 pt. .32a. Describe the shape and important features of a set of organized data (e.g. range, mean, mode, median where appropriate)

1 pt. .2

2c. Compare related data sets. 1 pt. .33d. Propose and justify conclusions based on data 1 pt. .44a. Formulate questions or hypotheses based on initial data collection and design further studies of explore them.

1 pt. .6

4c. Estimate and test by experiment the probabilities of outcomes 1 pt. .44d. List of possible outcomes of a simple experiment. 2 pts. .01

Aloha School Grade 5 Math Report: 2002- 2003 ScoresBy Benchmarks

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More assessment More assessment datadata--about Aloha --about Aloha SchoolSchool……

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Developing an action Developing an action plan for Keola:plan for Keola:

• Call a meeting

• Review student’s work

• Identify possible strategies, and implement

• If no improvement, refer student for more assistance

• Others…

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Developing an action Developing an action plan for Aloha Schoolplan for Aloha School: :

Form a committee Plan professional development Look at a new textbook or

supplementary resources Revise SID Call the complex area staff Others …

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If the only tool you have is a If the only tool you have is a hammer, everything begins to look hammer, everything begins to look like a nail.like a nail.

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What if a school had a What if a school had a mechanism in place to mechanism in place to

identify…identify…• What each teacher is actually doing in relation to a specific standard?• When a specific content skill is taught and how it is assessed?• How much time is spent on a skill/standard?• If there are any gaps or redundancies in the

curriculum?• Real time data on the actual

curriculum?• Opportunities for integration of curriculum?

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t

• know where the previous teacher left off.• begin to communicate and collaborate K-12• identify the alignments between content, skills and assessment• to become aware of what is happening with students in other classrooms

How does curriculum mapping deal with the

disconnects?Mapping helps teachers…

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ACCOUNTABILITY: Curriculum mapping supports schools in being accountable for student learning

EQUITY: Curriculum mapping ensures that all students are working toward the same standards

OPPORTUNITY: Curriculum mapping enables all students to have experiences that support their attainment of high academic standards

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Recommended Reading: Chapter One

of Mapping the Big Picture by Heidi Hayes Jacobs

Follow-up: Chart your group’sanswers to the question:

“Why Map?”

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ActivityActivity

As a group generate a brainstormed list

of reasons for

mapping. Record

your Answers on the

“Why Map?”

chart

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Why Map?

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FEEDBACK SPIRAL

Establish Desired outcomes

* From Assessment in the Learning Organization, Shifting the Paradigm Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995 and Annenberg project: Using Data for School Improvement, Annenberg Institute for

School reform.

Define the questions

Collect and organize

data

Make meaningFrom data

Develop implementationfrom data

Use feedback spiralTo evaluate actions

Study / Reflect

/Evaluate

Modify Actions Basedon New Knowledge

Clarify (Revisit) Goals and Purpose

Study / Reflect / Evaluate Modify Actions Basedon New Knowledge

Plan

Take Action /Experiment

Assess / GatherEvidence

Clarify Goalsand Purpose

Plan

Assess / Gather Evidence

Take Action /Experiment

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Why Map?

Proven use increases student achievement Provides students a seamless journey in

their total K-12 experience Generates a vital database of current

curriculum information allowing for data driven decision making

Documents the operationalized curriculum Results in internal curriculum alignment Results in alignment between and among

grades and departments Documents alignment to district and state

standards

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DisconneDisconne

ct ct Activity Activity

Part 2Part 2

How can mapping

help educators

address the other

educational disconnects, you

wrote down earlier? List solutions in the

second column of

the t-chart.

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Disconnects & Curriculum Mapping T-Chart

Educational Disconnects Curriculum Mapping

Entries from Disconnect Activity part 1

For each item you have listed on the left column, extend how a curriculum map might bridge that disconnect

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Disconnects & Curriculum Mapping T-Chart

Educational Disconnects Curriculum Mapping