the curriculum mapping review process twice and thrice over, as they say, good is it to repeat and...
TRANSCRIPT
The Curriculum Mapping Review
Process
Twice and thrice over, as they say, good is it to repeat and review what is
good. --Plato
Twice and thrice over, as they say, good is it to repeat and review what is
good. --Plato
Essential Question
How does inquiry effect knowledge?
Supporting Questions
How may curriculum mapping aid in improving student learning and performance?
How may establishing norms for quality written maps enhance our curriculum design and practice?
How may teacher-designed curriculum and collegial dialogue through conducting reviews
improve student and teacher learning?
The CM Seven-Step Review Process1. Collecting the Data 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 Review
Before a formal review begins, two pre-planning steps need to take place:
1.Determine the review’s key focus and/or purpose (problem, issue, or concern).
2. Based on focus/purpose, determine who will collectively participate in the large group.
More Curriculum Mapping Terminology!
• Horizontal Collaborate concerning same grade level
• Vertical Collaborate concerning across grade levels
• Like Collaborate concerning same discipline
• Mixed Collaborate concerning cross disciplines
A review may be a single or combination
configuration as it is always dependent on the review’s purpose or
focus.
What is one of the most important purposes for having mixed-
group team reviews? • To get away from
the “every teacher is an island” mental model
• To gain perspectives that would otherwise not be achievable by asking those outside of our “box” to look in
2. First Read-Through Review
• Each teacher individually first reads through the pre-determined grade-level, discipline, school-site, learning organization-wide maps and/or other data (Step 1: Collect the Data) as an editor and reviews based on the pre-determined focus/purpose
• During this individual review, personal notes are recorded on a data-collection sheet (product-in sheet) that will be brought to the small-group review meeting
edit
Edit = to
prepare/ revise for
publication
3. Small-Group Review• Dependent on the review focus/purpose and the size of large
group, a small group must have at least two members. It is recommended that a small group does not have more than eight people.
• The face-to-face meeting time will vary depending on the focus/purpose. The meeting may take as little as 20 minutes or may take as long as a few hours (maybe over more than one meeting time).
• A designated recorder takes collective notes concerning individual findings and collaborative comments (most often in an electronic format). ALL small-group product-out documents are read by all large-group members before…
4. Large-Group Comparison (The compiled small-group meeting documents are
individually pre-read by all attending; again individually taking notes on a product-in sheet before the large-group meeting.)
• This session is facilitated by designated teacher-leader(s) and/or administrators. A large-group Recorder takes collective notes (often done electronically).
• All members participate in dialogue based on the small-group compilation of findings to determine if it is time for Step 5 or Step 6...
5. Determine Immediate Revision Points
• Large-group members make curricular or related decisions (stop, start, modify) that can be incorporated with relative ease*
• If needed, specific faculty members ** are selected to be facilitators for the curricular/related decision(s)
• If necessary, a timetable for needed action(s) is created
*May take more than just one meeting time to revise, but can happen “quickly” **Long-term “committees” no longer exist!
6. Determine Points Requiring Some Research
and Planning• Large-group members identify area or
areas wherein more research and development is needed before decision can be collectively made.
• A temporary Task Force is created to conduct the research and report back to large group at predetermined times.
(Time spent in Step 6 will vary depending on focus/purpose.)
Setting Up A Task Force Team
• Determine the best faculty and/or staff members for this particular R&D project
• Determine who will be facilitating and recording for the R&D Task Force team
• Determine timeline and protocols to enhance communication to the large-group members during the planned R&D time concerning ongoing findings
• There will need to be a final large-group meeting to determine final decisions concerning the necessary curricular/related resolutions
7. Plan for Next ReviewOnce the problem, issue, or concern
(focus/purpose) has been resolved and appropriate actions planned or carried out, the large-group review team is disbanded. (The same is true for a Task Force that may have been formed during Step 6.)
This is not to say that a large group or a task force will never meet again. A future problem, issue, or concern may warrant the same people being involved in another review. Likewise, the same large group may need to reconvene to revisit an earlier review focus.
Once the problem, issue, or concern (focus/purpose) has been resolved and appropriate actions planned or carried out, the large-group review team is disbanded. (The same is true for a Task Force that may have been formed during Step 6.)
This is not to say that a large group or a task force will never meet again. A future problem, issue, or concern may warrant the same people being involved in another review. Likewise, the same large group may need to reconvene to revisit an earlier review focus.
• When another review is considered…
7. Plan for Next Review
Before review begins, two pre-planning steps will need to happen:
1.Determine the Review’s Key Focus/Purpose (concern/problem/issue)
2.Based on focus/purpose, determine who will collectively participate in the
large-group review.
The next slide is a visual representation of a formal review cycle’s step configurations…
This Particular Review Cycle’s Large Group based on
Pre-determined Focus/Purpose
Individual
First
Read-Through
Small-Group Review
Curriculum Maps & Other Data
Large-Group Comparison
Clarifying Focuses/Purposes For Formal Reviews “The Hub Effect”
• Identify potential list of problems/ issues/concerns that will be best served/resolved through the use of CM review cycles (curriculum maps and, when applicable, other data sources or statistics). ? ?
?
CM
Review Maps for Higher-Level Critical
Thinking Research has
shown that a majority of test items are posed at the higher levels of Bloom’s Taxonomy. (Los Angeles Times, September, 1999)
• Conduct a Comparison of
--Skill Measurable Verbs
--Assessment Types
Redundancy or Quality Progressions?
Assessment Types: Redundant or Balanced?
Traditional Quizzes & TestsSelected ResponseConstructed Response
Performance Tasks & ProjectsOpen-endedComplexAuthentic
worth being familiar
withimportant to know &
do
“enduring” understandin
g
Teachers may want to use student assessment samples
as well as assessment analysis as a part
of this review process. Bena Kallick
Review for Coherency…• Evaluate the intra-aligned
elements within a unit of study for a “solid match” between the Content, Skill statements, and Assessments/ Evaluations.
• If discrepancies are discovered, determine how they are best to be resolved (i.e., revise map = revise instruction, assessments, learning environments).
• Evaluate the intra-aligned elements within a unit of study for a “solid match” between the Content, Skill statements, and Assessments/ Evaluations.
• If discrepancies are discovered, determine how they are best to be resolved (i.e., revise map = revise instruction, assessments, learning environments).
Focus on Repetitions and Gaps
• Is there meaningless redundancy or powerful spiraling?•Focus on Content and Skill Statements
Critical to this review is to check the descriptors used in both elements.
Note: Need full year of vertical map data to be an effective review.
•Focus on Content and Skill Statements
Critical to this review is to check the descriptors used in both elements.
Note: Need full year of vertical map data to be an effective review.
Focus on Timeliness…• Review maps to determine
if learning includes timely issues, breakthroughs, methods, resources, and assessments.
• Vigilant use of technology in all aspects of learning (instructional and assessments).
Algebra I
Pre-Algebra
Algebra II
What are the
similarities (redundant?
) and differences (spiraling?)
between
the three courses when
looking at the maps’
content/skills elements?
Locate potential areas for curricular integration…
• Review a set of disciplines’ maps (by grade level) and note potential areas for integration across curricular areas.
• Use this data to springboard into new or revisionary cross- or integrated curriculum (Content, Skills, Resources, Essential Questions)
Incorporating constant and consistent use of maps and other data will positively impact student
learning. Look for small and large-change
celebrations and actually celebrate in small and occasionally big ways!
Positive Collaborative Growth: Educationally and Emotionally
Begin to see positive learning trends—students and teachers
The quality of a learning organization’s curricular dialogues
can only be as strong as the quality of its written
maps.
An Important Reminder…
The mapping system you select
will be a critical tool when conducting
formal and informal reviews.
The mapping system you select
will be a critical tool when conducting
formal and informal reviews.
Types of Maps (Monthly)
Essential Consensus Projected
Diary
Lesson Plans (Daily)
Reality
State/Other Standards
Proficiency Targets
ON-GOING ON-GOING
PROCESSPROCESS
Remember that mapping is an ongoing process and involves designing curriculum by developing maps and using the maps to continually address curriculum or related
focuses/purposes.
It should now be clear that mapping is formal work
(Jacobs, Mapping the Big Picture, 1997).
Participating in collaborative curriculum design and
focus/purpose-driven reviews are critical to the curriculum
mapping process.
It should now be clear that mapping is formal work
(Jacobs, Mapping the Big Picture, 1997).
Participating in collaborative curriculum design and
focus/purpose-driven reviews are critical to the curriculum
mapping process.
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.
For my school/ our learning organization, I have
been thinking…
APPLICATION
I have been hearing…
KNOWLEDGE
I am still wondering
about…
SYNTHESIZE
Curriculum Mapping
Checkpoint…
Curriculum Mapping
Checkpoint…