Curriculum Mapping
Overview
Based on the work of
Heidi Hayes Jacobs, Ph.D
and
Susan Udelhofen, Ph.D
Presented by Region 3 ESA Staff
Research-Based Principles of An
Effective Learning Environment
Collaboration
Reflection
Shared Vision for Professional Growth
Student Learning
The process of curriculum mapping incorporates all
these principles and brings educators together to
learn from their practice as they share their
insights to create a positive, effective learning
environment for students.
What is Curriculum?
Paradigm Shift on Two Fronts
• Curriculum is no longer an individual
choice or action – individual curriculum
maps are
• Made public
• Shared
• Changed
• Modified
• Curriculum is never “finished” – rather it is the
beginning of a dynamic process
What is Mapping?
Calendar based
Process for collecting data
representative of the operational (real)
curriculum in a school and/or district
Susan Udelhofen/SU-Consulting
Types of Curriculum Maps
Journal Map (diary)-mapping as you go
Projection Map-map what you did last
year–use it to plan or project for this
year
Consensus Map-district decision to
map when and what things are taught
in the classroom. The “how” is the
individuality.
Curriculum Mapping is a process which
begins…
With the instructor listing content
(who knows better)
When it is being taught
(how much time is spent)
What skills are use to teach content
We then add state standards
(makes it obvious what standards are not being
addressed)
Schools/teachers become more aware of the
flow of the curriculum horizontally (all
classrooms in grades 1-12) and vertically
(grade to grade) instructors need to keep the
needs of the students in mind.
The Mapping Process Can
Improve School Culture
Shared sense of purpose
Opportunity to SHARE what you do in the
classroom (collaboration)
Time to reflect
Builds learning communities
Increased Test Scores
Make what students learn in one grade
connect with what they will learn in the
next grade
Accountability to self, students, and
parents
Curriculum Map Is a Tool for…
Communication (between all stake holders)
Planning (curriculum, assessments, reforms)
Pacing instruction over time
Differentiating instruction to meet “Michael’s”
specific needs
- (by content, by process, by product, by
learning environment)
Staying focused
- (what’s good for “Michael or Susie”?)
Resource allocation
- (space, time, materials, staff development)
Why Create Curriculum Maps?
Communication and Reflection
We rarely have these conversations!
identify what occurs throughout
the entire school year
a picture of students’ experience
from grade to grade
teacher expectations to parents
and students
Locates gaps, repetitions,
areas for integration,
assessments
Authentic alignment to
standards
Accountability
New teachers
Defines expectations
Susan Udelhofen/SU-Consulting
Ask Yourself These Questions
What do I want all my students to know or do
as a result of my teaching?
How will I judge the quality of my student’s
work?
How will I know my students have learned?
How does my practice impact student
achievement?
Based on data, what do I know about my
students’?
How do my schools’ goals and improvement plan
impact my teaching?
How can I improve or strengthen my practice?
“Give me the D and let’s get on
with it..
Students very often
see education as something that happens
TO THEM
fail to see the relevance in their lives
don’t understand HOW they learn
learn to “play the game” or learning stops
being fun
increase the rigor and relevance!!
What information is
collected on the map?
Content (What is taught)
Skills (What students will do)
Assessments (This is how you
find out if they really know)
Standards (Meet by teaching
skills)
Essential Questions*(overarching question)
Susan Udelhofen/SU-Consulting
Sample Curriculum Map Template
Month
Essential
Question
Content
Skills
Assessment
Standards
Content can be:
discipline - focus on specific knowledge, or
content area
interdisciplinary – combination of one or
two disciplines to examine a common focus
Example: Measurement
Susan Udelhofen/SU-Consulting
Skills
precise skills can be assessed, observed
and described in specific terms – unlike
general processes – and connected to
assessments and standards
this is often the most challenging aspect of
mapping.
the skills are what the kids do to learn the
content!
look at lists of action verbs to help you as you
prepare your maps.
Example: Balance a chemical equation
Susan Udelhofen/SU-Consulting
Assessment Data:
Include all Assessments
Crucial component of the maps
Often the least developed, inclusive or balanced
Formative Assessment
(daily/on-going)
Summative Assessments that are on-going
throughout the year
Example: Unit test, teacher observation,
Dakota Step
Susan Udelhofen/SU-Consulting
Standards Available
www.state.sd.us/deca/OCTA/contenstandards
/index.htm
Agriculture Education
Business, Computer and Marketing
Reading Standards/Communications/Arts
FACS
Fine Arts
Health Education
Health Occupations
Math Standards (being revised)
Physical Education
Science (currently looking at standards)
Social Studies
Special Education Functional Standards
Technology Education
Trade/Industrial Education
World Language
Essential Questions
Answers are more than “just” facts
Brings content “to life” and makes it
relevant
Helps students and teachers “go deep” into
the content
Avoids activity with little meaning-a way of
organizing content
Answers the “why” for learning
“What was the effect of the Civil War?”
can be revised to, “Is the Civil War still
going on?”
ARE NOT LEARNING OBJECTIVES
What's Next?
Leadership Team
Three days of
mapping
Follow-up days to
complete process
Cycle begins again
Curriculum Overview
created by:
Sara Fridley
Kristi Hilzendeger
Roxane Leber
Sylvia Street
Kathleen West
Contact Information
Region 3 ESA
337-2636 (Platte office)
Have you visited our web site lately?
www.sdesa.org