MODULE 3
CURRICULUM
MAPPING
Curriculum Mapping Phases: Who and How
FACILITATOR’S MANUAL
Curriculum Mapping- Phases of Mapping
Module 3 – Facilitators Manual
About the Facilitator’s Manual
Curriculum Mapping Phases–
Who Maps and How to Map?
This manual includes Facilitator’s Notes, PowerPoint Slides, and Handouts.
Facilitator’s Notes:
The Facilitator’s Notes include instructions, background information, and suggestions for
conducting discussion activities related to the information presented. Notes are also on the Notes
Pages of the Power Point slides.
PowerPoint Slides:
There are 83 slides in this section of Module 3. Many of these slides are also available as
handouts.
PowerPoint Slide Script
Handouts:
The Handouts section includes the PowerPoint slide handouts. Also included are copy-ready
masters of the agenda, activity sheets, note-taking forms and supplementary materials to be used
in small group discussions.
Handouts
Handout 1: Agenda
Handout 2: Notetaking/Notemaking for Video
clip: Putting Mapping to Work
Handout 3: Considerations
Handout 4: Bloom’s Verb Wheel
Handout 5: Bloom’s Taxonomy
Handout 6: Vertical Read Through Steps
Handout 7: Horizontal Read Through Steps
Handout 8: Rubric for Curriculum Map entries
Handout 9: Rubric for Implementation of
Mapping
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MODULE #3
CURRICULUM MAPPING: MAPPING PHASES
This section of the Curriculum Mapping module focuses on the phases of mapping, emphasizing
the importance of the collaborative conversation in the mapping process.
The outcomes of this module are as follows:
Teachers will be able to explain and defend their answers to the following questions:
1. Who are we mapping for?
2. What are the phases of mapping?
3. Who is involved at each phase of the mapping process?
Key concepts include:
1. Mapping benefits students, teachers, parents, and administrators because it is a tool for
communication.
2. Mapping is a long-term process with multiple phases that spiral and never end.
The following is a suggested agenda with approximate presentation time:
Agenda and Time Guide
Activity
Who are we mapping for?
Implementing the Mapping Process: Some Resources
Bloom’s Verb Wheel
Considerations for a Quality Map
Phases of Curriculum Mapping
How technology can help- contact info for curriculum mapping software
Approximate Time
Time
10 minutes
10 minutes
75 minutes
5 minutes
100 minutes
For this workshop you will need the following materials:
 Module #3 Presenter’s Notes
 Module #3 Phases of Mapping- PowerPoint Presentation
 Module #3 Handouts
This module was designed to illustrate the phases of the curriculum mapping process.
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Overview of module
PowerPoint Slides #1: Curriculum Mapping Phases
2: Curriculum Mapping Essential Question:

This section of Module 3, Curriculum Mapping, “Who and How?” is focused on the
whole process of mapping. It goes into the phases of mapping and the responsibilities of the
different participants and stakeholders.
PowerPoint Slide #3: Desired Outcomes
By the end of this segment of Module 3, participants will be able to explain who benefits
from mapping and who is involved in all of the phases in the mapping process.
PowerPoint Slides #4 Who
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Who are we mapping for? It is always important to remember the reason we are
educators—for the students. The collaboration that happens during the curriculum mapping
process helps us focus on the specific needs of the students in our own classrooms—their age,
stages of development, readiness, learning styles, communities, goals and ultimately, their entire
educational experience. We have goals for our students—the vision of the public high school
graduate, the general learner outcomes, and the Hawaii Content and Performance Standards.
Mapping helps get all of this information out on the table, and helps us create a whole picture.
PowerPoint Slide #7: We have our target
 Curriculum mapping is a journey, and we are at the beginning. In this presentation we will
discuss the phases of the never-ending collaborative journey.
PowerPoint Slide #8: Professional Materials
(Recommended viewing: ASCD video, “Putting Mapping to Work”)
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 This video has footage of and interviews with teachers on the phases of mapping,
including the essential conversations that come as a result of mapping. Heidi Hayes Jacobs
explains the different phases. Use the “Notetaking/Notemaking” handout to write down
important points from the video that stand out, and comments, questions, and reflections you
might have. We will chart our understandings and discuss them after everyone has completed
their notetaking sheet.
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PowerPoint Slides #9: How
10: Each School…
 The next section of this presentation is on the implementation of the mapping process. It is
assumed that participants in this module have an understanding of the reasons for mapping, and
what a curriculum map is. Segments 2 and 3 of this series of Module 3 cover these topics. We
will go over some of the basic understandings of mapping and then move on to the bigger
processes that begin when maps have been created. To be effective, curriculum mapping should
be approached school-wide and the data drawn from the maps should be used to inform and
make decisions about curriculum.
PowerPoint Slide #11: First Time Mapping Advice
 It is recommended that teachers map one content area or strand at a time to avoid
becoming overwhelmed. This should be a school-wide decision based on data-identified school
needs.
PowerPoint Slide #12: Curriculum Data
13: All Maps consistently include…
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Mapping is about using data to improve student achievement. The maps teachers create
are the actual data of what the students’ experiences are in the classroom. Elements of a map are
essential questions, content, skills, assessments, lessons, and alignment to standards. The basic
elements are content, skills, and assessments.
PowerPoint Slide #14 Professional Materials
The next group of slides are also handouts available in these modules. These are useful
materials for teachers while they map, and also for examining and discussing the quality of
maps.
PowerPoint Slide #15: Bloom’s Verbs
#16- 17: Bloom’s Taxonomy :
 To enter skills and assessments, it is useful to refer to Bloom’s Taxonomy, which provides
a guide to increasing complexity in thinking skills and performance. Teachers could keep a copy
of these handouts near their computers to remind them of examples of skills tied to measurable
action verbs.
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PowerPoint Slides #18 – 21: Considerations for a Quality Map
The basic components of maps are included on these four slides, which are also handouts:
Essential questions, content, skills, assessments, and lessons. (The amount of time you choose to
go over these slides really depends on your participants. Those experienced with mapping may
only need to be given them as handouts. People new to mapping may need you to go over each
slide in detail.)
PowerPoint Slide #22: The Process: Phases of Curriculum Mapping
We now focus on the phases of the mapping process. Remember that curriculum maps
are not a product, but part of a process- an ongoing process of continual revising and refining.
This is one version of the phases of the curriculum mapping process. Handouts of most of these
slides are also available. The most important thing to remember throughout the process is that
mapping is about communication and collaboration with protocols for making collaboration safe.
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PowerPoint Slide #23: The 1
st
Phase of Curriculum Mapping
The first phase of the mapping process is collecting the data. Though creating the maps
might feel like it is product-driven, it truly is a phase of data collection. This is where each
teacher sits down and puts on paper (or in a computer) what they are actually teaching (for diary
maps), or what they plan to teach (for projected maps). Software programs are useful for this
phase because the data will be recorded in a more consistent manner, so it will be more easily
discussed with colleagues.
PowerPoint Slide #24: Phase 1 Outcome—Diary Map
The outcome of phase one is the diary map. The diary map is just what it sounds like—a
map where teachers log what has actually gone on in their classroom. This is not for evaluation
purposes, but for data collection to see what is happening, what is working, and what could use
improvement.
PowerPoint Slide #25: The 2
nd
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The second phase of mapping is the first read-through, where teachers read everyone’s
maps alone, and make notes of observations for the next step. Questions may be asked for
clarification, but no suggestions are made at this point.
PowerPoint Slide #26: Phase 2 Outcome—Reflection
The outcome of this second phase is reflection. Each teacher reflects on the whole
school’s maps and begins to see areas of repetition and gaps. This phase can occur after teachers
have mapped even a few months. It can be a way to see early on whether all teachers are
mapping to similar depth and detail.
PowerPoint Slide #27: The 3
rd
Phase of Curriculum Mapping
The next phase of the process is the small mixed group review. This is when a group of
teachers, who do not typically work together, gets together and reads each others’ maps.
Teachers share their impressions from the first read-through at this time, and all observations are
recorded for later discussions. No decisions are made at this point.
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PowerPoint Slides #28-30: Read Through Discussion Questions Include:
These slides give some sample discussion questions for the read-through, a sample form
to record summary information from the read-through and sample questions for debriefing.
PowerPoint Slide #31-32: Vertical Team Review Activity
Once teachers have created at least three months of maps, a vertical team review is
possible. These slides and handouts give two options of how to approach the vertical team
review. Vertical teams consist of teachers who teach different grade levels.
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PowerPoint Slide #33-35: Vertical Team Read-Through, Option 1
Options one and two have the same goals, but differ in the amount of time required. A
sample of a response sheet is on slide 38.
PowerPoint Slide #36-38: Vertical Team Read-Through, Option 2
(Go over the bullets from option 2)
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PowerPoint Slide #39: Horizontal Team Review Activity
The next activity is a horizontal team review, where teachers who teach the same grade
level or course have their chance to talk.
PowerPoint Slides #40-44: Horizontal Team Read-Through
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The horizontal review protocols are similar to the vertical.
PowerPoint Slide #45: Phase 3 Outcome—Reporting Out
The outcome of phase three is reporting out the redundancies, gaps, and other
observations that came out of the read-through. All comments are collected and compiled.
PowerPoint Slide #46: The 4

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
th
Phase of Curriculum Mapping
The fourth phase of the mapping process is the large group review.
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PowerPoint Slide #47-#48: Data Driven Decisions
 Using data to drive decisions is what the mapping process is all about. The reviews that
teachers have been through will help them generate hypotheses for where to go next with the
curriculum.
PowerPoint Slide #49: Phase 4 Outcome—Large Group Review
 The outcome of phase four is the identification of what can be accomplished right away
and what will need more time and attention.
PowerPoint Slide #50-#51: The 5
th
Phase of Curriculum Mapping
 In phase five, breakout groups are formed to make the immediate changes suggested in
phase four. The outcome is the accomplishment of those changes.
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PowerPoint Slides #52-#53: The 6
th
Phase of Curriculum Mapping
 In phase six, breakout groups or a task force is formed to further study the larger, less easy
changes that were suggested by the data and discussion. The outcome for this phase is less
tangible with more research and planning.
PowerPoint Slides #54-#55: The 7
th
Phase of Curriculum Mapping
 Phase seven is planning for the next review cycle, based on the data and the school’s
needs. Perhaps another content area will be the focus this time, or another strand within the
content area.
PowerPoint Slide #56: Next Steps
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It’s essential to remember that this process is cyclical and it does not end. There is
continuous revision and development of consensus, and more vertical and horizontal reviews.
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PowerPoint Slide #57: Analysis of Maps in Light of Student Assessment Data
 Part of the review process consists of looking at maps in relation to other data, including
assessment data. If data shows that students are demonstrating difficulty with a concept, looking
at maps to see what was covered, how it was covered, and how it was assessed is the next step in
addressing the problem.
PowerPoint Slide #58: Rubric for Curriculum Map Entries
 This rubric for looking at map entries is a good resource for teachers as they begin
mapping, so they can understand the elements in a detailed manner.
PowerPoint Slide #59: Rubric for Implementation of Mapping
 This is a rubric for the mapping process. It can be used while going through the readthrough to monitor the process of the discussions.
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PowerPoint Slide #60-#61: How to Establish a Foundation: PLC
The final section of the presentation focuses on the foundation for successful curriculum
mapping. It is suggested that schools use the Professional Learning Community model to create a
safe and productive environment for curriculum mapping. The mapping process itself can lay the
groundwork for the development of Professional Learning Communities.
PowerPoint Slide #62-63: Why create Professional Learning Communities?
Professional Learning Communities help get teachers out from the isolation of their
classrooms and help them collaborate for better student achievement.
PowerPoint Slide #64: Building the Teaching/Learning Environment
Just some suggestions for making an effective teaching and learning environment—most
important is that the focus should always be on teaching and learning.
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PowerPoint Slide #65: Lessons learned regarding accountability
A few important points regarding the success of this process. (read the slide)
PowerPoint Slide #66-#68: Teacher Isolation and findings
The importance of collaboration cannot be underestimated. Teacher isolation is the norm
and if we can shift that to a more collaborative system, everyone will benefit.
PowerPoint Slide #69: Attributes of Professional Learning Communities
This slide has a review of the attributes of Professional Learning Communities. Again,
the focus is collaboration and student learning.
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PowerPoint Slides #70-#72: Who Should Develop Their Own Maps
There are often questions by non-classroom or support teachers about how they should
map their curriculum. It is suggested that if a teacher has primary responsibility for a course that
they map the curriculum in their own map, even if they do not have the students all day. If they
provide support for the students in another teacher’s classroom, they should be given access to
that teacher’s map to provide data on differentiation in the lessons section.
PowerPoint Slide #73: Curriculum Mapping is the Process
Curriculum Mapping is a process and the software is the tool. Mapping on paper is still
mapping.
PowerPoint Slide #74: How can technology help?
How can technology help in the curriculum mapping process?
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PowerPoint Slide #75: How can technology assist?
We are lucky to have technology available to make the mapping process more accessible
and powerful. With online access to standards and other resources, including other people’s
maps, our maps become richer.
PowerPoint Slide #76: Four Curriculum Mapping Software Options
 We will show you the four software options that are available for curriculum mapping.
Each program has its benefits, and their contact information is provided for you.
PowerPoint Slide #77: Atlas Rubicon and contact information
 Four Mapping Programs are being recommended by the state: They are the Atlas
Rubicon, Curriculum Mapper, Lotus Notes Mapping Database, and TechPaths.
Atlas Rubicon allows users to make adjustments to the mapping template. While this is great for
a school building it may not be the best method of doing vertical alignments between schools or
complexes if the complete mapping process is the end target.
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PowerPoint Slide #78: Curriculum Mapper
 Curriculum Mapper is a strong program but alignments need to be entered manually. The
partnered software option for web grade-books is unique to this system.
PowerPoint Slide #79: Lotus Notes Mapping Database
 A teacher in the Honolulu District has created another software option, using the Lotus
Notes database. One big benefit is the cost—it is available at no cost to schools. Drawbacks are
the lack of a reporting feature.
PowerPoint Slide #80: TechPaths
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 TechPaths software has strong reports and a fully-relational database.
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PowerPoint Slide #81: A few things to keep in mind
 Remember, no matter which software you decide to use, it’s not going to make your maps
better. Only a good process of professional collaboration can do that. The software will only help
you keep track of your data. The data you enter is your own.
PowerPoint Slide #82-#83: Road Blocks Activity
 At this point, it is a good idea to reflect upon next steps, and recognize possible roadblocks
in this process. On the reflections sheet, please write down any thoughts on challenges you see in
making curriculum mapping successful in your setting.
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