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Curriculum Mapping: Creating a Vision For Your School or District

Professional Development tool designed to help educators implement curriculum mapping within a school or district
by

Lauren Dotson

on 6 March 2010

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Transcript of Curriculum Mapping: Creating a Vision For Your School or District

Creating a Vision for Your School or District Essential Questions Change...
and Making it Work in
a Real-World Setting Leadership, Support, and Feedback Benefits of Curriculum Mapping Resources How can mapping be used as a tool to develop a vision for improved student achievement? What are the potential benefits of curriculum mapping? How can feedback systems be structured to improve student achievement? Costa, A. and Kallick, B. (1995). Assessment in the Learning Organization. Alexanderia, VA: ASCD. Pages 25-31.

Hale, J. (2007). A Guide to Curriculum Mapping. Thousand Oaks, CA: Corwin Press. Chapters 10 and 12. Jacobs, H.H. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12. Alexandria, VA: ASCD. Jacobs, H.H. (2004). Getting Results with Curriculum Mapping. Alexandria, VA: ASCD. Chapters 4 and 6. Jacobs, H.H. (2007) Resources on Web site--www.curriculumdesigners.com. Jacobs, H.H. (in press). Curriculum 12: Essential Education for a Changing World. Alexandria, VA: ASCD. Udelhofen, S. (2005). Keys to Curriculum Mapping: Strategies and Tools to Make It Work. Thousand Oaks, CA: Corwin Press. Chapter 5. Wiggins, G., and McTighe, J. (2007). Schooling by Design. Alexandria, VA: ASCD. Chapters 2, 3, 7, 8, and 9. Concept: The mapping process can be used by a school or district to create a vision for the future, as well ass serve as a connector to focus all aspects of the system on school improvement. Activity 1 (Value-Added Changes): In small groups, identify what might be different in one to three years if you were to implement curriculum mapping at your current school (or the school where you did your student teaching).
How long do you think it would take for curriculum mapping to be in place successfully?
What would it look like?
What systems would be in place?
What would be different in the classrooms?
Identify goals for years 1, 2, and long-term
Identify what you would accept as evidence that these goals have been successfully achieved
Write this info on a sheet of paper and share with class
Time Management: What "chunks" of time could be used in your school or district for curriculum mapping and planning? How much time do you think you would need each day, week, month, or year to fully plan and implement this system? Refer back to your goal for your first year of implementation to see if your original goal is realistic for your timeline. Activity 2 (Professional Development and Differentiation): In teams of 3, brainstorm the different types of training the staff at your current or previous school would need to be successful in implementing curriculum mapping. Put these ideas on chart paper and place them on a wall. After a few minutes, get up and walk around the room to read everyone's ideas. After reading ideas, share which ones jumped out at you as good ideas. How would you differentiate training sessions to accomodate the needs of teachers as learners (and teaching different grade levels)? Activity 3 (Leadership/Support Structures): In pairs, make a four-column chart on a sheet of notebook paper that will help you create support structures and identify leaders when implementing curriculum mapping.
Column 1: Brainstorm possible committees, leaders, or leadership groups that wcould provide support in the implementation process.
Column 2: List responsibilities of the groups/leaders in column 1.
Column 3: Identify roles of each group or leader.
Column 4: Identify training each group member would need to ensure success with their new responsibilities. Feedback:
What types of feedback would be helpful as a school or district works to implement curriculum mapping?
Where would feedback be particularly helpful in fine-tuning mapping?
What kind of structures could be used to provide feedback in a way that makes teachers and administrators feel "safe"?
How would feedback structures help improve student achievement? Using the "Benefits of Curriculum Maps" organizer I have given you, brainstorm a list of possible benefits for your assigned group. What are some themes that surface after sharing these benefits? Would you add any other benefits after our discussion? What essential question did we just answer? What essential question did we just answer? What's the Big Idea??? Putting it all Into Place...
Technology Needs What would a school or district need from a technology system to support curriculum mapping? (Use your short and long-term goals to help you refine your expectations). What kinds of questions should you ask technology vendors to see if they can meet your needs with both short and long-term goals?
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