8. measurable, accurate
What
data exists that explains why the
Oakland Athletics baseball team have
consistently finished in the top five over
the last ten years . . .
. . . even though they have one of
lowest payrolls?
the
9. measurable, accurate
What
data exists that explains why the
Oakland Athletics baseball team have
consistently finished in the top five over
the last ten years . . .
. . . even though they have one of
lowest payrolls?
the
30. “Calendar based curriculum mapping
is a procedure for collecting a database
of the operational curriculum in a
school and/or district.”
Heidi Hays Jacobs
33. “The primary purpose of curriculum
mapping is to have a written record of
what is being taught in the classroom.
While the lesson plan documents what a
teacher intends to teach, the curriculum
map logs what is actually taught.”
Heidi Hays Jacobs
51. “What is Curriculum
Mapping?”
• How would your school be
different if you had this
information?
• What changes in your instruction
might be possible if you had this
information?
55. Identifies gaps & repetitions in learning
Encourages alignment between written &
taught curriculums
56. Identifies gaps & repetitions in learning
Encourages alignment between written &
taught curriculums
Provides a visual of purposeful alignment of
content, skills/processes, & assessments
62. “How Does Mapping Benefit
Students?”
• What are some reasons
for implementing
mapping in your school?
63. In groups of three, read “Improving What’s
Really Being Taught”
• Brainstorm to create a list of questions
• Narrow your list down to just one
• Send a rover to one other
group to “gab and grab”
70. “How Does a School Carry
Out Mapping?”
• Which phase would be the most
difficult to implement in your
building?
• What other questions does the
video create for you?
71. Phase 1 - Collecting the Data
• Each teacher records content, skills,
and assessments
Phase 2 - The First Read-Through
• Teachers read each others’ maps to
gain information
72. Phase 3 - Mixed-Group Review
• A small group shares findings from
the first read-through
Phase 4 - Large Group Review
• All faculty members meet to share
findings
73. Phase 5 - Determine Points That Can Be Revised
Immediately
• Faculty members address changes that can
be made without further study
Phase 6 - Determine Points That Require Long-
Term Research
• A task force is formed to do research and
make recommendations
Phase 7 - Review Cycle Continues
74. Technology?
Facilitates / encourages creating and
editing maps
Allows quick, easy access to
information across content,
buildings, grade levels
Searchable
75. Allows for very “deep” maps
Encourages communication
among instructors and administrators
Most software is web-based
83. “The heartbreaking difficulty in
teaching is, in fact, that the best
methods are also the most
difficult ones . . .”
Piaget 1969
84. • Review the maps included in your
handouts
• Discuss the following question:
• Would the “Seven Phase Process” really
work?
• In small groups, reflect:
• What information can be gained from the
maps?
• What would you be able to do if you had this
information?
85. • Individually examine the “Grade 2 Social
Studies Curriculum Map”
• Mark places where you have questions or
see that revisions are needed
• Look for alignment between skills and
assessments
• What do you like about the map?
86. • Share your findings in small groups
• Discuss where you felt more clarification or
revision was needed
• What’s missing? What can be deleted?
87. • Share your small group’s findings with the
entire group
• What issues might be easily resolved?
• Are there issues that need to further study?
