Suite of Products

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Suite of Products
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Introduction to TechPaths Curriculum Mapping
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Learning how to integrate and align your
curriculum within a single source.
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Essential Questions

• What is curriculum mapping?
• Why are we mapping?
• What are the components of a quality curriculum
  map?
• How do we effectively use the TechPaths tool to
  map our curriculum?

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Essential Question 1What is Curriculum Mapping?
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KWL Activity

• What does our staff already know about curriculum
  mapping?
• What does our staff want to know about curriculum
  mapping?
• What do we want our staff to learn about
  curriculum mapping this year?

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Data Informs your Decisions
Curriculum data aligned to standards
Assessment data aligned to standards
Written curriculum
Taught curriculum
State and National
Local
Curriculum mapping
Analysis of results
Revised curriculum, instruction and
assessment aligned to standards
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Data Informs your Decisions
We probably have this
Curriculum data aligned to standards
We need this
Written curriculum
Taught curriculum
Curriculum mapping
Revised curriculum, instruction and
assessment aligned to standards
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Curriculum Mapping

• Gives us
• A standards-based curriculum
• A dynamic look at how a student progresses
  through our school/district
• Data on student learning

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Simply put, curriculum mapping offers

• A guaranteed and viable curriculum
• Dr. Robert Marzano

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Overview of Core vs. Diary

• Core - Written
• Where is consistency critical for the students
  in our care? -Dr. Heidi Hayes Jacobs
• What is non-negotiable?
• Collaboratively planned curriculum

• Diary Taught
• Allows each teacher to take the Core map and use
  it flexible for individual classes
• Done on an individual level

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Core and Diary Maps
7th Grade Science Core Map
Mr. Smiths 7th Grade Science Diary Map
Ms. Browns 7th Grade Science Diary Map
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Core Map A collaborative data collection on the
fundamental curriculum every student
receivesDiary Map A calendar-based data
collection on the taught curriculum in our
school/district
End Result Mapping!
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Essential Question 2 Why are we mapping?
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Why Curriculum Mapping?

• To make sense of our students' experiences over
  time, we need two lenses a zoom lens into this
  year's curriculum for a particular grade and a
  wide-angle lens to see the K-12 perspective
• -Heidi Hayes Jacobs

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Why?

• Curriculum Mapping shows us
• the journey that a student makes through our
  school system.
• the difference between our written and taught
  curriculum.
• a comparative look between classrooms.
• how our curriculum aligns with standards.
• what parts of our curriculum need to be modified
  in order to ensure student success.

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Shift
One room school house
Professional learning community

• Successful mapping looks for teachers to
  collaborate and open the doors to their classrooms

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Benefits of Curriculum Mapping
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Activity

• Get together in a group of two or three and
  discuss why you are going to map.
• Discuss and summarize your reason into a single
  word.
• Be prepared to share these with the whole group.

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Turning Maps into Data
Collect curriculum data using maps.
Make data informed decisions.
Information is gathered from reports.
Integrate curriculum data with other data.
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Joey, Katie and Todd will be performing your
bypass.
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Essential Question 3What are the components of
a quality curriculum map?
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Vocabulary

• Essential Questions
• Content
• Skills
• Assessments
• Lessons
• Standards
• Units and Sub-Units

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Essential Questions
Focus on BIG ideas

• Overarching themes of the unit
• Direct student thinking
• Represent big ideas
• Are not simple one or two word answers
• Only three or four per unit
• Optional to start
• Derived from Understanding by Design (Wiggins and
  McTighe)

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Essential Questions
Focus on BIG ideas

• What is justice?
• Is art a matter of taste or principles?
• In what ways does light act wave-like?
• What is healthy eating?
• How well can fiction reveal truth?
• How does how we measure influence what we measure?

From Grant Wiggins www.authenticeducation.org
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Content
What students will KNOW

• Tells what the students will know when proficient
• Focuses on specific knowledge
• Is written as a noun or noun phrase

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Content
What students will KNOW

• Bill of Rights
• Paragraphs
• Energy
• Community
• Estimation
• Phonics
• Cells

• Fantasy stories
• Algebraic variables
• Mammals
• 13 original colonies
• Dinosaurs
• Main idea
• The Crucible

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Skills
What students will be able TO DO

• Tell what the students will be able to do when
  proficient
• Are precise
• Can be observed and assessed
• Are written as a verb or verb phrase
• Are derived from standards

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Skills
What students will be able TO DO

• Alphabetize to the second letter
• Identify main idea and supporting details
• Estimate sums and differences
• Interpret data in a bar graph

• Define the hypothesis and conclusion
• Compare and contrast the risks and benefits of
  nuclear power
• Analyze the experiment

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Blooms Taxonomy Wheel
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Verbs From Blooms Wheel
Match Record Categorize Combine Recomm
end Choose Evaluate Research
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Assessments
Students show what they KNOW and can DO

• Demonstrations of learning
• Products or performances
• Must match the skills
• Encourage student thinking

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Assessments
Students show what they KNOW and can DO

• Assessments can be designated for different
  purposes
• Assessment of learning (Summative) This
  assessment is designed as a summary event,
  generally at the end of a unit or as a benchmark.
  
• Assessment for learning (Formative) This
  assessment is designed to provide on-going
  feedback to students during the learning process
  and is scored, not graded.
• Student self-assessment (Formative) This
  assessment is designed for students to become
  more capable of monitoring and adjusting their
  own work.

Based on the work of Rick Stiggins
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Methods of Assessment

• Extended Written Response
• Performance Assessments and Products
• Personal Communications
• Selected Response

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Assessments
Students show what they KNOW and can DO

• Anecdotal records
• Book reviews
• Checklists
• Diagrams
• Exhibits
• Journals
• Lab reports
• Research papers

• Speeches
• Worksheets
• Story maps
• Graphic organizer
• Tests essay, objective, short answer
• Letters personal, business

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Lessons
Instructional activities focusing on content and
skills

• Help students answer the Essential Question(s).
• Contain the content and skills which are
  presented for student proficiency.

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Lesson Development

• Items to consider
• Is this lesson an introductory, a developing, a
  reinforcing, or a challenging lesson for my
  students?
• Will the students master the material or will it
  be addressed again in another year?
• How will activities and resources for this lesson
  be differentiated?

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Standards
Guide to larger outcomes

• Used as the basis for developing content and
  skills
• What students will demonstrate
• Our minimum expectations

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Units and Sub Units
Aligned to Standards

• Can break a larger unit into smaller sub units
• This is based on standards alignment
• Example reading portion of the unit, writing
  portion of the unit

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Where Do I Begin?
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Essential Questions

• What is curriculum mapping?
• Why are we mapping?
• What are the components of a quality curriculum
  map?
• How do we effectively use the TechPaths tool to
  map our curriculum?

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Getting Help

• 866-457-1990
• 800 400 EST

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Lets get started!
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Logging On

• URL
• http//hwschools.ma.techpaths.com
• Username
• first three letters of your first name, last
  name
• Password
• first three letters of your first name, last
  name
• Example John Smith, johsmith
• Susan Brown, susbrown

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Essential Questions

• What is curriculum mapping?
• Why are we mapping?
• What are the components of a quality curriculum
  map?
• How do we effectively use the TechPaths tool to
  map our curriculum?

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Evaluation

• http//vovici.com/wsb.dll/s/91fag36f27
• Moira Conway
• mconway_at_perfpathways.com
• 717-790-0170 x307
• www.perfpathways.com