New Teacher Advocate New Teacher Advocate Spring 2016 : Page 3

www.kdp.org Sample Curriculum Map Content • See the progression and correlations of curriculum in one place. Viewing a timeline-style map allows me to see the entire year’s worth of third-grade math in a single web page. I can click on units of instruction and gain better understanding of each one in isolation; further, with a few clicks, I can gain insight into how each unit builds a progres-sion of knowledge and skills leading to subse-quent units or even the next grade level. • Create and use curriculum maps to truly immerse yourself in the content you teach. As I continually work with my new grade level to revise curriculum, I have been able to really dig into the new content I teach simply by clicking on units on the time-line and opening the lesson plans and study materials. This has greatly expedited my understanding of the content and improved my instructional design and delivery. Alignment • Eliminate content overlap between grade levels. To achieve progressions along grade levels, my district analyzed our current curriculum to determine where overlaps and deficits existed. Viewing the maps allowed us to see where the main teaching of a concept should take place, what instruction led up to and supported that main teaching, and when and how frequently the students should have re-teaching or review of various concepts. • Align curriculum across grade levels. Common core or your state standards give specifics of what students in each grade level should master, with the depth of understand-ing and application increasing each time a concept is taught. Curriculum mapping facilitates the integration of CCSS by depict-ing at a glance what is being taught so that adjustments can be made to meet the current grade standards. Reflection • Curriculum maps facilitate effective reflection. Curriculum mapping does not have a finish line. As you teach each unit of instruc-tion, you will find that some techniques, activi-ties, and strategies were more effective than oth-ers. The data we gather from our formative and summative assessments and our observations in our classrooms can be tracked for later discussion and potential curriculum revisions. • Adjust your teaching as your team reflects on each unit. In my district, we refer to our curriculum maps as working documents because we review each unit together and make adjustments to the unit in our mapping software to reflect what worked and what we want to improve the next year. We can adjust scope and sequence, improve essential questions and learning activities, and fine-tune learning standard alignment with a few clicks. Curriculum maps are fluid, representing the true art of teaching: We should always strive to improve our lessons and never teach a unit of instruction the same way twice. As you progress through your early years of teaching, participat-ing in the work of curriculum mapping or revising curriculum maps will take your reflective efforts to a new level and help you improve local curriculum and your future instruction. Curriculum Mapping Tools • Rubicon Atlas: www.rubicon.com • BuildYourOwnCurriculum: www.schoolsoftwaregroup.com • Curriculum 21 ™ : www.curriculum21.com • Dynamic Internet Solutions Curriculum Trak: http://bit.ly/Curr-trak • TODCM Curriculum Mapping System: www.todcm.org Mr. Gierhart teaches third grade at Millikin Elementary in Geneseo, IL. He holds a master’s degree in elemen-tary education, specializing in elementary curriculum. In June, he will begin earning his doctorate in Teaching and Learning at Illinois State University. KDP New Teacher Advocate • Spring 2016 • 3

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