In my last blog post I communicated our beginning steps to curriculum mapping journey within our district. After a significant amount of effort, time, and collaborative conversations of our teachers, we are finalizing the first draft of many of our curriculum guides.
So the question that comes is…what is next?
How do we move from a first draft to a published curriculum map that can be used and shared with all stakeholders (teachers, students, parents, and community members).
After completing a first draft of the curriculum map, then it is time for the review and revision process. When writing curriculum, a good analogy is to consider what it is like when you write a paper in a course you are taking. The first step is pre-writing, which involves pulling together your resources and creating an outline. The second step is the writing process, where you create your draft of your written work. Then typically you would look at the rubric and expectations and go back and edit your own draft. Next, you would have someone else read your paper and provide feedback. Using that feedback you revise your paper and then submit it to your teacher or professor. The same process applies to writing curriculum maps. Below we have a sample checklist that walks you through this process, along with a quality map rubric. When looking at the rubric–think “proficiency.”
The rubric above defines what a quality map looks like, but it is important to always go back to some of the reasons why we are creating curriculum maps. One reason is to have transparency and communicate what we want are students to be able to know and do in our courses. In thinking about communication, it is important that we keep in mind the following:
“A quality written map is defined as: a map wherein map readers do not need the map writer or writers present to correctly interpret the map’s data.”
This screencast is an introduction to the quality curriculum map process. It includes an overview of curriculum mapping beliefs and vision, how to write a unit title, create a pacing calendar, and include the right amount of standards.
This is part 2 of an overview of creating quality curriculum maps. It includes some examples on essential questions, enduring understandings, content, and skills, as well as a snapshot of the quality curriculum review rubric.