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Curriculum Mapping Process - Tinker Activity

This document provides guiding questions for curriculum mapping from different perspectives to identify areas for improvement. It instructs the reader to consider skills and standards, pacing guides and assessments, instructional processes, and data analysis from the viewpoints of their role. Readers are asked to answer some questions from two perspectives and discuss their responses with a colleague. The goal is to identify one or more targets for improvement and create an action plan to address the targets, considering aspects like specific actions, collaboration, benefits, implementation, resources, and feedback.

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37 views5 pages

Curriculum Mapping Process - Tinker Activity

This document provides guiding questions for curriculum mapping from different perspectives to identify areas for improvement. It instructs the reader to consider skills and standards, pacing guides and assessments, instructional processes, and data analysis from the viewpoints of their role. Readers are asked to answer some questions from two perspectives and discuss their responses with a colleague. The goal is to identify one or more targets for improvement and create an action plan to address the targets, considering aspects like specific actions, collaboration, benefits, implementation, resources, and feedback.

Uploaded by

Ztech Computer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Tinker

Curriculum Mapping
Take some time to review the guiding questions below. Then “tinker” by looking and analyzing the questions from different perspectives, and finally consult
with a colleague to design a plan for next steps.

Curriculum Mapping Guiding Questions


Skills and Standards
o What are the skills and standards required for student success?
o How do the skills and standards reflect students’ values, cultures, or historical context?
o How are the skills and standards determined and prioritized?

Pacing Guides, Units and Common Assessments


o How do the skills and standards align throughout learning progressions/targets, pacing, units, and common assessments?
o How is equity and diversity reflected in all designed or selected learning resources?

Instructional Process and Progress Monitoring


o How do students know what learning is expected and what success looks like?
o How are students cognitively engaged in the learning process?
o How do teachers assess learning progressions?
o How do students receive feedback on their progression toward standards mastery?

Data Analysis and Evaluation


o What process is used to analyze data to elevate standards mastery?
o What process is in place to ensure there are changes to instruction based on data analysis?
o What is the method used to provide feedback on the curriculum as a whole?

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Tinker

Curriculum Mapping Guiding Questions Activity


Step 1: Consider curriculum mapping in your context
There are many different people and roles involved in curriculum mapping. Consider the following perspectives: classroom, school, district, and teacher,
coach, principal, PLC. Choose one from each set that YOU fall into. Consider the curriculum mapping guiding questions from your perspective and
take some time to answer a few of the guiding questions.
Skills & Standards

Questions to Consider Perspective 1: classroom, school, or district Perspective 2: teacher, coach, principal, or PLC
What are the skills and standards for student success zzzzz
(academic and non- academic) and how are they
determined?

What opportunities exist for educators to ensure the


skills and standards reflect students’ values, cultures,
or historical context?

Pacing Guides, Units, and Common Assessments

Questions to Consider Perspective 1: classroom, school, or district Perspective 2: teacher, coach, principal, or PLC
How are the standards aligned to ensure mastery
throughout the school year?

Where can aligned documents and instructional


material be accessed?

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Tinker

Instructional Process and Progress Monitoring

Questions to Consider Perspective 1: classroom, school, or district Perspective 2: teacher, coach, principal, or PLC
What is the formal instructional process used in
every classroom, every day?

How are students and families made aware of the


progression of learning toward mastery of standards?

Data Analysis and Evaluation

Questions to Consider Perspective 1: classroom, school, or district Perspective 2: teacher, coach, principal, or PLC
What is the structure and procedure designed to
analyze student data on an ongoing basis?

How is feedback collected and discussed?

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Tinker

Step 2: Consider a different perspective


Select a colleague who can provide an alternate perspective to yours and ask that they complete the questions from their perspective. You might consider
scheduling a meeting to go through these areas together, or you may want to provide the form for them to complete independently and schedule a time to discuss
both perspectives.

As a focused outcome for your conversation/meeting, identify one or more target areas for improvement. The final step of this Tinker activity will focus on
developing an action plan to address these targets.

Step 3: Develop an Action Plan


Now that you have considered the curriculum mapping process from different perspectives, and have identified some target areas for improvement, it is time to
develop a plan for how you will go about improving in the areas selected. Feel free to modify the template provided below; the goal is to consider key aspects of
an effective plan, which will help you to frame the “big picture” of change.

Target Area for Improvement:

Improvement goal

Specific action(s) to take

Who I will collaborate with for


implementation
Who will benefit from this
improvement
What this looks like in practice for me

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Tinker
Evidence of improvement

Timeframe for implementation

New resources required or


reallocation of existing resources
Who can provide feedback

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