By Heidi Hayes Jacobs
Curriculum maps are one of the easiest but foremost instruments for making improvements to instructing and studying. simply because they require humans to attract specific connections among content material, talents, and evaluation measures, those maps aid make sure that all facets of a lesson are aligned not just with one another, but additionally with mandated criteria and exams. In Getting effects with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors supply a variety of views on the right way to get the main out of the curriculum mapping procedure in districts and colleges. as well as exact examples of maps from colleges around the usa, the authors provide concrete suggestion on such serious concerns as * getting ready educators to enforce mapping methods, * utilizing software program to create distinct mapping databases, * Integrating decision-making constructions and employees improvement projects via mapping, * aiding tuition groups comply with new curriculum evaluate strategies, and * Making mapping a vital part of literacy education. lecturers, directors, employees builders, and policymakers alike will locate this publication a vital consultant to curriculum mapping and an important source for spearheading university development efforts. Heidi Hayes Jacobs is the writer of Mapping the large photograph: Integrating Curriculum and overview, K-12 and Interdisciplinary Curriculum: layout and Implementation. She is predicated in Rye, big apple.
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Extra resources for Getting Results With Curriculum Mapping
The group’s recorder captured the questions, answers, and areas that needed more discussion. On another professional development day, the process was repeated with groups that consisted of teachers who had taught in the same department or grade level. The recorders’ sheets were compiled from the mixed groups, and the teachers addressed the data collected. The review of the data was one of the most enlightening processes in curriculum mapping. The gaps and repetitions were 45 easily identified, and those that could be resolved within the school were resolved during this review.
For example, in an elementary school, kindergarten, 2nd grade, 4th grade, 5th grade, music, and special education teachers might form one group. Likewise, freshman social studies, senior English, business education, math, and studio art teachers might form a high school group. The purpose is to share observations targeted around a specific review task. Perhaps teachers are asked to review for repetitions or for gaps in either a specific subject or across a grade level. 27 Individually, teachers examine the maps and make their notations.
If we return to the initial question raised in this chapter about consensus, we find choices about when to wrestle with consensus and flexibility and how to resolve such issues. The curriculum mapping process can provide solutions to those problems. Process of Reaching a Curriculum Consensus Policy As teachers and administrators examine the findings of a curriculum review, they have an opportunity to sort observations into two categories: Development of a Consensus Map 1. The level of difficulty and complexity in seeking a solution a.
Getting Results With Curriculum Mapping by Heidi Hayes Jacobs