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Curriculum Mapping

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Cindy Lutz

on 3 February 2016

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Transcript of Curriculum Mapping

Curriculum Mapping
Curriculum Mapping is a procedure for collecting and maintaining a database of the operational curriculum in a school and/or district. It provides the basis for authentic examination of said database (Jacobs, 1997).  Today, curriculum mapping has become electronic and web based, which gives teachers direct access, and guides them through the content, examines what they teach and how to improve their craft.

7 Phases of Mapping
When Heidi Hayes Jacobs started her work in mapping, she identified 7 important phases for school districts to start the process.
1. Collecting the Data
2. First Read-Through
3. Small Group Review
4.Large Group Comparisons
5. Determine Immediate Revision Points
6. Determine Points Requiring Research and Planning
7. Plan for Next Review
Why Map?
Curriculum Maps are active live documents that are most effective when they are constantly in use in the classrooms. Jacobs and Johnson (2009) believed that the ultimate reason to map is to assess strengths and weaknesses of students' data, and therefore revise curriculum maps so they can provide teachers a prescriptive model to improve. Just as people go to doctors to assess their health, and receive prescribed necessary health changes to get better, the curriculum maps give educators the necessary direction to make changes for improvement.

Analyzing assessment data helps teachers collaboratively work to identify how well the students are meeting target goals and locate areas where they are deficient. This can help define the mapping process and support teachers working together to revise their own grade level maps.

Matching Curriculum with the times in which we live.
In Jacob's new book Curriculum 21, Jacobs cites 4 critical stages in Curriculum Mapping:

Laying the Foundation: prologue for planners, establishing reasons to map, creating a vision for your school.
Launching the Process: Ensuring Long-Term Support, Creating Individual Maps, Initiating the Review Process,, Developing Consensus Maps, Master Mapping Strategies
Maintaining, Sustaining and Integrating: Merging assessment data into maps, integrating literacy, developing an implementation plan/map,
Advanced Mapping Tasks Into the Future: Updating Maps for the 21st Century
(Jacobs, 2009)

Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum & assessment, K-12. Alexandria, VA: Association for Supervision and Curriculum Development.
Jacobs, H. H., Truesdale, V., Thompson, C., Lucas, M., Johnson, A., Johnson, J. L., ... & Holt, M. A. (2004). Development of a prologue: setting the stage for curriculum mapping. Getting results with curriculum mapping.
Jacobs, H. H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development
Jacobs, H. H., & Johnson, A. (2009). The curriculum mapping planner: Templates, tools, and resources for effective professional development. Alexandria, VA: ASCD.
Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, VA: Association for Supervision and Curriculum Development.
Heidi Hayes Jacobs
Heidi Hayes Jacob has been the primary pioneer in curriculum mapping for more than twenty years. A teacher herself, she began her early career in the state of Utah where she was born and raised in Salt Lake City. She got her undergraduate degree from the University of Utah and became an educator who had experience at all levels: high school, junior high and elementary. She obtained her master degree from the U Mass at Amherst and completed her doctorate degree in 1981 at Teachers College at Columbia University. Today, she continues a an adjunct associate professor in the Department of Curriculum and Teaching at Columbia.

Ms. Jacobs is a renowned author of several books in curriculum design and mapping. She has affiliations with several educational organizations such as College Board, State Education departments, Carnegie Hall and the Peace Corps, just to name a few. Her latest book “Curriculum 21 Essential Education for a Changing World, is co-authored with ten colleagues from around the country to address essential curriculum for a new time in education.

Ms. Jacobs is the founder and president of Curriculum Designers Inc., and is the executive director of the Curriculum Mapping Institute. She is nationally and internationally sought after to speak at schools for her expertise in curriculum design and mapping.

For a full list of her books visit: http://www.ascd.org/Publications/ascd-authors/heidi-hayes jacobs.aspx?gclid=Cj0KEQiAxMG1BRDFmu3P3qjwmeMBEiQAEzSDLrBfRA3oBWQfHRLYKTCLqD0oieh1mzQMDiuB4-054zIaAkMd8P8HAQ

Types of Maps
Essential Map : Is the result of the consensus map process, which outlines the essential questions, target areas and assessments agreed upon and approved by the district administration. Maps are both vertical and horizontal, and state what the students must be able to do.
Consensus Map – This map is a grade level content area map that is school -wide. This identifies consistency and flexibility within the grade levels. These maps may look different school to school.
Projected/Diary Map is an individual teacher’s map. It is a look into one single classroom and what is actually being taught.

Curriculum Mapping with Heidi Hayes Jacobs
Cindy M. Lutz
EDC5010
Curriculum Leadership for the Inclusive School
Dr. Vanessa Clark
February 3, 2016


Use of Maps
Maps help teachers show what they are actually doing and share it electronically.
Jacobs suggests that calendar mapping allows for a clear vehicle of communication about curriculum.
Maps allow teachers to check for consistency between grade levels.

( Jacobs, 1997)

How is Curriculum Mapping used in inclusive educational settings?
Ultimate goal of Curriculum mapping is to show measurable improvement in individual student performance in targeted areas and to establish a formal process for ongoing curriculum and assessment review.
“Success really does come down to the critical point whereby we are working for specific learners in specific places to meet their specific needs.”
(Jacobs, H. H., Getting results with curriculum mapping, 1-9.)

Focus is on “Michael”
Inclusive environments & differentiated instruction
Curriculum Mapping asks essential questions targeting content, skills and assessments. When in discussions of curriculum mapping, the focus is on a single child. Teachers are asked to think of a child, and address “What is in the best interest of Michael?”
Michael’s educational setting- access to flexible learning environments
His age and stage of development
His learning characteristics
His learning needs
How much has he learned
Cumulative learning-what is essential for him to know?
Differentiated assessments to demonstrate mastery

Differentiated Instruction offers choice in delivery models to address Michael’s needs.

Instructional needs are met in whole class, small groups, flexible grouping, and individualized instruction.

Flexible groups allow time to address Michael’s learning targets.

Differentiated performance assessments-Students have choice and are not assessed the same way.

Differentiated Instruction
Reference List
Full transcript