Getting Results with Curriculum Mapping

Getting Results with Curriculum Mapping

Getting Results with Curriculum Mapping

Getting Results with Curriculum Mapping

Synopsis

Curriculum maps are among the simplest yet most effective tools for improving teaching and learning. Because they require people to draw explicit connections between content, skills, and assessment measures, these maps help ensure that all aspects of a lesson are aligned not only with each other, but also with mandated standards and tests. In Getting Results with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors offer a wide range of perspectives on how to get the most out of the curriculum mapping process in districts and schools. In addition to detailed examples of maps from schools across the United States, the authors offer concrete advice on such critical issues as
• Preparing educators to implement mapping procedures,• Using software to create unique mapping databases,• Integrating decision-making structures and staff development initiatives through mapping,• Helping school communities adjust to new curriculum review processes, and
• Making mapping an integral part of literacy training. Teachers, administrators, staff developers, and policymakers alike will find this book an essential guide to curriculum mapping and a vital resource for spearheading school improvement efforts. Heidi Hayes Jacobs is the author of Mapping the Big Picture: Integrating Curriculum and Assessment, K?12 and Interdisciplinary Curriculum: Design and Implementation. She is based in Rye, New York.

Excerpt

Heidi Hayes Jacobs

[Prologue] in Greek means [before the action of the play.] Setting the stage, literally and figuratively, elevates the attention of all participants—the actors, the director, and the intended audience. As I have observed schools and districts develop their mapping projects, ample preparation time has characterized the most effective attempts. Clearly, the most successful education settings have crafted a prologue to their actions. They used advance scouting reports, research, and discussion groups before they applied substantial effort and energy. Then they identified key people and charged those people with advance planning for a new and dynamic shift in curriculum decision making.

Those effective districts and schools gave themselves permission to find out what they needed to know in order to create the conditions for success. Rather than acting on a strange statement that runs through some education circles—[We have the right to fail]—these people said, [We have the right to succeed.] Rather than starting a mapping initiative by abruptly declaring that [We are going to start curriculum mapping, folks,] the leadership teams and district personnel began by looking at the needs of their specific student population. They began by finding out how other schools used curriculum mapping to help with teaching and learning. Mapping can be an extraordinary vehicle to meet carefully defined needs. Curriculum mapping is a procedure for collecting data about the operational curriculum in a school or district referenced directly to the calendar. Mapping provides the basis for authentic . . .

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