By Heidi Hayes Jacobs
Curriculum maps are one of the least difficult but premiere instruments for making improvements to instructing and studying. simply because they require humans to attract particular connections among content material, talents, and review 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 assessments. In Getting effects with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors supply quite a lot of views on the right way to get the main out of the curriculum mapping technique in districts and colleges. as well as unique examples of maps from faculties around the usa, the authors supply concrete recommendation on such serious concerns as * getting ready educators to enforce mapping techniques, * utilizing software program to create designated mapping databases, * Integrating decision-making buildings and employees improvement tasks via mapping, * assisting institution groups comply with new curriculum evaluation methods, and * Making mapping a vital part of literacy education. lecturers, directors, employees builders, and policymakers alike will locate this publication a necessary consultant to curriculum mapping and a necessary source for spearheading university development efforts. Heidi Hayes Jacobs is the writer of Mapping the large photograph: Integrating Curriculum and evaluation, K-12 and Interdisciplinary Curriculum: layout and Implementation. She is predicated in Rye, long island.
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Additional info for Getting Results With Curriculum Mapping
The work of this team includes the following: • Planning and implementing the time line for training on the curriculum mapping software and other support software • Training building curriculum facilitators and teacher leaders to assist in the software training sessions • Working with software designers to troubleshoot problems to ensure successful implementation of the mapping software The technology team has been instrumental in providing teachers with the skills they need to enter their maps and to collect data that will improve instruction.
Some schools already had a firm foundation of sharing teaching and learning strategies, and, therefore, the building process was systematic and challenging, but not overwhelming. In some schools, however, rocks of resistance were just below the surface. The process of curriculum mapping and sharing across schools highlighted teachers who either were not following the adopted district curriculum or were not teaching to state and district standards. In some schools, leaders had not addressed the resistance of a few teachers to believe that all children can learn at high levels.
CM coaches and the instructional team (principals, assistant principals, and department or grade-level leaders) served as site chiefs to lead the building project in each school. Administrators provided assistance to teachers to help make the process align with the focus of the district or school. 4 to help them align their work with the focus of the school district and their individual schools. Educators with extensive knowledge of process crafted certain specialized aspects within each school.