Curriculum+Mapping+Model

Group B: CIndy Harrison ** Curriculum Mapping – the road ahead, or more bumpy terrain **

** Curriculum Mapping: “A technique to analyze and assess your school’s current curriculum offerings in relation to competencies or standards of performance.” ** Curriculum mapping is a continuous and systematic process that helps teachers to monitor, revise, and guide their instruction. Curriculum mapping provides both teachers and students a clear sense of direction and creates opportunities for vertical and horizontal alignment to avoid curricular redundancies and address instructional gaps.

Curriculum mapping provides a process by which educators can become active participants in improving teaching and learning. Because curriculum mapping builds on teachers' strengths and creativity and focuses on students' learning strengths, it is a teacher-owned and student-centered process. When teachers record their students' actual learning experiences, teachers "own" the curriculum and, therefore, have a greater investment in implementing and sustaining improvements (Burns, 2001).

Dr. Heidi Hayes Jacobs takes a four-phased approach to curriculum mapping.

**I. Laying the Foundation ** Prologue for Planners,Establishing Reasons to Map,Creating a Vision for Your School
 * **II. Launching the Process ** Ensuring Long-Term Support, Creating Individual Maps, Initiating the Review Process, Developing Consensus Maps, Master Mapping Strategies ||
 * **III. Maintaining, Sustaining and Integrating ** Merging Assessment Data into Maps, Integrating Literacy, Developing an Implementation Plan/Map, Making the HUB work: Integrating Other Initiatives ||
 * **IV. Advanced Mapping Tasks ** Into the Future: Updating Maps for the 21st Century ||

Units of work assessed to see what competencies are being fostered. Competencies and attributes that ought to be fostered, then compare with state standards. A journal of what is actually happening in the classroom against what is planned.
 * Implementation Strategies **

I have limited experience working this approach. Materials are purchased, oftentimes without taking into account if all state standards are being met. Of course, money always factors in when purchasing any and all class materials. I think before purchasing any material that curriculum leaders should consider if the program meets the necessary standards. Curriculum leaders need to review available resources, especially core programs, to consider what competencies are being met. As stated in the framework for Curriculum mapping, the competencies offered in any program need to be compared with the state standards to ensure students will meet state requirements.

** Resources **


 * Benade, L. ** (2008). Curriculum mapping—The road ahead, or more bumpy terrain? New Zealand Principals' Federation Magazine, 23(1), 10–11.

Burns, R. C. (2001). //A Leader's Guide to Curriculum Mapping and Alignment.// Charleston, WV: AEL, Inc.

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