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Curriculum Mapping Pilot at YIS Yanbu International School is currently engaged in an exciting new program, initiated at the District level, that involves mapping our K-12 curriculum. What is curriculum mapping? Curriculum mapping is a tool for gathering data on what teachers are actually working on with their students through the course of the school year. When a school undertakes curriculum mapping, all teachers at the school enter information about their classroom curricula into a computer database that is geared to the school calendar. Teachers enter three types of data: content (key concepts, essential questions); specific skills (often based on state standards); and assessments (tests, products, or performances). * Why do Curriculum Mapping? Gain Information Teachers are more effective when they have easy access to information about their student's previous learning and what the curriculum will be in the future. Identify Gaps A curriculum map helps coordinators and supervisors notice where the teaching of skills may be missing at any level. Identify Repetitions Similarly, the curriculum map will reveal books, concepts or processes that are being needlessly repeated at a school. Identify Potential Areas for Integration The curriculum mapping spreadsheet will also reveal areas for integrated teaching of a topic or process and the opportunity for interdisciplinary units. Align Assessments with Standards Mapping our curriculum ensures that the ways we assess students are actually measuring what the District Standards say we want them to know or do. Review for Timeliness and Currency As our knowledge about the world grows and changes, our curriculum plans should be continually reviewed to remain current.
The foregoing is excerpted from Heidi Hayes Jacobs, Upgrading the K-12 Journey through Curriculum Mapping, Knowledge Quest, Volume 29/Number 2, November/December 2000 *Association of Supervision and Curriculum Development, "Focus On: Curriculum Mapping: Improving What's Really Being Taught," Curriculum/Technology Quarterly 9, no. 4 (Summer 2005): 5.
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