Curriculum+Mapping

 The concept of curriculum mapping was introduced in 1980s out of the work of Dr. Fenwick W. English. Currently, the curriculum mapping model is based chiefly on the work and research of Dr. Heidi Hayes Jacobs, who has written numerous books on the approach. In addition, Janet A. Hale is an educational consultant and trainer and is a member of Dr. Heidi Hayes Jacobs’ Curriculum 21 faculty. She specializes in curriculum mapping and has written various books on the subject.  Curriculum mapping provides a picture of the elements of curriculum, which include content, skills and proficiencies, and assessment, to ensure that those elements are aligned vertically and horizontally to learners’ experiences and developmental level and lead to the achievement of desired learner outcomes (Laureate Education, Inc., 2010). It requires the teacher to provide a real –time depiction of what is taught during the school year as well as what the learners actually experience. It provides an authentic portrayal of the gaps and repetitions in curriculum as well as its alignment to standards (Jacobs, 2012). The model fosters the active engagement, collaboration, negotiation, communication, and shared decision-making of stakeholders.  There are seven phases to the model. The tasks are flexible and can be adapted to the conditions of the school or district in which it is utilized (Jacobs, 1997). A calendar-based map describing the three elements of curriculum is completed by the teacher. The purpose of this is to gather authentic information about learners’ classroom experiences and to obtain realistic data regarding the curriculum. This process can take from 2 to 3 hours to complete. Each teacher works alone to read the maps of colleagues to obtain information regarding the three curriculum elements and to determine what they have newly discovered. In addition, they highlight areas that may require future examination such as gaps, repetitions, meaningful assessments, timeliness, prospective areas of integration, and matches with standards or a need for a standards match (Jacobs, 1997). The time frame for this phase is dependent upon the number of classrooms, but it ranges from two to four hours in elementary schools and two to five hours for middle and high schools.  In this phase, the groups should consist of six to eight staff members who do not work together. This is a reporting out session in which each teacher shares his or her findings from the first read through. The purpose of this phase is to highlight areas that necessitate attention. A list of the findings of the mixed group session is an important outcome.  During this phase, findings from the small mixed group session are posted and charted. The large group review should consist of all faculty members, but group size will depend on the size of the school. In a small school one group may suffice, but in a large school groups may be comprised of teachers of instructional units. The purpose is to review the findings, determine emerging patterns, and compile the data. The faculty now has reviewed and edited, so the next phase begins the developing approach.  In this phase, the faculty peruses the data to determine which areas, such as repetitions in curriculum, can be handled immediately by members of the faculty, team, and administrators as well as which ones will need a more comprehensive approach. This phase involves negotiating and collaborating among the members. This phase includes identifying areas that will require more thorough research to arrive at a solution. These decisions required in this phase could be structural or could result in altering the curriculum (Jacobs, 1997). Jacobs (1997) reminds us that time needs to be allotted for groups to meet, so that complex issues can be addressed and an optimal solution can be achieved. The last phase is ongoing because new information and new approaches to curriculum, such as the integration of technology, are constantly emerging. In addition, with the increased integration of technology, this approach to curriculum development can easily be systematic and immediate as well as long-term. Furthermore, the review process assists with ensuring that decisions are more prescriptive, meet the needs of learners, and stay current. http: //[|www.shop.ascd.org]. //There are several books on curriculum mapping http:[|www.ascd.org]. Search curriculum mapping to find several articles on curriculum mapping http: //[|www.curriculum21.com]. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dr. Heidi Hayes Jacobs’ website contains a great deal of information on curriculum mapping. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]. This is an interview with Dr. Heidi Hayes Jacobs on curriculum mapping that took place on April 3, 2012. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hale, J.A. (2008) //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Thousand Oaks, CA: Corwin Press. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hale, J.A. (2010). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> An Educational Leader’s Guide to Curriculum Mapping: Creating and Sustaining Collaborative Cultures. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Thousand Oaks, CA: Corwin Press. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jacobs, H.H., & Johnson, A. (2009 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">). The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Alexandria, VA: ASCD <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In her interview on YouTube, Jacobs (2012) discussed that since curriculum mapping is global and curriculum mapping is now electronic and web-based, it is possible to export and import information with others worldwide. This is very exciting because it allows teachers and schools to share successful curriculum approaches with other educators in the immediate area and globally as well as receive curriculum mapping from educators across the globe. This provides unlimited access to the real time curriculum mapping and allows us to expand our curriculum to include broader content and to access best practices globally.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Deborah Fair **  **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Curriculum Mapping **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Description of the Approach: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 1: Data Collection **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 2: The First Read-Through **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 3: Mixed Group Review Session **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 4: Large Group Review **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 5: Determine Those Points That Can Be Revised Immediately **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 6: Determine Those Points That Will Require Long-Term Research and Development **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phase 7: The Review Cycle Continues **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Information Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Strategies and Ideas for Implementation: **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">References <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jacobs, H. H. (1997). //Mapping the big picture: Integrating curriculum & assessment K-12.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laureate Education, Inc., ( 2010) //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. Approaches to Curriculum Development [DVD]. Baltimore,// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> MD: Stanford-Blair. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Young, M. (interviewer) & Jacobs, H. H. (interviewee). (2012) //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. What is curriculum mapping?//// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Retrieved from []