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Mapping the big picture : integrating curriculum & assessment, K-12

Author: Heidi Hayes Jacobs
Publisher: Alexandria, Va. : Association for Supervision and Curriculum Development, ©1997.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
Teachers have always used the school calendar to plan instruction. Using a standard word-processing program, they can now collect real-time information about what is actually taught to create "curriculum maps." These maps provide a clear picture of what is happening in their classes at specific points during the school year. The benefits of this kind of mapping are obvious for integrating curriculum: When curriculum  Read more...
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Document Type: Book
All Authors / Contributors: Heidi Hayes Jacobs
ISBN: 0871202867 9780871202864
OCLC Number: 36800608
Description: vi, 72 p. ; 29 cm.
Contents: 1. The need for calendar-based curriculum mapping --
2. Procedures for curriculum mapping --
3. Reviewing, analyzing, and developing curriculum maps --
4. Refining the map through essential questions --
5. Using mapping to generate developmental assessment --
6. A case for eliminating curriculum committees --
7. Practitioners talk about making maps.
Responsibility: Heidi Hayes Jacobs.
More information:

Abstract:

Teachers have always used the school calendar to plan instruction. Using a standard word-processing program, they can now collect real-time information about what is actually taught to create "curriculum maps." These maps provide a clear picture of what is happening in their classes at specific points during the school year. The benefits of this kind of mapping are obvious for integrating curriculum: When curriculum maps are developed for every grade level, educators see not only the details of each map but also the "big picture" for that school or district. They can see where subjects already come together--and where they don't, but probably should.In Mapping the Big Picture, Heidi Hayes Jacobs describes a seven-step process for creating and working with curriculum maps, from data collection to ongoing curriculum review. She discusses the importance of asking "essential questions" and of designing assessments that reflect what teachers know about the students in their care. She also offers a viable alternative to the "curriculum committees" that are part of almost every U.S. school district. The book concludes with more than 20 sample curriculum maps from real schools, all of which were developed using the process described in this book.

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