It
is important for school districts looking to align curricula with standards to
have documentation accurately describing what is being taught. A curriculum map
allows teachers to compare their curriculum of what is actually being taught
with others who teach the same grade or subject. “As teachers analyze maps
within and across grades, they share examples of creative teaching strategies,
fill the gaps in standards-based instruction, eliminate any unnecessary
repetitions, and make other adjustments in instruction and classroom assessment
to bring the curriculum into alignment with district benchmarks and state
standards” (Overview of Curriculum mapping).
Curriculum
mapping is the process of recording the content and skills that are actually
being taught in a classroom, school, or district for the whole school year
(Jacobs, 1997). It can be used as both an instrument and a procedure for
determining what a curriculum is and monitoring the panned curriculum (Overview
of Curriculum mapping). Curriculum mapping can be done using a calendar as an
organizer by teachers describing the academic year’s curriculum in monthly or
grading periods as it is taught. The result is a map of the content, skills,
and assessments of the classroom. Combining all of the K-12 maps will provide a
view of curriculum, instruction and assessment grade-to-grade (horizontal) and
of all the courses of each grade (vertical) (Jacobs, 1997). This also allows teachers
to identify potential areas for integration and reinforcement of learning
across the curriculum.
The
Teaching/Learning Mapping Strategy (TLMS) process “enables districts and
schools to attain five goals: (1) align curriculum, instruction, and assessment
with state or national standards and assessments, (2) enrich instructional
practice, (3) increase understanding of results-oriented teaching, (4) improve
teacher communication and collaboration, and (5) increase student achievement”
(Overview of Curriculum mapping). All of which are beneficial for teachers,
students, schools and districts.
Furthermore,
sharing curriculum maps with parents and students may be beneficial. It allows
parents to be prepared what is expected of their children, inform them more
about the curriculum offered if they are new to the district, and allow for
parents to ask questions and assist their children at home. Some parents may be
able to offer additional resources on topics areas being studied. As for the
students, having access to curriculum maps inform what is expected of them in
the classroom, and stimulate curiosity of what will be taught, preparing
themselves for the lessons that will take place.
A
systematic approach is essential for four reasons: “(1) To ensure continuity,
instruction within a school and among schools. (2) To ensure progressive skill
development among schools through continuity of instruction. (3) To maximize
the use of student time, avoid unnecessary instructional overlaps, prevents
gaps, and thereby minimize boredom and ensure mastery of curriculum. (4) To
provide a strong barrier against the problem of concentrating on one school or
level of schools at the expense of the total system” (Hoyle, English, &
Steffy, 1994, p. 84). If a systematic approach is not taken, any of these four
points can take a turn as a drawback. Curriculum mapping must be done collaboratively,
and requires the time and cooperation of others. Curriculum mapping is not a
“quick fix.” For a time the teachers will be students during the leaning
process of curriculum mapping; some will learn faster than others, and some may
need additional support.
Hoyle,
J. R., English, F. W., & Steffy, B. E. (1994). Skills for successful school
leaders, 2nd edition. Arlington, VA: American Association of School
Administrators.
Jacobs,
H. H. (1997). Mapping the big picture: Integrating curriculum and assessment
K–12. Alexandria, VA: Association for Supervision and Curriculum Development.
Overview
of Curriculum Mapping (2001). Association for Supervision and Curriculum
Development. http://faculty.njcu.edu/mmaye/EDLDPLAN/cm_overview.pdf
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