Curriculum mapping is a process that focuses on the subject matter to be taught, the manner in which it is taught, the timeline involved, available resources, and ultimately the means of assessment. With the inclusion of technology into the mapping process, web-based curriculum management can bring vital information easily into the hands of all curriculum decisions makers.
Curriculum mapping invites all individuals who deal with curricular concerns to enter into the curriculum analysis process. The values present in a web-based curriculum mapping tool are plentiful. A collaborative web-based tool can provide a framework for organization and communication which is not available in a traditional face-to-face, schedule bound meeting session. The ability to flexibly disseminate information facilitates the task of managing curriculum and sharing instructional best practices across grades, subjects, and schools. Another benefit is it can help build on what students have learned in previous years to prepare them for future classes and achievement.
One of the most important players in the curriculum mapping game is teachers. Unfortunately they can be the most difficult group to get involved due to busy schedules and an already full plate of ongoing lesson planning and assessment. To help create “buy-in” teachers need to be given ample time during the school day to work collaboratively on the curriculum map. Professional development and training on the use of the tool must be provided early in the school year and then supported throughout the process. Furthermore teachers need to be informed of the importance of their role; that they are the ones in charge of how curriculum actually occurs in the classroom. Teacher input into collaborat...
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...jectives and instead giving equal weight to objectives as well as materials and activities. These freedoms for teachers can allow for creativity and exploration of the curriculum.
The naturalistic method can also be very student-centered taking into account student needs and differences. This approach allows the teacher to consider their own teaching style, but also allows for differentiation for the students within the learning activities. Additionally there is flexibility beyond the traditional assessment. This flexibility puts greater responsibility on the teacher to know the curricular material and fulfill the objectives. Finally, the naturalistic approach looks at the whole picture first, and then narrows down the process to details. Technological curriculum planning appears to begin with and focuses on details which can be confusing and unappealing to some.
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
This integrative and alternative curriculum “would include cross-curricular objectives and be grounded on powerful learning environments” ones that include problem- and project- based tasks and promote student autonomy and control of the learning process (Alahiotis & Stavlioti, 2006, p.122). Inter- and intra- disciplinary knowledge is important to be included in curricular materials. Furthermore, it is noted that this approach is both content and process oriented and that is why is so deman...
Applying principles in curriculum, such as: balance, rigorou, coherent, vertical, integrate, appropriate, focuse and relevant make curriculum transparent and effective. These making clear of purpose of my curriculum in educational and sociological terms, being easy to understand and applied in measurable way. And I can say that learning is planned, ideas is introduces and learning is experienced.
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
curriculum for all: The universal design process. in J. Thousand r. Villa & A. nevin
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
According to Glatthorn, Boschee and Whitehead (2006, p.74), a curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective on curricular phenomena. In a simpler term, a curriculum theory is an academic discipline devoted to examining and shaping educational curricula (Wikipedia, curriculum theory). One that would be a proponent of a structured-oriented curriculum would be concerned primarily with analyzing the components of the curriculum and their interrelationships. They will tend to be descriptive and explanatory in intent whereas, one that is a proponent of a value-oriented curriculum would be concerned primarily with analyzing the values and assumptions of curriculum makers and their
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
One of my most influential experiences took place with my very first class, ED 523 taught by Dr. Howe. In this course, I learned about the Understanding by Design (UbD) Framework created by Wiggins and McTighe. This framework focuses on a backward design approach that uses big ideas, essential questions, and authentic assessments to create and guide curriculum (Wiggins and McTighe, 2005). The design encourages educators to “start with the end in mind.” Along with UbD, I also learned about a calendar-based curriculum mapping process created by Heidi Hayes Jacobs. The curriculum map allows for educators to examine curriculum both horizontally in a course and also vertically over the student’s K-12 academic career (Jacobs, 1997).
Technology enables students and teachers to have a fast and easy way to acquire unlimited access to tons of information. With all of the useful technologies, the curriculum is bound to change in endless ways, creating more opportunity for learning.
In the classroom teachers need to be flexible to put in to practice many different
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.