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Curriculum Mapping

Page history last edited by Mike King 15 years ago

One method of real-time reporting of curriculum expectations is to develop curriculum-mapping software that integrates effective teaching practices as ordinances for tracking time engaged on individual curriculum standards. This type of software program, once developed, would make provisions for an evaluative means by which teachers can analyze the curriculum as it is delivered in a real-time format. This type of curriculum reporting would give teachers and curriculum designers insurance that students receive a balanced instructional program. Real-time assessment and evaluation of student achievement could provide teachers with an opportunity to think critically about their choice of content and the overall effectiveness of instruction. Real-time reporting of curriculum progression would provide the necessary frameworks for teachers and principals to systematically review course content, instructional strategies, and assessment procedures to make identified program changes to improve student learning. One method for managing the real-time assessment of curriculum would be to design a curriculum-mapping model that blends both content decision-making with effective instructional delivery strategies. 


Procedures for developing real-time curriculum mapping strategies is a simple process that can be achieved by using software packages now made available on most home computers. One example of a home software program that could be used to develop real-time tracking of curriculum delivery is the Microsoft Excel software application. Curriculum mapping is a systematic approach to monitoring, the implementation of the curriculum and the gathering of feedback. In other words, it is the reconstruction of the real curriculum that teachers have taught. This type of curriculum monitoring was first introduced by the Long Branch, New Jersey School District in September of 1980. The primary problem that plagued the system was the lack of technology to support real-time tracking of the curriculum and its failure to processes timely data. 

Most mapping procedures are based upon at least two constants: content taught and time spent. The intent of a curriculum map is to show exactly how much time is devoted to each major learning task within each classroom or subject area. This is done through a self-log of units of topics, time, and/or sequence. The two most common approaches for the self-log procedures are the blank sheet and the checklist. Both the checklist approach and the blank sheet approach can only emulate what already currently exist in every day teaching of the curriculum.  Both procedures for mapping can, with effective design, address the concept that the single most important factor in predicting whether or not a teacher is delivering to students a curriculum that is linked empirically to the outcomes that are desired. The heart of curriculum mapping is to insure that each student is given the opportunity to learn what is expected of him or her.  Thus both the teacher and the student must hold with crystal clarity a conception of the desired skills for the student in a class or course. Modern technology now makes it possible to register more complete information about the effectiveness of instruction and how it relates to student performance.



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