Investigate Curriculum Mapping Essay Example | Topics and Well Written Essays - 1000 words

Investigate Curriculum Mapping - Essay Example go steady 1 Curriculum Mappings Directionality Image courtesy of the University of Connecticut When the mapping is done, the outcomes and philosophies of the institution (e.g. whether the school has a science focus, a vocational focus, a Deweyan learned experience focus) and the learning outcomes of the academic program (e.g. the major or the grade year or whether its elective or main track) determine the temper of the course. The course itself is then mapped into units and individual lessons. Like any good architect, curriculum mappers start with the blueprint at the highest level then build from the lowest level, from the tooshie up, brick by brick. Students may be told about the objectives and design approach, but they will experience it lesson by lesson up until the final outcomes of the institution (graduation) are achieved. Hale and Dunlap (2010, p. 2) correspond it to looking at a city from a high vantage point first, getting a broad sense of its flow and design, then spillage down to the ground level and interacting with the individual citizens. This is all(a) fairly intuitive thus far, but the University of Connecticut (2011) also argues for program objective-to-individual program matrices. If the institution determine diversity, for example, that claim is fairly hollow unless diversity is actually represented in any classes (language classes, multicultural studies, social studies, etc.) Using the matrix design, theyd code all of the institutional goals and match them to each class In the case of diversity, theyd match the diversity objective to social studies classes. This process is iterative and nooky occur multiple time The class clear in turn be broken down into objective matrices, with units and lessons mapped to make sure that there is even and full coverage of all primary objectives. The individual social studies classes, knowing that theyre supposed to fulfill a diversity getment, can orie nt their units and lessons appropriately. Curriculum mapping is not just a design tool It can also be a data-collection tool as well (Kentucky Department of Education, 2011). Its difficult to collect data thats not systematized. By making systematic the way curricula are designed and taught, its possible for teachers, instructors and administrators to quantify performance and interest and begin to adjust or improve the relevant and practicality of institutional goals. And when performance results have been achieved, its possible to quantify why and where the improvement took place. Curriculum mapping also allows all relevant stakeholders to participate (Rubicon, 2010 Dunlap and Hale, 2010). Since the curriculum map allows the replete(p) curriculum to be coordinated and designed, it allows instructors to make sure their efforts arent excessively overlapping, allows parents and students to insure theyre getting what they deserve and value, etc. Good curriculum mapping is flexible (Ru bicon, 2010). It can be changed on the spot as teachers, students and administrators discover problems and holes. But unlike change that occurs in a more conventional way, curriculum mapping can be systematic, with a change or reduction in one classroom being offset by other changes elsewhere. If one class diversity require