Getting Results with Curriculum Mapping
Publication Type:
Web ArticleYear of Publication:
2004Abstract:
Cossondra George, a Michigan teacher, describes this book as not a how-to guide, but one with ten chapters each addressing a different aspect of curriculum mapping (such as “Using Curriculum Mapping to Build a Learning Community”), with appendices of useful resources.
Citation: Jacobs, H.H. (Ed.). (2004). Getting results with curriculum mapping. Alexandria, VA: ASCD.
Full Text:
Edited by Heidi Hayes Jacobs
2004 (182 pp./paperback)
Association for Supervision and Curriculum Development
ISBN: 0-87120-999-3
$25.95 (non-members)
Reviewed by Cossondra George
Middle School Math
Newberry, Michigan
When this book was offered for review, I was excited to get it since our school is in the midst of a curriculum mapping initiative, and I had missed the initial training on this topic. I thought I could get the book, read it, and know exactly what curriculum mapping was, and how I could best accomplish this mapping with my math curriculum.
The book was not a "how-to" guide though. Instead it is comprised of 10 chapters, each addressing some different aspect of curriculum mapping. I was initially disappointed, thinking I would not gain from reading this type of book.
However, as I read the chapters, I gained much valuable insight into not only how to best attack mapping our curriculum, but more importantly I came to understand why mapping is important, and how it can make an impact on teaching and learning when districts map their curriculum and utilize this tool to make decisions about how to best serve their students.
The chapters can be approached as stand alones, so I have tried to briefly outline each chapter individually. Some I found particularly useful, while others did not apply to my own situation.
Chapter One: Development of a Prologue addresses the need for setting the stage before undertaking the task of mapping a district's curriculum. One point that was made which really hit home with me was the idea of the Empty Chair at a district meeting. The chair represents a student and is actually addressed by the name of a student in that district. This is intended to keep the focus always on the student, and what decisions are in the best interests of that student.
Other key points in this first chapter suggest basic ideas for a successful curriculum mapping in a district. The mapping should be done electronically, with everyone having access for easy revision and communication. Providing a template for staff to use instead of having them develop their own saves time and frustration. Also, planning for long term support of the mapping process will ensure success.
Chapter Two: Use of Curriculum Mapping to Build a Learning Community opens with a powerful statement:
Learning communities don't just magically appear. They must be built with a vision for how individual educators can support the achievement of each student through an articulated, seamless curriculum. This chapter goes on to compare curriculum mapping to a tool belt — with the belt being the calendar that organizes the tools, the essential questions "drilling" for authentic learning, and the measuring tape assessing student learning. The entire chapter draws parallels between curriculum mapping and building, which really laid the groundwork for me to understand the components of this process and their importance and interconnectivity.
Chapter Three: Development of a Consensus Map gives practical strategies for each discipline and how to best approach their mapping. One important aspect touched on was the need for mixed-group review so all faculty members look at not only their area of expertise, but at other curriculums they may be less familiar with.
Chapters Four and Five each look at particular districts and how they worked through the process in their district. Samples of maps are given, coaching questions, and other practical ideas easily adapted to most any school district. I found it particularly useful to see actual maps and how schools actually use these for curriculum decisions.
Chapter Six: Principal's Role in the Curriculum Mapping Process was one I found especially helpful. This chapter offers some step by step how to's, do's and don'ts, and other practical advice for setting the stage to make curriculum mapping a reality in a district.
Chapters Seven and Eight addressed curriculum mapping software, and mapping in alternative education settings. These chapters, while full of information, did not apply to my personal situation and therefore, I did not glean much useful here.
Chapter Nine: Creation of Benchmarks on the Building Map tackles our ever-frightful experience with state testing. This chapter gives advice for looking at benchmarks, analyzing data, and finding ways to break down information on testing results to best make curriculum decisions.
Chapter 10: Curriculum Mapping as a Hub addresses the issue of who actually has control over curriculum decisions in a school, and how curriculum mapping may provide an avenue for change but unless control of decisions is cumulative among those with stakes in the outcome, real change is unlikely. Different group types for making decisions are suggested, as well as ideas for setting timelines and developing professional development to support decisions.
The Appendixes were full of useful tools to help a school undertake a curriculum mapping project. Examples of curriculum maps, professional development models, checklists, and resources are all provided.
Overall, I was impressed with the amount of information crammed into this book. While it was not the easy how-to manual I had originally hoped it to be, I came away with a clear understanding of curriculum mapping, why it is important, and more importantly, how I can best use it to improve my teaching, and ultimately the learning in my classroom.
