MARC record from Internet Archive

LEADER: 04451cam a2200733 a 4500
001 ocm36800608
003 OCoLC
005 20191109073100.6
008 970414s1997 vau b 000 0 eng
010 $a 97016708
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050 00 $aLB2806.15$b.J33 1997
080 $a375.001$bJAC 1997
082 00 $a375/.001$221
084 $aD 4120$2dopaed
084 $aD 4520$2dopaed
084 $a5,3$2ssgn
049 $aMAIN
100 1 $aJacobs, Heidi Hayes.
245 10 $aMapping the big picture :$bintegrating curriculum & assessment, K-12 /$cHeidi Hayes Jacobs.
260 $aAlexandria, Va. :$bAssociation for Supervision and Curriculum Development,$c©1997.
300 $avi, 72 pages ;$c29 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (page 59).
505 0 $a1. The need for calendar-based curriculum mapping -- 2. Procedures for curriculum mapping -- 3. Reviewing, analyzing, and developing curriculum maps -- 4. Refining the map through essential questions -- 5. Using mapping to generate developmental assessment -- 6. A case for eliminating curriculum committees -- 7. Practitioners talk about making maps.
520 $aTeachers have always used the school calendar to plan instruction. Using a standard word-processing program, they can now collect real-time information about what is actually taught to create "curriculum maps." These maps provide a clear picture of what is happening in their classes at specific points during the school year. The benefits of this kind of mapping are obvious for integrating curriculum: When curriculum maps are developed for every grade level, educators see not only the details of each map but also the "big picture" for that school or district. They can see where subjects already come together--and where they don't, but probably should. In Mapping the Big Picture, Heidi Hayes Jacobs describes a seven-step process for creating and working with curriculum maps, from data collection to ongoing curriculum review. She discusses the importance of asking "essential questions" and of designing assessments that reflect what teachers know about the students in their care. She also offers a viable alternative to the "curriculum committees" that are part of almost every U.S. school district. The book concludes with more than 20 sample curriculum maps from real schools, all of which were developed using the process described in this book.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aTeacher participation in curriculum planning$zUnited States.
650 0 $aEducational tests and measurements$zUnited States.
650 6 $aEnseignants$xParticipation à la planification des programmes d'études$zÉtats-Unis.
650 6 $aTests et mesures en éducation$zÉtats-Unis.
650 7 $aCurriculum development.$2ericd
650 7 $aAssessment.$2ericd
650 7 $aEducational tests and measurements.$2fast$0(OCoLC)fst00903660
650 7 $aTeacher participation in curriculum planning.$2fast$0(OCoLC)fst01144222
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aCurriculumplanung$2gnd
650 7 $aSchultest$2gnd
650 7 $aCurriculum planning.$2sears
650 7 $aTeachers.$2sears
650 7 $aEducational tests and measurements.$2sears
651 7 $aUSA.$2swd
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy1401/97016708-d.html
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938 $aBaker and Taylor$bBTCP$n97016708
938 $aCoutts Information Services$bCOUT$n2413352
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