Mapping Currikulum Perusahaan
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Curriculum mapping is a process where teachers map out what content they are teaching, skills being developed, assessments used, and essential questions asked for their courses. This information is entered into an electronic database for other educators to view. It allows schools to examine their curriculum and make revisions across subjects and grade levels. Some states have adopted curriculum mapping on a statewide basis and provide online resources to support the process.
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![Curriculum mapping
Curriculum mapping is a procedure for reviewing the
operational curriculum[1]
as it is entered into an elec-
tronic database at any education setting. It is based
largely on the work of Heidi Hayes Jacobs in Mapping
the Big Picture: Integrating Curriculum and Assessment
K-12 (ASCD, 1997) and Getting Results with Curriculum
Mapping (2004, ASCD). Schools are using curriculum
templates that display key components of the curriculum:
content, skills, assessments, and essential questions.
Some states such as South Dakota have adopted curricu-
lum mapping on a state-wide basis and provide detailed
online curriculum mapping resources for their profes-
sional staff.[2]
Other states such as Indiana have mandated
curriculum mapping as a tool for schools which do not
meet Adequate Yearly Progress and also provide numer-
ous online tools.[3]
Key to the approach is that each teacher enters what is
actually taught in real-time during the school year, in
contrast to having an outside or separate committee de-
termine decisions. The entries by teachers are not left
alone, however; in fact, because the work is displayed
via internet-based programs, it is open to view by all per-
sonnel in a school or district.[4]
This allows educators to
view both K-12 and across grade levels and subjects what
is transpiring in order to be informed and to revise their
work.
The curriculum mapping model as originally defined by
Dr. Jacobs has seven specific steps[5]
that schools use
to thoroughly examine and then revise their curriculum.
There are both commercial companies and not-for-profit
groups that have generated curriculum mapping software
used around the world. Related to mapping, but separate
from it, is the concept of a curriculum audit, described
by Fenwick W. English. in “Deciding What to Teach and
Test: Developing, Auditing, and Aligning the Curricu-
lum” (1999, Sage).
Curriculum mapping is not limited to United States
public schools.[6]
A number of independent schools have
adopted the curriculum mapping process[7]
to review and
revise their curriculum. The bulk of schools using cur-
riculum mapping outside the US tend to be independent
schools that follow an international curriculum (such as
IB, AERO, or IGCSE) or public schools located in Anglo-
Saxon countries.
1 References
[1] Starr, Linda (29 May 2006). “Virtual Workshop: Cur-
riculum Mapping”. Education World. Retrieved 14 May
2009.
[2] South Dakota Department of Education Office of Curricu-
lum, Technology, & Assessment, retrieved 6 June 2010
[3] Indiana Department of Education: Resources for Districts
in Improvement and Corrective Action, retrieved 6 June
2010
[4] Truesdale, Valerie; Claire Thompson; Michael Lucas
(2004). “Use of Curriculum Mapping to Build a Learning
Community”. In Heidi Hayes Jacobs. Getting results with
curriculum mapping. Alexandria, Virginia: Association
for Supervision and Curriculum Development. ISBN 0-
87120-999-3. OCLC 55960819. Retrieved 14 May
2009.
[5] Jacobs, Heidi Hayes. Mapping the Big Picture: Integrating
Curriculum and Assessment K-12 (ASCD,1997).
[6] Jacobs, Heidi Hayes (November 1998). “The Teacher
as Designer: Integrating the Curriculum”. Interna-
tional Schools Journal (European Council of International
Schools) 18 (1): 22–33. ISSN 0264-7281. OCLC
93367190.
[7] Jacobs, Heidi Hayes (Spring 1998). "'Connections, Map-
ping, and Structures for Learning' Interview with Dr.
Heidi Hayes Jacobs”. Independent School Magazine
(National Association of Independent Schools) 57 (3).
1](https://image.slidesharecdn.com/mapping-151009104439-lva1-app6892/85/Mapping-Currikulum-Perusahaan-1-320.jpg)
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This literature review examines blended learning models and their benefits and drawbacks. It defines blended learning as combining traditional in-person instruction with online learning, allowing students to sometimes learn at their own pace online. The review discusses four common blended learning models - Rotation, Flex, A La Carte, and Enriched Virtual. It finds that blended learning can improve pedagogy by freeing up class time for deeper learning. Key benefits include personalized and ubiquitous learning that is not constrained by time or place. However, students may need to develop self-directed learning skills to benefit fully from blended learning approaches.
Rebecca Reynolds Research Agenda
This document discusses challenges and opportunities for supporting guided discovery-based learning with informational learning management systems. It outlines different theoretical perspectives on curricular design from disciplines like learning sciences, educational psychology, and information science. It then discusses the Constructionism framework and Globaloria game design program as an intervention that aligns with perspectives favoring student-centered, active, self-directed learning starting with open-ended problems. Research on Globaloria indicates it increases student motivation and understanding of skills like collaboration and problem-solving. However, the document notes collaboration and information-seeking in Globaloria are under-structured, and more scaffolding could help support guided inquiry and knowledge building among students.
Presentation1
The document outlines an action research study that aims to improve instructional strategies and designs using technology tools to effectively engage students and keep them focused on learning activities and assignment completion. It identifies several research questions around how technology can enhance learning and addresses different learning styles, and discusses potential outcomes and adjustments to the research if technology is not effective or does not meet learning goals.
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Willes and bondi curruculum model
model of curriculum develpoment by willes and bondi. although it is very difficult to find this model in google any way i got it so sharing with you . hape u like it
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National FORUM Journals, Editor, Dr. William Allan Kritsonis
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EDUC-203-Diego-Mapula-Galen-Saylor... (1).pptx
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VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 | asca 71
SCHOOL
COUNSELORS:
CLOSING ACHIEVEMENt
GAPS ANd
wRItING RESULtS
REPORtS
Charged with closing the achievement gap
for marginalized students, school counselors
need to be able to identify gaps, develop
interventions, evaluate effectiveness, and
share results. This study examined100
summary results reports submitted by school
counselors after having received four days
of training on the ASCA National Model.
Findings indicate that school counselors
were able to identify gaps and develop
interventions but needed additional training
to evaluate outcomes and report findings.
Charged with closing the achievement gap for underserved and marginalized students, today’s professional school counselors must demonstrate that their school counseling program is making a difference and closing gaps in achievement (American School Counselor Associa-tion [ASCA], 2012; Educa-tion Trust, 2003). School counselors are aware that not all students have the same
resources; therefore, they must
analyze data to discover inequities,
develop programs or interventions to
address these inequities, and measure
their results to determine the effective-
ness of the programs or interventions
(ASCA, 2012). By documenting how
the school counseling program is help-
ing to narrow the achievement gap
with school counseling interventions,
school counselors are moving “from
the periphery of the school’s mission
to a position where the educational
community views [school counselors]
as critical to student success” (ASCA,
2005, p. 53).
School counselors must receive
training in order to implement
data-driven comprehensive school
counseling programs (Dimmit,
Carey & Hatch, 2007). Wilkerson
and Eschbach (2009) found that
graduate students in school counsel-
ing programs perceived themselves
as better prepared to implement the
ASCA National Model (ASCA, 2012)
after receiving training developed by
the Education Trust. School coun-
selors need to receive training on the
ASCA National Model just as teach-
ers receive professional development
when new concepts are introduced
(Dahir, Burnham, & Stone, 2009).
Although comprehensive developmen-
tal programs were first implemented
in the 1970s, the data skills needed to
Julie hartline is a school counseling and
advisement consultant with Cobb County
School District. E-mail [email protected]
cobbk12.org debra C. Cobia is associate
dean of the College of Education,
University of West Georgia, Carrollton, Ga.
http://crossmark.crossref.org/dialog/?doi=10.1177%2F2156759X1201600109&domain=pdf&date_stamp=2018-02-15
72 asca | Professional school counseling
implement a comprehensive program
are not taught in all school counselor
education programs. Consequently, the
need exists for training and opportuni-
ties for professional development for
practicing school counselors in the
understanding and implementation
of a comprehensive s.
VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 | asca 71
SCHOOL
COUNSELORS:
CLOSING ACHIEVEMENt
GAPS ANd
wRItING RESULtS
REPORtS
Charged with closing the achievement gap
for marginalized students, school counselors
need to be able to identify gaps, develop
interventions, evaluate effectiveness, and
share results. This study examined100
summary results reports submitted by school
counselors after having received four days
of training on the ASCA National Model.
Findings indicate that school counselors
were able to identify gaps and develop
interventions but needed additional training
to evaluate outcomes and report findings.
Charged with closing the achievement gap for underserved and marginalized students, today’s professional school counselors must demonstrate that their school counseling program is making a difference and closing gaps in achievement (American School Counselor Associa-tion [ASCA], 2012; Educa-tion Trust, 2003). School counselors are aware that not all students have the same
resources; therefore, they must
analyze data to discover inequities,
develop programs or interventions to
address these inequities, and measure
their results to determine the effective-
ness of the programs or interventions
(ASCA, 2012). By documenting how
the school counseling program is help-
ing to narrow the achievement gap
with school counseling interventions,
school counselors are moving “from
the periphery of the school’s mission
to a position where the educational
community views [school counselors]
as critical to student success” (ASCA,
2005, p. 53).
School counselors must receive
training in order to implement
data-driven comprehensive school
counseling programs (Dimmit,
Carey & Hatch, 2007). Wilkerson
and Eschbach (2009) found that
graduate students in school counsel-
ing programs perceived themselves
as better prepared to implement the
ASCA National Model (ASCA, 2012)
after receiving training developed by
the Education Trust. School coun-
selors need to receive training on the
ASCA National Model just as teach-
ers receive professional development
when new concepts are introduced
(Dahir, Burnham, & Stone, 2009).
Although comprehensive developmen-
tal programs were first implemented
in the 1970s, the data skills needed to
Julie hartline is a school counseling and
advisement consultant with Cobb County
School District. E-mail [email protected]
cobbk12.org debra C. Cobia is associate
dean of the College of Education,
University of West Georgia, Carrollton, Ga.
http://crossmark.crossref.org/dialog/?doi=10.1177%2F2156759X1201600109&domain=pdf&date_stamp=2018-02-15
72 asca | Professional school counseling
implement a comprehensive program
are not taught in all school counselor
education programs. Consequently, the
need exists for training and opportuni-
ties for professional development for
practicing school counselors in the
understanding and implementation
of a comprehensive s ...
A Comparative Case Study Of Appreciative Inquiries In One Organization Impli...
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Increasing the Teacher's Effectiveness Toolbox
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This study examines the effects of Math Teachers' Circles (MTC), a professional development program for middle school math teachers, on teachers' mathematical knowledge. MTCs focus on developing teachers' problem solving and reasoning skills through regular meetings where teachers work on mathematical problems led by mathematicians. The study administered a test of mathematical knowledge for teaching to teachers at three MTC sites before and after participation. Results showed participation in MTCs improved teachers' performance on number concepts and operations questions, indicating MTCs may positively impact aspects of teachers' mathematical knowledge.
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Distance Learning Needs Assessment Grade Task Force
Distance Learning
Needs Assessment
Grade Task Force
Elsie Allen High School
March 2021
By Richard Molloy
“The goal of this Task Force is to bring the voices, concerns, experiences, and ideas of
students, families, and staff together to look at what we can do differently with distance
learning today, this week, and in the near and far future to support all of our students.”
Grade Task Force Membership:
Gabriel Albavera-Admin
Andy Lieberman-Admin
Casey Thornhill-Admin
Sarah Cranke-Admin
Erick Rodriguez-Counselor
Ry Basham-Mintz-Counselor
Brian Deller-Teacher
Richard Molloy-Teacher
Lizbeth Moreno-Family Engagement Facilitator
Mayra Sosa-Family Engagement Facilitator
Emily Thompson-Instructional Assistant
Kathy Hayes-Admin Assistant
Sally Gonzalez-Registrar
Angie Ghadiri-Parent
Ana Vazquez-Parent
Jennifer Spain-Parent
Emily Humphrey-Parent
Chelsy Reyes Ramirez-Student
Maisha Khakaba-Student
2
Executive Summary
We have already seen a dramatic drop in letter grades since the start of distance
learning. EAHS students received a total of 2,330 “F” grades for quarter one of the
2020/2021 school year. This is a 250% increase in failing grades from the same time
the previous year. This year, 63.6% of the students received at least one “F.” This
percentage was 72% for students of color, English language learners, SED, and
UPC. Santa Rosa City Schools (SRCS) and specifically Elsie Allen High School
created a Task Force to help determine actions that could raise our students' grades.
At the first Task Force’s first meeting on Nov 3, 2020, the group agreed to look at the
data using a performance analysis framework (a.k.a., needs assessment approach).
This framework consists of a gap analysis, a root cause analysis (i.e., findings), and
solutions (i.e., recommendations). This framework was selected as it fits the need of
identifying targeted solutions to address the grade problem.
The findings included recurring themes found across the four data sets. The following is
a list of the top 15 recommendations from this analysis. The four items in bold were
recurring themes from failing students (the targeted population). Also, the number in
parentheses is how many times this was mentioned as a proposed solution in the data:
1. Teachers should be understanding of students' individual circumstances,
and be supportive and encourage them to complete assignments. “Say
positive things.” Implement actions to strengthen teacher’s relationships
with students (e.g., conduct regular one-on-one check-ins). (31)
2. More availability and support from teachers (e.g., extra/additional Zoom
tutoring sessions for students who need help). (28)
3. Use extra credit to help students raise their grades (26)
4. Give students more time to work on assignments. Allow students to submit late
work and to redo work for credit. (24)
5. Assig ...
Module 3 integrated_instruction_ttu
Integrated instruction involves teaching subjects across disciplines through themes, projects, and problems. It aims to help students apply their knowledge in authentic contexts. Effective integrated instruction requires careful planning of themes, questions, scope and sequence. Teachers must collaborate to coordinate content and ensure all subjects' standards are addressed. Integrated instruction can improve learning by promoting depth, breadth, and positive attitudes in students if implemented successfully.
Digifest 2017 - Learning Analytics & Learning Design
- Patrick Lynch discusses learning analytics and emphasizes the importance of learning design. He argues that learning analytics cannot be used effectively without understanding the underlying learning design and that learning design needs learning analytics to validate itself.
- Lynch outlines his journey working with learning analytics since 2012 and describes how he uses analytics to inform course redesigns. He also discusses the need for learning design and analytics communities to work together to address the full lifecycle of curriculum development.
- At Hull University, Lynch advocates for design to be a recognized activity with clear goals that identify data collection methods up front and build knowledge through learning design patterns shown to work or not in specific contexts.
PROF ED 7 PPT.pptx
The document discusses various models of curriculum evaluation. It describes several purposes of curriculum evaluation including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Curriculum evaluation can take place at the classroom level, where teachers collect data from tools like tests and observations, and at the school or system level using surveys, focus groups, and standardized tests. The document outlines several prominent models of curriculum evaluation, including Provus' Discrepancy Model, Tyler's objectives-based model, Stufflebeam's CIPP model, Stake's Congruency Model, and Eisner's Educational Connoisseurship qualitative model.
Authentic assessment_ An instructional tool to enhance students l.pdf
This document summarizes a study that examined using authentic assessment as an instructional tool to enhance student learning in Pakistan. The researchers collected data through classroom observations, interviews, document analysis, and reflective diaries. They found that replacing traditional paper-and-pencil tests with authentic assessments resulted in more active participation from both teachers and students in the teaching and learning process. Students' higher-order thinking skills improved as they engaged in planning, research, and presenting their findings to the community. The use of rubrics to guide the authentic assessment was found to be effective for students and teachers.
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National FORUM Journals, Editor, Dr. William Allan Kritsonis
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VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
A Comparative Case Study Of Appreciative Inquiries In One Organization Impli...
A Comparative Case Study Of Appreciative Inquiries In One Organization Impli...
Administrative model (Saylor-Alexander-Lewis) Curriculum Development Model
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Mapping Currikulum Perusahaan
- 1. Curriculum mapping Curriculum mapping is a procedure for reviewing the operational curriculum[1] as it is entered into an elec- tronic database at any education setting. It is based largely on the work of Heidi Hayes Jacobs in Mapping the Big Picture: Integrating Curriculum and Assessment K-12 (ASCD, 1997) and Getting Results with Curriculum Mapping (2004, ASCD). Schools are using curriculum templates that display key components of the curriculum: content, skills, assessments, and essential questions. Some states such as South Dakota have adopted curricu- lum mapping on a state-wide basis and provide detailed online curriculum mapping resources for their profes- sional staff.[2] Other states such as Indiana have mandated curriculum mapping as a tool for schools which do not meet Adequate Yearly Progress and also provide numer- ous online tools.[3] Key to the approach is that each teacher enters what is actually taught in real-time during the school year, in contrast to having an outside or separate committee de- termine decisions. The entries by teachers are not left alone, however; in fact, because the work is displayed via internet-based programs, it is open to view by all per- sonnel in a school or district.[4] This allows educators to view both K-12 and across grade levels and subjects what is transpiring in order to be informed and to revise their work. The curriculum mapping model as originally defined by Dr. Jacobs has seven specific steps[5] that schools use to thoroughly examine and then revise their curriculum. There are both commercial companies and not-for-profit groups that have generated curriculum mapping software used around the world. Related to mapping, but separate from it, is the concept of a curriculum audit, described by Fenwick W. English. in “Deciding What to Teach and Test: Developing, Auditing, and Aligning the Curricu- lum” (1999, Sage). Curriculum mapping is not limited to United States public schools.[6] A number of independent schools have adopted the curriculum mapping process[7] to review and revise their curriculum. The bulk of schools using cur- riculum mapping outside the US tend to be independent schools that follow an international curriculum (such as IB, AERO, or IGCSE) or public schools located in Anglo- Saxon countries. 1 References [1] Starr, Linda (29 May 2006). “Virtual Workshop: Cur- riculum Mapping”. Education World. Retrieved 14 May 2009. [2] South Dakota Department of Education Office of Curricu- lum, Technology, & Assessment, retrieved 6 June 2010 [3] Indiana Department of Education: Resources for Districts in Improvement and Corrective Action, retrieved 6 June 2010 [4] Truesdale, Valerie; Claire Thompson; Michael Lucas (2004). “Use of Curriculum Mapping to Build a Learning Community”. In Heidi Hayes Jacobs. Getting results with curriculum mapping. Alexandria, Virginia: Association for Supervision and Curriculum Development. ISBN 0- 87120-999-3. OCLC 55960819. Retrieved 14 May 2009. [5] Jacobs, Heidi Hayes. Mapping the Big Picture: Integrating Curriculum and Assessment K-12 (ASCD,1997). [6] Jacobs, Heidi Hayes (November 1998). “The Teacher as Designer: Integrating the Curriculum”. Interna- tional Schools Journal (European Council of International Schools) 18 (1): 22–33. ISSN 0264-7281. OCLC 93367190. [7] Jacobs, Heidi Hayes (Spring 1998). "'Connections, Map- ping, and Structures for Learning' Interview with Dr. Heidi Hayes Jacobs”. Independent School Magazine (National Association of Independent Schools) 57 (3). 1
- 2. 2 2 TEXT AND IMAGE SOURCES, CONTRIBUTORS, AND LICENSES 2 Text and image sources, contributors, and licenses 2.1 Text • Curriculum mapping Source: https://en.wikipedia.org/wiki/Curriculum_mapping?oldid=676099946 Contributors: Pascal666, Rich Farmbrough, MBisanz, Gary, BD2412, Rjwilmsi, Chris Capoccia, Stormbay, SmackBot, Robster2001, Dl2000, ShakespeareFan00, Edu- Doc, MarshBot, Jay1279, Fabrictramp, R'n'B, Dbiel, Largoplazo, Kellercanals, PbBot, JL-Bot, Steffycd, Leszek Jańczuk, Eric-Wester, OldEducator, Livetext, Mikefisher821, Citation bot 1, Jonesey95, Trappist the monk, BabbaQ, Davidbkk, Monkbot and Anonymous: 11 2.2 Images 2.3 Content license • Creative Commons Attribution-Share Alike 3.0