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Curriculum mapping is a procedure for reviewing the operational curriculum [1] as it is entered into an electronic 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).
It was designed to provide an experimental analysis of the effects from interventions, which includes both instruction and curriculum. This is one of the most important conundrums to surface on CBM: To evaluate the effects of a curriculum, a measurement system needs to provide an independent "audit" and not be biased to only that which is taught.
(For example, a B in a regular class would be a 3.0, but in honors or AP class it would become a B+, or 3.33). Sometimes the 5-based weighing scale is used for AP courses and the 4.6-based scale for honors courses, but often a school will choose one system and apply it universally to all advanced courses.
A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curricula is designed to improve national testing scores or help students learn fundamental skills. An individual teacher might also refer ...
The curriculum is designed to provoke thought processes, develop sensitivity, and enhance creative and artistic fluency. [21] [22] The Waldorf curriculum consists of storytelling, aesthetics (arts), practical work, imaginative play, and discovery of nature. [23] Modern schools adopting Waldorf education are independent and self-governing. [12]
The English plural of curriculum vitae is however almost always curricula vitae as in Latin, and this is the only form recorded in the Merriam-Webster, American Heritage, and Oxford English dictionaries, for example [1] [2] [3] (the very rare claim that the Latin plural should be curricula vitarum is in fact an incorrect hypercorrection based ...
UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) [ 2 ] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development . [ 3 ]
A humanistic curriculum is a curriculum based on intercultural education that allows for the plurality of society while striving to ensure a balance between pluralism and universal values. In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them.