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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).
The Map conventions page provides advice for creating and improving maps. The Map workshop page can be used to add your map requests and your sources. A graphist will create the requested map. The page is forum-based, to enable cross-teaching conversations to take place.
In traditional curriculum planning, a list of content that will be taught is created and/or selected. [4] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map". [5]
Alternatively, a copyright map can be used as a base to allow one to trace the necessary map features in creating a new, "own work" map. The major steps are normally: Create a base layer using an existing map; Create the next layer to fill in terrain features; The next layer should provide the infrastructure data;
Concept mapping and mind mapping software is used to create diagrams of relationships between concepts, ideas, or other pieces of information. It has been suggested that the mind mapping technique can improve learning and study efficiency up to 15% over conventional note-taking. [1]
Topographic maps, displaying an area's relief, de facto explain many other things such as human occupation, cultivated areas, kingdoms borders, exchanges ways, etc. If you create a topographic map, note that these colorimetric values are indicatives.
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