Dr. Heidi Hayes Jacobs (born October 4, 1948) is an author and internationally recognized education leader known for her work in curriculum mapping, curriculum integration, [1] and developing 21st century approaches to teaching and learning. [2]
Jacobs is President of Curriculum Designers, Inc. [3] and Executive Director of the Curriculum Mapping Institute. She works as an education consultant with schools and districts K–12 [4] on issues and practices pertaining to: curriculum reform, [5] instructional strategies to encourage critical thinking, [6] [7] and strategic planning.
Dr. Heidi Hays Jacobs was born on October 4, 1948.
She completed her doctoral work at Columbia University’s Teachers College in 1981. She received her master's degree from the UMass at Amherst; her undergraduate studies were at the University of Utah in her hometown of Salt Lake City.
Bold Moves For Schools: How We Create Remarkable Learning Environments, ASCD, Alexandria, VA 2017. (with Marie Hubley Alcock) [8]
Curriculum 21: Essential Education for a Changing World, ASCD, Alexandria, VA. January, 2010. (with Jaimie Cloud) [9]
The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development, ASCD, Alexandria, VA. 2009. (with Ann Johnson) [10]
Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening, Larchmont, NY. April 2006. [11]
Getting Results with Curriculum Mapping, ASCD, Akexandria, VA. November, 2004. [12]
Mapping the Big Picture: Integrating Curriculum and Assessment K–12 ASCD, Alexandria, VA, 1997. [13]
Interdisciplinary Curriculum: Design and Implementation. ASCD, Alexandria, VA. 1989. [14]
Jacobs is President of Curriculum Designers, Inc., and Co-founder and Executive Director, of the Curriculum Mapping Institute. [15] She has taught in the Department of Curriculum and Teaching, at Teachers College, Columbia University, New York, from 1981 to the present. [16] She is a co-founder of The Hollingworth Center also at Teachers College, Columbia University. [17]
Dr, Jacobs has consulted with a wide range of organizations including: the College Board, [18] NBC's Sunday Today Show, Children’s Television Workshop, CBS National Sunrise Semester, Association for Supervision and Curriculum Development ASCD, [19] [20] IBM EduQuest, The Discovery Channel, Tapestry Productions, The Kennedy Center, Carnegie Council on Adolescent Development, [21] New York City Ballet Education Department at the Lincoln Center, the Peace Corps, the National School Conference Institute, the Disney Company, Prentice-Hall Publishing, the Near East School Association based in Athens, Greece, [22] [23] International Baccalaureate, the European Council of International Schools, [24] and state education departments. [25] [26]
Interviews and features on Jacobs have appeared in: The New York Times , [27] [28] Educational Leadership, Child Magazine, Sunburst Communications video on Successful Middle Schools, and National Public Radio "Talk of the Nation" Broadcast. [29] Dr. Jacobs has published curriculum materials with Prentice Hall, [30] Milton-Bradley, the Electric Company, and Bowmar Publishing. Video Journal of Education [31] features a series on her work, in addition, two other video series developed by ASCD focus on Dr. Jacobs’ curriculum models. [32] PBS features two of her courses for teachers, "Curriculum Mapping" by Heidi Hayes Jacobs I & II, [33] in their professional development program, PBS TeacherLine, delivered on-line.
Project-based learning is a teaching method that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. Project-based learning contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, how the goal will be reached and a way of measuring how well the goal was reached.
Integrative learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
Interdisciplinary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes, issues, or problems.” Often interdisciplinary instruction is associated with or a component of several other instructional approaches. For example, in a review of literature on the subject published in 1994, Kathy Lake identified seven elements common to integrated curriculum models: a combination of subjects; an emphasis on projects; the use of a wide variety of source material, not just textbooks; highlighting relationships among concepts; thematic units; flexible schedules; and flexible student grouping.
Understanding by Design, or UbD, is an educational theory for curriculum design of a school subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction. 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) in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development. Understanding by Design and UbD are registered trademarks of the Association for Supervision and Curriculum Development (ASCD).
Curriculum mapping is a procedure for reviewing the operational curriculum 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 and Getting Results with Curriculum Mapping. Schools are using curriculum templates that display key components of the curriculum: content, skills, assessments, and essential questions.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom. Several universities in the United States offer graduate degrees in educational leadership.
ASCD, formerly known as the Association for Supervision and Curriculum Development, is a education non-profit organization founded in 1943. It has more than 125,000 members from more than 128 countries, including superintendents, principals, teachers, professors of education, and other educators. The ASCD community also includes affiliate organizations Student Chapters.
Art Education in the United States refers to the practice of teaching art in American public schools. Before the democratization of education, particularly as promoted by educational philosopher John Dewey, apprenticeship was the traditional route for attaining an education in art. Alongside John Dewey, Elliot Eisner was a leading advocate for the inclusion of art in modern curriculum. Since the first introduction of art in public schooling in 1821, art education in the United States has faced many changes and many stages of growth.
Paul R. Lehman is an American Music Educator.
Janet Hale is an American educational consultant / trainer and national staff development specialist in Curriculum Mapping, Standards Literacy, and Documenting Learning who provides consulting, coaching, and professional learning opportunities.
Don Krug was an educator, activist, and author.
Internationals Network for Public Schools is an educational nonprofit supporting International high schools and academies, serving newly arrived immigrants who are English language learners (ELLs), in New York, California, Kentucky, Maryland, Virginia, and Washington, DC. Internationals Network also partners with other schools and districts across the country.
Donna Wilson is an educational and school psychologist, teacher educator, and author of 20 books applying mind, brain, and education science. Wilson is the head of academic affairs of the Center for Innovative Education and Prevention (CIEP) and BrainSMART. She presents at educational conferences in the United States and internationally and blogs regularly on Edutopia. She serves as advisor to New York City's Portfolio School and on the foundation of Carl Albert State College.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
Cognitive rigor is a combined model developed by superimposing two existing models for describing rigor that are widely accepted in the education system in the United States. The concept "is marked and measured by the depth and extent students are challenged and engaged to demonstrate and communicate their knowledge and thinking" and also "marks and measures the depth and complexity of student learning experiences."
Robert J. Garmston is an educator, author, and cognitive theorist. He is Professor Emeritus, School of Education, at California State University, Sacramento. In 2014 he is the director of Facilitation Associates, an educational consulting firm specializing in leadership, learning, and organizational development.
Robert J. Marzano is an educational researcher in the United States. He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K–12 schools.
Jon (Jonathan) Bergmann is a chemistry teacher and one of the developers of the "flipped classroom" model of teaching along with fellow chemistry teacher Aaron Sams. Although already noted for his teaching, Bergmann decided to "flip" what students did in his classes, watching video lectures at home and doing exercises (homework) in class under supervision. He and Sams not only found that grades went up, they also found time for other types of activities, which Bergmann states is more important than the videos. Bergmann has since become the lead technology facilitator for a school in Illinois, and has worked to promote the models speaking at schools, universities and more both in the United States and abroad. He currently teaches science at a high school in suburban Houston Texas.