Newfane Curriculum Mapping
- 1. Curriculum Mapping ~ Understanding the Journey ~
- 2. Definitions Curriculum : • noun ( pl. curricula or curriculums ) the subjects comprising a course of study in a school or college. Curriculum mapping : the process of building coherent, sequential, learning experiences into units, courses, and programs. Bloom’s Taxonomy : a multi-tiered model of classifying thinking according to six cognitive levels of complexity.
- 3. Historical Perspective 1900 – 1950: Child was the center of curriculum. The child’s interests The child’s problems Outside forces lead to a shift in thinking. Sputnik (1957) The Coleman Report (1966) The War on Poverty (1964) New thinking about curriculum which centered on content – subjects. Since that time (1960’s), our curriculum has gradually become less local. Twenty years ago, teachers wrote objectives for their courses based on their goals for each course – in essence, the teacher built the curriculum and was responsible for its delivery (instruction) and ongoing assessment. This does not happen anymore, the State provides goals (targets), objectives, and teachers control instruction.
- 4. So – Why Map Curriculum? Organizes learning units. Learning is sequential, it builds on previous learning experiences and regularly refers back to them which reinforces learning. Reduces redundancy in curriculum. Increases efficiency. Encourages the effective use of Bloom’s taxonomy for instructional and learning purposes. Increases the cumulative effect of learning from year to year (vertical alignment) and within the same school year (horizontal alignment). Leads to greater depth and breadth in the development of concepts, skills and knowledge. Leads to more reinforcement, stronger unity and significance of concepts, skills and knowledge. Without this organization, students are likely to compartmentalize information, not find appreciable connections, experiences may be in conflict. Ensures instructional attention given to all state mandated standards.
- 5. Where Are We Now? Increased National focus on testing / test scores in past decade. Resulted in focus on testing and less on curriculum (learning, thinking skills, etc.). Curriculum is much less of a local concern than it was in previous decades. It is no longer responsive to community (family and student) needs and interests. New York State dictates, in large part, what our curriculum must minimally contain. For example, in order to graduate from High School a student must earn 22 units of study and must study specific courses in specified sequence. Newer textbook series contain curriculum maps – THIS IS NOT THE CURRICULUM . Leads to a test-prep culture which values testing over learning / thinking. Does not promote reflective dialogue & inquiry among professionals. Consequently less creativity and connections within and between grade levels. Locally, sustained financial challenges have diminished the urgency of curriculum concerns. State and National focus on data and testing tend to cause most districts to place greater value on outcomes – not process. Curriculum mapping is difficult & time consuming – can lead to systemic changes based on greater understandings.
- 6. How To Build A Map? Deep Curriculum Alignment (DCA): DCA involves mapping, building the map (using software), checking for gaps or overlap, comparing units of study with State assessment data, and searching for connections to enhance student learning. We are beginning with ELA district wide. This includes early reading and writing. ELA was chosen for various reasons – dialogue with building leaders, availability of expert presenters in this particular field, state focus on student achievement in ELA, etc. The process has started and continues throughout the entire school year. Ideally, the best time to work on curriculum is the summer for reflective reasons and efficiency. Once the map is created, we begin the process of investigating our organization and seeking cross-curricular connections. This is the “super-map” concept that leads to higher level Blooms thinking processes.
- 7. What’s In Store Next? With changing external conditions, we will be challenged to stay current. As we enter the next decade, the following areas are gaining prominence: Numeracy development : great understanding of math and an ability to use it in multiple settings. Science : science has not received national attention but alternative energy demands and over-reliance on oil have contributed to this new focus. Financial Personal Money Management : with the turbulence of the money markets, we can expect our students to be able to make wise credit decisions in the future. Vocational Technology : “Joe the Plumber” will continue to be a valuable contributor to the future strength of our country – but most likely will need more technology skills.
- 8. How Can Mapping Prepare Our Students? We will create a organized sequence of curricular units that prepare our students for their futures – regardless of their pursuits. In the future, students will be challenged to have a “synthesizing” mind – our curriculum can be organized in such a way to encourage that process. Mapping focuses on the process of teaching – which leads to the outcome. A spiraling curriculum lends itself to creative lessons, units, and courses that demand higher level Bloom’s processes.
- 9. Charting the Journey Use data to improve. NEXT YEAR – BEGIN MAPPING Align practices with standards Follow State standards. Use data to improve. Dept. meetings Social Studies (sample) Build a Map Horizontal / Vertical Alignment, teaching strategies, assessments Refine curriculum – follow RTI principles Find cross curricular connections 2010-2011 Align practices with standards, use data outcomes to improve Build a Map Horizontal & Vertical Alignment, teaching Strategies, Assessments 2009-2010 Follow State Standards Adjust to new state assessments – follow State Standards Build a Map 2008-2009 Pre-K 12 Science (sample) Pre-K 12 Math (sample) English Language Arts (ELA) – reading and writing
- 10. Summary Curriculum mapping is a means of creating an organized and efficient curriculum that: Prepares our students for a sequential process of learning, Provides our teachers an opportunity to closely examine our present curriculum to find overlaps or gaps, Aligns our learning units with State assessments, Leads to cross-curricular learning units which call for higher level Bloom’s competencies. Creates dialogue and inquiry that leads to a greater understanding of how individual pieces fit in a larger picture. It is a gradual process – not an event. We do not have to map every content area at one time. Increases the focus on teaching and learning – essential concerns for all schools. View a sample curriculum map in New York State.