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Knowledge is of two kinds.
We know a subject ourselves,
or we know where we can find information.
—Samuel Johnson
Curriculum Mapping Articles
This article is a great example of bridging curriculum design
and curriculum practice. While this learning environment's
curriculum learning expectations (design) is discipline-specific,
a collaborative teacher team--through hard work and collegial
dialogue and decision-making--create interdisciplinary units that
integrate relational discipline-specific learning via universal
theme [conceptual lens]-based units of study (practice).
Curriculum Mapping Blog Messages
Class Discussion
Note: I enjoyed the reflections Ms. Ramker shared in her blog. The
three questions she found intriguing address both curriculum
design (Question 1) and curriculum practice (Question 2 and 3). It
is important to be aware that there is a difference between design
and practice. Oftentimes, teachers (and administrators) confuse,
or fuse, the two and perceive them as one. Curriculum design is
the specific learning--what students must know (content), be able
to do (skills), and cohesive measurements (assessments). Once
teachers have collaboratively come to agreement—both horizontally
and vertically—on the articulated design, curriculum practice
(resources, activities, strategies, evaluations) is the natural
next step regarding collegial conversations and individual and/or
collaborative decision making. There should then be an ongoing
synergy between the two—design and practice—since both are
necessary to ensure all students constantly move toward becoming
independent learners.
Coming To A Consensus
Conversations Around Curriculum Mapping
The second-to-last-paragraph says it all! Curriculum mapping is
truly about an ongoing process wherein curriculum maps become the
by-products of collegial dialogues and decision-makings of teachers
both horizontally and vertically in a school and throughout a
learning organization.
Curriculum: Doing It My Way, Maybe... Curriculum Mapping
Note: While I agree with much of what Randy shares in his blog,
regarding his recap points: 1) Dr. Doug Reeves addresses myths
about change and a learning organization cannot wait until 100%
are "on board." Statistically this will never happen in a social
organization; 2) Curriculum mapping is not a program, it is a
systemic-change model. Therefore, I agree with Randy that it will
take time--and longer than thought--to fully implement and sustain
the model to the point wherein mapping becomes "normal business";
3) Yes, Grilled Stuffed Burritos are awesome!
Curriculum Mapping Software: Finding Harmony in Education
Scott Blades does an excellent job in summarizing curriculum
mapping as well as sharing personal insights into its use on his
college campus.
Its about the journey, not the destination... Perspective
Moving From Ubiquitous Textbooks to Ubiquitous Connectivity
To the far right of this blog's
screen is the statement: LeaderTalk is the first group blog
written by school leaders for school leaders. I
think this says it all! I agree with the position these
teacher-leaders are taking (as does curriculum mapping), that
textbooks are not the curriculum. Textbooks are resources. With
this said, the collegial question needs to be, "Are textbooks the
best resources for our students given we live in the 21st
century?" Even if you are in a school or district that has not
embraced the necessity for a 21st-century learning environment,
this is a blog posting worthy of reading.
Teaching is Hard to Put on Paper
I agree with this teacher's comments. One must realize that
horizontally and vertically articulated curriculum maps are ~90%
curriculum design and ~10% curriculum practice. A teacher's daily
lessons plans are the opposite: ~90% curriculum practice and ~10%
curriculum design. Teachers' daily practices are the reason most
of us get into this profession! While we are genuinely concerned
with what we want students to know (content) and be able to do
(skills), which is curriculum design, we are inspired and motivated by
the planning and implementation of the "how" to make the
knowing/doing learning expectations come alive as we interact with
our students (curriculum practice). Oftentimes, the most memorable
teaching moments happen in an instant in real time. These
best-practice moments can be recorded in a Projected/Diary Map as
an Activities/Strategies summary or as an attached Lesson Plan that
is intra-aligned to the appropriate content/skills learning
expectations. When such moments are incorporated into the ongoing
Projected/Diary Maps, which this blogger refers to as looking
"very flat and lifeless," the maps naturally transform into
three-dimensional living histories of the "gift" of teaching,
which the next "artists" will definitely enjoy viewing.
Textbooks are Not the Curriculum
I wholeheartedly agree with the modeling Mr. Scully displayed
to his students in his classroom and with Mr. Fisher's explanation
that textbooks are a resource, not "the" curriculum.
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