Thursday, April 9, 2009

Mapping the Process

Mapping curriculum, as suggested by Heidi Hayes Jacobs, aligns well with the concept Wiggins and McTighe define in their Understand by Design book. Both researchers utilize essential questions to guide the process in determining the curriculum , and share the belief that inquiry is the best practice for increasing depth of knowledge. I am sold on the idea of developing the curriculum at the classroom level, involving teachers from the ground up to truly build an implemented curriculum, not an intended curriculum. As an online mapper myself, I have learned first hand the benefits of projection mapping, diary mapping and read-throughs with staff. These stages in the mapping process have guided us in making data driven decisions about curriculum, assessments and interventions. I invite others to share their experiences with me regarding the mapping process and how it has evolved within your professional learning communities. Have you had any successes? What have been the challenges you faced as an administrator, teacher, or district leader?

1 comment:

  1. I agree with all the curriculum gurus and believe that teachers must be involved in development to get to the "taught" curriculum. After many years of working to assure an articulated curriculum K-12 however, I have encountered extensive lethargy in getting things agreed upon and hitting the classroom with common language and assessments. We have to find a balance and stick to schedules for adoption of curriculum to assure that this great input actually makes a difference before "new" teacher voices enter the conversation and cause us to start over to assure they have buy in as well. It can happen, but a good plan must be in place.