Curriculum Mapping

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Curriculum Mapping
By Dawn

Julianne, you have touched a nerve with this one! My whole county is in the process of "mapping" the curriculum for every subject area at every grade level.

The idea is that we are all teaching the same thing at approximately
the same time. For instance, in December, every 6th grade science teacher should be teaching the same topic--atoms. In February, we all teach electricity. The argument FOR this is that so many students switch schools midyear and the schools should have consistency.
Also, we have been told to do as you describe. Look at last year's state standardized test and count the number

of questions per topic. Figure out what percentage of the test asks about atoms, for instance, and then budget that amount of class time to teaching atoms.

It all sounds great to the admin folks, on paper. The trouble comes when it's time for all 4 science teachers to teach electricity, and we only have classroom kits for 1! No one thought of the supply problem, and no one seems too worried when we bring it up.

Many people also think it undermines a teacher's ability to be creative with the way they build their lessons. For instance, I like to teach about acids and bases AFTER I have taught atoms. Students then have a base for understanding the chemical bonding and the positive and negative charges. But the curriculum map puts acids and bases in October. Sure, I can teach it then, but the kids won't have a frame of reference to understand WHY acids and bases form until later.

As you can see, I am lukewarm (at best) about curriculum mapping. It is probably one of those fads that will fade with time. But in the meantime it is a thorn in our side in my district.