Curriculum Mapping

Curriculum mapping is a process which involves collecting and recording curriculum related data that identifies elements of instruction such as core skills, content taught, delivery of instruction and assessments used in specific subject areas and grade levels. Once a curriculum map is developed, it is then used as a tool that helps teachers keep track of and plan for instruction. Curriculum maps are a good way to hold teachers accountable for skills that should be taught and what actually takes place in the classroom.

The district in which I currently teach does not use curriculum mapping. I really do like this idea, however, and I think that my district could benefit from something like this. I understand that there would be a tremendous amount of work involved if we were to implement this idea correctly but I think it would be worth it. The district is very large and often times I feel an inequality among schools from one side of town to the other. Class sizes are much smaller in schools on one side as in comparison to the other. It also appears that resources differ as well. Some schools are strongly encouraged to use items such as the adopted reading series, and others do not follow it at all. To have some type of standard guidelines which all were following as well as to be provided equally with the resources to do so would be very beneficial. In addition to this benefit, it would also provide some guidelines for special teachers such as resource room and ESL teachers. It would be a way to keep everyone on the same page. I think the reason that we do not use curriculum mapping is because of the size of the district and the many other initiatives that seem to come up. Curriculum mapping seems to be one that would be worth spending some time on.

Curriculum mapping would definitely help move along the process of changing curriculum. So often we are provided with curriculum guides that only specify the goals needed to be reached instead of going into detail about how to reach those goals. It seems as if something like curriculum mapping might be able to provide the specifics for changing curriculum as well as ensuring that all teachers are kept on task for common goals.

Reflection on On-Line Learning

I have to be honest, on-line courses are a challenge for me. I did not have to do any of this kind of thing until I began my program in supervision last fall. I hate to say it, but as an undergraduate we stood “on-line” ( I mean a real line...) just to register for classes. Not even that was computerized yet. As a graduate student we had progressed to the telephone line for class registration. So, needless to say, when I began my courses for a supervisor’s certificate I was slightly lost when it came to using Blackboard, Blogs, etc...

In addition to this, I am not using the most advanced technology at home. Again, I would not want to shout this from the rooftops, but I am still using dial up internet. As a result of all of this, I have had to jump through some hoops to complete parts of the on-line work. Now, as I look back on what I have learned I can say that I really learned a lot from the challenge of this. If you asked me this on Columbus Day when I spent my day off bouncing back and forth from the town library computers and bugging my family and friends about a movie I had to make, you may have received a different answer. I realize how important it is to keep up with technology. I would really enjoy being able to incorporate more of it into my classroom. This has given me a bit more confidence to do so.

For the future, it might be a good idea to do some quick mini training sessions in class on the skills that are needed for the on-line classes. This would be helpful to those students who are technically challenged, such as myself :)

My Lesson--Telling Time Grade 2

Stage One- Desired Results

Goals: Student will be able to tell time to the hour, 1/2 hour and minute.
CCCS: 4.2.D.1 Directly compare and order objects according to measurable attributes.
4.2.D.3 Select and use appropriate standard and nonstandard units of measure and standard measurement tools to solve real-life problems.

Understandings: Students will understand :
* that there are different types of clocks on which to tell time.
* that the hands on a clock have different functions.
* that there are different ways to name times on a clock.
* how to count on by minutes and 5 minutes to tell time.

Essential Questions:
* Why do people use measurement?
* What is order?
* What is sequence?
* Why do we need to tell time?
* What would be hard to do without this skill?

Stage Two: Assessment Evidence:
Performance Tasks:
* Work with a partner and mini clocks. Be able to tell appropriate times.
* Play a time matching game and be able to match digital and analog times.
* Indicate appropriate times on large, felt floor clock.

Other Evidence:
* math practice book pages
* chapter review
* chapter test

Stage Three: Learning Plan
*pre-assessment to find out previous knowledge on telling time.
*show specific times on mini-demonstrate how to tell different units of
time.
*play “Telling Time” Bingo.
*play a time matching game.
*make a Time Journal indicating correct times for doing certain tasks.
*use giant, felt floor clock as kinesthetic practice with telling time.

Understanding by Design Reflection

I like the basic idea of backward design and the reasoning as to why teachers should use it. Teaching with the end in mind and beginning instruction with this goal at the forefront is a good thought. I actually like creating lessons in this format. It gives me the chance to really reflect on the lesson and the reasons why I am teaching it in the first place. So often we teach something because it is in the book or because the standards say to and not because we are actually thinking about what will be important for young learners to know when they are adults.

The only criticism I have of UbD is that it is very time consuming and I cannot imagine creating lessons in this format for everything that I teach. I think that it is good practice to think about your end results and what you want to accomplish before you begin, however, I do not think that it is realistic to imagine every lesson being planned in this manner down to the smallest details. The only question that I have is if there are districts that actually expect teachers to follow UbD strictly when planning lessons?

Results Now

Mike Schmoker's ideas in his "Results Now" book left me feeling very discouraged. It sounds like his opinions and thoughts are based on research so I guess that some of it is true, but it still left me with many questions. I have spent most of my life in the classroom, first as a student and for many years now as a teacher. Thinking back to my own education I have to say that I found many good teachers along the way who inspired me in my learning. Of course there were those who were not so good but overall, I was always pretty happy with my teachers. As a teacher myself, I have also encountered many other educators who have been inspirational to me in my own career. I have watched veteran teachers persevere and stay passionate about their work and I have also watched new teachers spend countless numbers of hours working at establishing themselves, all for the benefit of students. As with anything, there are always those who do fall into many of Schmoker's categories, however I would say that the majority do not.

I became a teacher because of a love for children, the desire to make a difference and to do something meaningful with my career. I believe those reasons have been the motivating factors for most who enter this profession. It makes me sad to think that we are viewed as slackers who are simply looking for an easy way out. I understand the importance of collaboration with others and I see all of the benfits of working as a team. But, I know for a fact that even if I was not working alongside my grade level partners, it would be my own conscience that would keep me on task in my classroom. The majority of the teachers I work with have this type of dedication as well. So from my own personal perspective, the excerpt from Schmoker's book is offensive. However, as I stated earlier, he seems to have some valid research in the article so I guess that some of it must be true. This is the type of stuff that gives teachers a bad name.

Did You Know?

I have very mixed emotions after viewing this video a number of times. I guess that I always have heard that countries such as China were very far ahead of the United States, especially in the areas of technology and math. Some of the statistics on the video, however, were quite disturbing to me. It is amazing how quickly our society and the values of our society are changing. It seems now that success in our world is based on what is fastest and most efficient. Our world is always moving toward how to get the most done with the least. I understand that it is important to continue to move ahead with the times and to be open to whatever this means in terms of technology and education but I have to admit, I feel that our values are being lost somewhere.

The statistics on this video seem so one sided to me. The focus is so heavily placed on technology and how this is the way of the future, that I am afraid that students are no longer going to see the value in other areas of learning. We have discussed before in this class how it is so difficult to get boys to become interested in literacy activities. It is easy to see why, however, when we look at what they are used to getting excited about. Video games and other activities related to technology seem to be where many of our young people place their focus, but especially young boys. Going up against this as an educator is a difficult challenge.

As I stated before, this is not to say that I do not see the value in moving forward in the area of technology with our schools. Obviously, this is where society is going. It is hard, however, for teachers who have been in the profession for quite a while to keep up with the ever changing pace. As the video stated, we are currently preparing students for jobs that do not currently exist and to face problems that we do not even know are problems yet. This is overwhelming to me, considering that my classroom just became connected to the internet 2 years ago and I have the use of one computer for a class of 25. How am I supposed to incorporate enough of what it appears students need when I do not have the capabilites to do so? In addition to this, I sometimes feel very inadequate when it comes to technology because I do not have enough training in this area. What I have learned, I have taught myself through trial and error or have had to find out from others. How then am I supposed to adequately prepare my students for this ever changing world?

If this is the direction in which we need to move as a country than someone of those who makes the decisions needs to fund some of what needs to be done in order for schools to have the technological equipment they need and for teachers to have the training required. Maybe if some of the decision makers in our own country would actually consult with teachers for some of what needs to be done, we would than all "know a bit more."

"Reading Don't Fix No Chevy's"

This article discusses the manner in which boys learn, what they are
passionate about and how activities that promote literacy do not rank
high in this area. Mihaly Csikszenmihalyi is the psychologist who
discusses the idea of "flow", or being totally involved in an activity
so much so that time passes by without notice. Reading and literacy
activities are not noted asactivities which promote "flow" in boys according to this article.

I tend to agree with this idea. I do believe that there is a difference
in the learning styles of boys and girls. However, I am not sure if I
want to make the generalization that all boys require this heightened
sense of involvement that is outside of literacy activities in order to
experience flow.

In my own teaching, I have encountered boys
who enjoy reading for pleasure and are actually happiest with their
nose in a book. At the same time, I have encountered girls who need a
lot more encouragement in the area of reading and find more enjoyment
in other areas. This is not to say that I disagree with the premise of
this article, which is that more frequently than not, boys need to be
encouraged with a variety of means in order to become students who
enjoy reading. Boys and girls are inherently different, so it is no
surprise that learning styles differ between the sexes. I guess that it
is the job of the teacher to figure out how to bring reading and
literacy activities to life for those students who would do not prefer
this type of thing.