Impact on Learning.

When planning the Phases, Eclipses, and Tides Unit, there were many opportunities for the students to develop their critical thinking skills. There were inquiry-based lessons, inquiry investigations, and small group and whole class discussions. Chiappetta and Koballa (2006) write that inquiry-based science develops the critical thinking skills of the learners. By predicting, collecting data, and communicating the results of their investigation, students develop complex thinking skills.

Students were also given the opportunity to share their thoughts, ideas, and answers in small group discussions. They were given the opportunity to communicate how what they found and how they feel. In the large class discussion, students were given opportunities to share what the group discussed. Often, there are differences of opinion. However, students are given the opportunity to defend what they believe. By allowing students to communicate, they grow as a learner.

What I found that I learned by doing this curriculum map was the thinking I gave to how I teach. I found that this practice made me reflective on my teaching practices. I started to look at my method of teaching, how I assessed my students, and what was best for my students. In my new role of department chair next year, I plan to use what I’ve learned to help our department complete our goal, which is to create a curriculum map of the science curriculum.

Mastery of Program Competencies.

Mastery of Program Competencies.

Teachers know the subjects they teach and how to teach those subjects to students.

When developing my curriculum map, I had to become familiar with the national and state standards in technology, and on the solar system. What I had to do was ensure that my lessons and activities were in alignment with those standards. However, what was also important was the lesson delivery. In order to be an effective educator, it was important that the lessons were diverse and student-centered (Gabler & Schroeder, 2003).

Students participated in inquiry-based activities that asked them to model the phases of the moon, examine how the moon moves, compare total and partial eclipses, and look at what causes tides. Through their own investigations, students answered their own questions, made predictions, recorded data, and used the data to draw conclusions. By creating a thinking environment, I am giving my students opportunities to develop their critical thinking skills (Gabler & Schroeder).

Teachers are committed to students and their learning.

Gardner (1993) recognized that students have diverse strengths. His theory of multiple intelligences has had great implications for educators. Teachers must differentiate their lessons to make the content available to all students. In my curriculum map, the approach to lessons that I planned was varied to meet the needs of my students. There were videos and visuals, skits and lab activities, and interactive presentations. There were also group discussions and whole class discussions in the plans. For my more advanced students, there were also enrichment ideas incorporated in the curriculum map. To be an effective educator, I must teach to the strengths of every one of my students. By mapping my curriculum, I was able to import activities and lessons, and look at the method of instruction to ensure that my approach remained diverse.

Teachers are responsible for managing and monitoring student learning.

According to Nitko and Brookhart (2007), “Teaching and learning require you to constantly gather information and make decisions” (p. 3). Throughout my curriculum map, I designed formative and summative assessments. I used the formative assessments to keep my finger on the pulse on my students’ learning. My curriculum map showed that I used a variety of formative assessments: from Activotes and Activexpressions to more informal assessments—thumbs up, thumbs down. The summative assessments were also varied. They ranged from a pen and pencil test to keeping moon and tidal charts.

Using assessments as a tool will help me monitor students learning and know when to continue and when to re-teach.

Reflection Journal First Post

Introduction

In the Master of Science in Education Instructional Framework, program competency 2 states, “Teachers know the subjects that they teach and how to teach those subject to students” (p. 3). One way an educator can meet this competency is by being an effective instructor. Another way an educator can meet this competency is by mapping and designing curriculum (MSE, n.d.).

Udelhofen (2005) writes that if the goal is to improve student learning and achievement, educators must look at “how educators plan and implement curriculum and instruction” (p. 1). The process of curriculum mapping provides a forum for sharing information, and working in collaboration with other teachers to improve the education of all students (Udelhofen). The curriculum map on Phases, Eclipses and Tides illustrates how my teaching practice has improved.

Backward Design

Like most teachers, I have planned units focusing on the content. After the assigned reading on backward design, and investigating further, I saw the importance of beginning the planning of a unit with learning goals and assessments. According to Wiggins and McTighe (2005), stating the learning goals and developing assessments prior to selecting lessons ensures that students achieve the learning objectives.

Best Practice

While mapping the unit on phases, eclipses and tides, I became aware of the focus of my lessons. What I realized is that many of the original lessons were teacher-directed. The National Science Education Standards (1996), states that students should be able to recognize and analyze alternative explanations and predictions; and students should be able to communicate scientific procedures. A reform movement in education in Best Practices shifts the focus of the classroom to student-centered. Students learn by doing; their experiences are holistic; assessments are authentic; and they are challenged and empowered to take responsibility for their own learning (Zemelman, Daniels, & Hyde, 2005). After studying these theories, I revised my curriculum plan to include more inquiry science experiences. I also reviewed the assessments and changed them to make them more authentic.

Conclusion

Curriculum mapping has had a major impact on the way I view and plan units. By stating the learning goals and planning assessments prior to creating lessons, I am ensuring that my students will achieve the learning objectives.

References

CSMEE (1996). National science education standards. Washington, DC: The National Academies Press.

MSE (n.d.). Master of science in education conceptual framework. . Unpublished manuscript, School of Graduate Education, Kaplan University, Fort Lauderdale, Florida.

Udelhofen, S. (2003). Keys to curriculum mapping: Strategies and tools to make it work. Thousand Oaks, CA: Corwin Press.

Wiggins, G. P. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association of Supervision and Curriculum Development.

Zemelman, S., Daniels, H., & Hyde, A. (2003). Best practice: Today’s standards for teaching & learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.