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.