The term “map” conjures up images of open spaces and daring adventures. At a young age, children sketch out pirate maps in search of treasures that they can barely imagine. At an older age, the map is a chance to blaze a new trail and find a wild destination.
Unfortunately, curriculum maps often don’t work this way. Instead of inspiring new opportunities and allowing for multiple paths, the curriculum map is a rigid ride with a predetermined route that neither the driver nor the passengers get to choose. Often curriculum maps reduce the journey to a set of prescribed tasks and specific deadlines, ignoring the deeply human need for exploration.
According to this process, there is one way, one route and one destination for all students. In this system, the curriculum map isn’t a map so much as an itinerary of rigid timelines along with a standardized instruction manual on how teachers must do it. Students have no voice in where they are going, how fast they are moving and how they will reach their destination.
In my district, the curriculum map breaks down each “power standard” into a set of observable objectives. The district chooses the power standards based upon a testing blueprint spelling out the number of questions that will connect to specific standards. If the curriculum map spells out a specific route, the destination is higher test scores.
In addition to the curriculum map, we also have a pacing guide that tells us exactly how fast we are supposed to move through this predetermined track. The pacing guide ties each objective to specific days, with suggested readings and a weekly test that determines if a student is on track to score well on the quarterly benchmark tests. The result is a universal curriculum, so that a visitor observing the school can see the same standard being taught in every classroom across an entire campus. Phrases like “on track” and “on the same page” imply a metaphor of moving in lockstep with neither a choice nor a voice in the matter.
Students who stray from this map are considered troublemakers who simply lack the “grit” to get through the drudgery of a standardized curriculum. Teachers who stray are considered rebels. Often, these teachers go underground, working as subversive sages quietly getting away with doing the right thing.
This standardized approach begins with good intentions. Schools want to ensure that all students are reading proficiently at each grade level. The standardized tests offer efficient, objective data. A unified approach guarantees that even the worst teachers are sticking to the same approach. However, this system, designed to ensure that all students are learning proficiently, has the opposite effect on students. The singular route of standardization leads to lower skills and lower motivation.
Better Options:
- Allowing teachers at the site-based level to create larger thematic units that combine standards to create a map where students actually have some choice
- Allowing students to have their own maps where they can access the standards they need to work on. Empower them choose the pace and the destination. If students have already mastered a standard, let them move on instead of waiting for others
- Giving teachers the standards for the quarter and allowing them to plan out units and lesson based upon the contextual needs of their classrooms
Comments 3
John-
You bring up an interesting topic. If the curriculum map breaks down each “power standard” into a set of observable objectives, how or when do teachers step away to create learning opportunities specific to the students in their class – not specific to higher test scores?
How do we encourage teachers to be courageous and use the map as a framework or structure to construct their own journey for learning?
John — your comments about curriculum maps are so timely. I was just talking with a colleague about this subject. She was discussing the new EngageNewYork common core curriculum map. This map is so encompassing it outlines times for each task. Like you, I worry that we are becoming so focused on maps that the task of “teaching” has been replaced with compliance aspects. Your recommendations will hopefully stir thoughts in others.
I have been thinking about this issue as well– things are definitely becoming more standardized, with more pressure to conform to a common schedule, and to use common anchor texts and a common set of supplemental texts. But there must be a way to encourage rigor and ongoing learning toward specific standards without mapping it all out for teachers. For me, if it goes that far it will take most of the fun out of teaching. I “taught” SAT test prep for Kaplan one year, and it became clear very quickly that I was there to deliver “The Kaplan Program.” My experiences there were overall positive, but not the type of stimulating professional work I find as a high school teacher. Very thoughtful entry, and comments by Jen and Greg. Thanks for raising this issue.