Knowledge Cartography by Tony Sherborne Simon J. Buckingham Shum & Alexandra Okada

Author:Tony Sherborne, Simon J. Buckingham Shum & Alexandra Okada
Language: eng
Format: epub
Publisher: Springer London, London

9.4 9.4 Mapping for Curriculum Implementation

Curriculum planning is the teacher's job: to translate an existing curriculum design into a teaching plan. Even with the help of curriculum documents, it takes considerable skill to ensure that the original intentions of the design survive this interpretation into detailed content and a sequence of learning experiences. Wiggins & McTighe (2003) describe two common pitfalls of curriculum planning they see in many classrooms, both of which might be addressed with mapping techniques. “Coverage” happens when teachers pressurized by testing obligations on a large body of knowledge, transform the design into a “march through the textbook irrespective of priorities, desired results, learner needs and interests.” The other pitfall is an “activity-led” curriculum, that is, one organized around the hands-on experiences of the students. The danger here is the lack of focus on the key knowledge and skill objectives, which students are therefore less likely to achieve.

To consider the potential of mapping, we will divide implementation into its stages (Taba, 1962; Ornstein & Hunkins, 1998)Specification and organization of content

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