It is not uncommon to hear educators and administrators reference how learning is more engaging when teachers present students with authentic opportunities. Even as adults, job embedded professional development is more engaging. For me, this was a gift in my Masters Degree program at Pepperdine University. As Director of Educational Technology in a private school, this was a gift. These authentic opportunities gave our cohort meaningful ways to show our understanding of the concept by taking what we learned back to our schools, try it, and then reflect, and share. Doesn't it make sense that we would lead a curriculum mapping initiative the same way?
Task or Authentic Process?
I have had countless conversations recently with school leadership teams about how their teachers understand the big picture about mapping and believe it to be a positive idea, however, they cite lack of time as an obstacle. My response to them is that just as successful schools don't lead themselves, neither does curriculum review. These processes require thoughtful planning, a collaborative spirit and put student learning as a first priority. If teachers are resistant, it is often because they see the process as one more thing on their plate. This is often an indication that the goals are not clear or not directly tied to student learning. I came to this conclusion at the end of my tenure of my last school where I was Director of Curriculum and Instruction.
The Data Entry Trap
Since working with schools around the world on their mapping process, I see the "data entry trap" even more. Schools that are focused on entering data, but not using the data to make decisions are often stuck in this trap. Here is the real obstacle: teacher's don't have time to enter data without knowing its purpose, without connecting it to their classroom, or without knowing when the maps will be used and by whom. Having a plan in place (and executed) is crucial to success. What they do have time for, and frequently crave, are opportunities to talk about teaching and learning. They are engaged when these conversations are directly related to what they are doing in their classrooms.
Make a Meaningless Task Meaningful and Authentic
The solution to a meaningless task is simple...make it meaningful. If we don't define the teaching and learning goals for mapping with measurable and calendared outcomes, it is just busy work. We would not assign a homework assignment to students and not give them any guidelines, due dates, expectations, or make connections to the classroom and then surprise them with a due date. When they do put the work in and turn in the assignment to the teacher, it would be horrible if the teacher did not even look at the work. This is not a practice that honors student work. This is often the scenario for mapping in schools. When planning these conversations, it is important to keep in mind that teachers do not crave extra meetings. Especially when the meetings are simply for data entry.
What to do
- Define the purpose of why you are mapping.
- Set authentic teaching and learning goals that are directly related to what teachers do in the classroom. When they leave a review conversation, there was something in that conversation for them that will take with them to the classroom.
- Calendar the plan for utilizing the maps just like a professional development time line. Who, when, where, and outcomes.
- Celebrate and communicate the outcomes.
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