Unit 4, #1
Curriculum mapping is a new, yet seemingly beneficial curriculum design to me. Both horizontal and vertical mapping are offered. Horizontal mapping represents the curriculum in grades K-12 in a particular grade throughout a school district. Vertical mapping is a curriculum map of all the horizontal maps in grades K-12.
While looking at the Maine Learning results, I see plenty of evidence of vertical planning. For example, in geometry for grades K-2, students should be able to “describe, model, and classify 2D shapes”. By grades 3-4, they should be able to “describe, model, and classify shapes and figures.” When entering middle school, students should be able to “compare, classify, and draw 2D shapes and 3D figures.” And finally by graduation, they should be able to “draw coordinate representations of geometric figures and transformations.” As one can see, there is vertical alignment here. At each new grade level, it is assumed that the previous standard was met. If it had not been, then it would be difficult to master the latter standards.
Likewise, in social studies, the international relations standard builds off each year as well. In grades K-2, students will “recognize that there are other nations with different traditions and practices.” By grades 3-4, students will “identify examples of how the United States interacts with other countries. When entering middle school, students should be able to “explain the foreign policy powers which the Constitution gives to the branches of the government.” And upon high school graduation, students should be able to “ analyze the processes used to develop foreign policy.” Again, without the previous teachings it would be difficult to master the high school requirement.
When looking at the Maine Learning Results, it is harder to find examples of horizontal planning, but it can be done. One must keep an open mind to look for one. For example, the social studies standard, for...
References: Brandt, R.S. (Ed.). (2000) Education in a new era. Alexandria, VA. Association for Supervision and Curriculum Development.
Erickson, H. Lynn (2001). Stirring the head, heart, and soul: redefining curriculum and
instruction (2nd ed.). Corwinn Press.
Jacobs, H.H. (1997). Mapping the big picture. Alexandria, VA. Association for
Supervision and Curriculum Development.
Maine Department of Education. (1997). State of Maine Learning Results
Wiggins, G., & McTighe, J. (1999). Understanding by design: Professional development
workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
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