FENI Conference 2008

Curriculum Mapping

Pearce Miller, PresidentPennsylvania Culinary Institute

Pearce Miller Bio• Contact information

– pmiller@paculinary.com– PCI – 412-325-3570

• Education– B.S. in Health & Physical Education – Slippery Rock University– Masters of Education - Indiana University of Pennsylvania– Doctoral Candidate in Curriculum & Instruction – Indiana

University of Pennsylvania• Completed coursework in October 2007• Internship • Dissertation – Academic leadership

• Experience– 3 years of public education – High school– 12 years at Metromedia Steakhouses

• Last 5 years as G.M.– Owned Bar/Restaurant – Sigmund’s Nut House

• Pittsburgh, PA – Southside– 11 years with Pennsylvania Culinary Institute

• Started as instructor• Recently promoted to President in October 2007

Goals of this Session

• Why should we use curriculum mapping in our schools?

• Define & describe curriculum mapping.• Advantages & disadvantages of aligning the

curriculum.• What is the best process for aligning the

curriculum?• Who should be involved in the mapping

process?

A Statement of HopeThis is not a step-by-step process of how to change the curriculum in your schools. Rather, I hope it to be an exhilarating journey into changing what has always been, to something more meaningful and effective for your students. Much of the research shows that most instructors teach as they were taught. Too often, a new course is written as follows: a teacher proposes a new book, the lessons are written starting with chapter 1, at some point an assessment is given, and then we issue a grade to the student based on their performance. Little concern is taken on whether or not actual transformation has occurred within our students. How does this knowledge relate to their world and will it make a difference? Are we even the least concerned that there are redundancies in other classes and the students’ don’t see the value of coming to class? Is our pat answer always related to this is what the accrediting bodies want?

I hope not. The world is changing fast. Our students know more and multitask better than we could ever dream of performing. Recently, I had the pleasure of seeing Dr. Ken Bain speak at a local university. Dr. Bain has written a book titled, “What the best college teachers do.” I would encourage each of you to read it. His endeavor is a 15-year empirical study looking at the best college teachers and what separates them from the rest.

“While others might be satisfied if students perform well on the examinations, the best teachers assume that learning has little meaning unless it produces a sustained and substantial influence on the way people think, act, and feel” (Bain, 2004, p. 17).

So begins our journey in the curriculum mapping process. This is just one step with many more to come on what truly is a road with no end. Without a map, we may become lost. Without real meaning to our daily lessons, the students will soon wander off on their own seeking different avenues. The obstacles and detours are many. The desire to take a short cut will be strong. I believe, however that we have great teachers and academic leaders who will refuse to let this happen.

For this, I have hope.

Brief Outline• Introduction

– What is Curriculum Mapping? • Where are we now? • Where are we going?• How do we get there?

• Directions – Who’s driving the bus?

• Curriculum committee– The Journey

• Detours– Obstacles and Roadblocks

• The teachers Cynics Club– I want my academic freedom!

• The Pothole of Time• Benefits – the quickest way from point A to point B

• Employee and Student satisfaction– The teachers understand and can explain how and why– The students see the real life applications

• Accrediting bodies– Smoother roads on accreditation visits

Dr. Fenwick W. English“I find the naïveté of some of the testing advocates appalling. When a board of education threatens contractual nonrenewal of a superintendent who somehow can’t improve test scores, the idea that one should not ‘teach to the test’ is counterintuitive. The testing advocates want to believe that tests are neutral diagnostic tools designed to ‘help’ schools become better. They ignore 30 years of research that shows what drive most test scores has nothing to do with what is going on in schools or who is working in them, but is predicated and anchored by the socioeconomic disposition of school clientele. ….Tests do not treat all children with equality, let alone equity. The fact that constant predictors of test performance are grounded in socioeconomic class, race, and gender reveal the deep and biased fault lines which permeate the industry. Many children as well as the teachers and administrators who work with them, have been and continue to be unfairly labeled and categorized. Without alignment, there is nothing fair about testing. Without alignment, accountability is a sham. Without alignment, there can be no fair judgment about how well schools are really doing.

(English, 2000, page xi)

How do today’s students learn versus how we learned?

• Boomers– Rote memorization– Out of the book– More general education– Teacher was the expert

• Gen Y’s– Real life application– Hands on learning (kinesthetic and visual)– Specific to life desires– Need to the relevance of material– Technology plays a huge role in learning process– Teacher is the facilitator

Gen Y’s and Baby BoomersGen Y’s and Baby Boomers

What is Curriculum Mapping?

• What is Curriculum Mapping? – Procedure for collecting data about the actual curriculum within a

school using the calendar as an organizer.– Presents an overview of the students’ actual learning experiences– Fundamental purpose is communication– Mapping details not what should happen, but what is happening.

• Why?– Improves curricular decisions by looking at students’ experiences

over time– Encourages integration of curriculum vertically as well as

horizontally• What is shown

– Brief description of content– A description of the processes and skills emphasized– Nature of the assessment the student produces as evidence of

growth

The Latin translation of curriculum loosely means the path or the road (English, 1980). The Latin translation of curriculum loosely means the path or the road (English, 1980).

Beginning the Journey - Alignment

• Procedures– Collect the data

• Processes and skills emphasized• Content in terms of essential concepts and topics• Products and performances that are the assessments of learning

• The first read-through– Teachers become the editors

• Reviewing and analyzing– Identify gaps– Identify repetitions– Identify areas for potential integration– Match assessments with standards– Review for timeliness

• Mixed group review• Large group review

– Curriculum consensus• Begin the process again

Question: What resources and equipment do we need to begin the mapping of our curriculum ?

Question: What resources and equipment do we need to begin the mapping of our curriculum ?

Anecdotal Story

A year ago, while walking down the hall at Pennsylvania Culinary Institute (P.C.I.), two students provided a unique insight into our curriculum. I was close enough to overhear a conversation that captured my attention. One turned to the other and said, “Cheese, cheese, cheese – don’t the instructors know that all our classes tasted the same cheese today?” The second student responded, “I know exactly what you mean, Swiss could be my middle name.” For a culinary school that might not seem out of place however, it caught my interest and prompted further review. Not surprisingly, the students’ conversation over the repetition with cheese was accurate. I was left to consider how this happened and what could be done about it.

Pit Stops – Assessing progress

• “Bubble Up” method of writing curriculum– Front-loading method– Identifies the work to be done

• Doesn’t take into account the end evaluation

• Curriculum mapping utilizes the backward design process– Ensures 100% alignment of the outcomes to the

teaching methodology and material• Wiggins & McTighe

– 3 Stages in the design process (backward)• Identify desired results (learning outcomes)• Determine acceptable evidence (assessment)• Plan the learning experiences and instruction

Question: Is there one best method or approach for writing curriculum and assessing results?

Question: Is there one best method or approach for writing curriculum and assessing results?

More Pit Stops• Essential questions and enduring understandings

– Essential questions• It is the essence of what you believe students should

examine and know in the short time they have with you• 6 Facets of Understanding

– Can explain– Can interpret– Can Apply– Have perspective– Can empathize– Have self-knowledge

– Enduring understandings• Long-lasting impact• At the heart of the discipline• Needing uncoverage• Potentially engaging

We don’t learn from experience, we learn from thinking about experience (John Dewey).

We don’t learn from experience, we learn from thinking about experience (John Dewey).

One key design strategy is to build curriculum around the questions that gave rise to the content knowledge in the first place, rather than simply teaching students the

“expert” answers found in textbooks (Wiggins & McTighe)

One key design strategy is to build curriculum around the questions that gave rise to the content knowledge in the first place, rather than simply teaching students the

“expert” answers found in textbooks (Wiggins & McTighe)

Charting the Trip

• A simple Excel spreadsheet is an excellent tool for aligning the curriculum

• Focus on time and content • Community access allows

for everyone to see the progress and to help ensure alignment

• Realignment is achieved quickly and easily

• New standards or changes to the curriculum are more easily adapted

Mapping Board - PCI

Curriculum Committee – The Bus

Question: Who in your school should be involved in curriculum mapping?

Question: Who in your school should be involved in curriculum mapping?

• Not everyone should be initially involved in the committee.⁻ Some teachers are just not ready⁻ Time is a major commitment and some don’t have it

• As many individuals as possible in order to build consensus.⁻ How do we get as many involved as possible without creating

chaos?• Councils and Task forces

⁻ Utilization of Department chairs as team leaders⁻ Subject matter experts

• Critical individuals that are often overlooked⁻ School librarians

• Research experts – knows what material is available and often helps students outside of class

• Can add academic rigor to the program - CECybrary⁻ Directors of Compliance

• Accreditation standards⁻ Registrars

Curriculum Design TeamCurriculum Design Team

Mission StatementMission StatementMission StatementMission Statement

Work together in groups. Create a mission statement that speaks to the academic mission

of your school. How would the curriculum design team support the effort? What message do we need to deliver to the faculty, staff, and

students?

Curriculum Design TeamCurriculum Design Team

Mission StatementMission StatementMission StatementMission StatementThe C.D.T. will serve as a faculty resource to ensure consistency, accuracy, and validity in (your institution’s) curriculum. This will be

accomplished by establishing a standard design template, a compendium of best practices, and a staffed support center to work with faculty

and administration to develop a rich curriculum. Special emphasis will be given to

learning outcomes as they relate to accreditation and industry standards, student-centered instruction, and backwards design.

We view curriculum as a living document which must be fed and nurtured as it continually evolves to meet the needs of our diverse

student population.

The ProcessQuestion: Does every course and program need to have alignment or is it possible to have more than one map?

Question: Does every course and program need to have alignment or is it possible to have more than one map?

• From start to finish, we took approximately 8 months to align horizontally, vertically, and within all 3 programs.• This was only the beginning - keep in mind that changes occur

frequently.• Communication and frequent meetings are minimal requirements

to get everyone on the same page.• Weekly curriculum committee meetings take place to chart

progress, discuss roadblocks, and to solicit feedback.• Individual meetings with key instructors occur as needed. Specific

disciplines might meet as a group and eventually as the entire faculty.• In-service days with professional development is the opportune place

to look at the “big picture.”• Alignment occurs both horizontally and vertically

Curriculum Design Group ProjectCurriculum Design Group Project

The Potholes

Question: What challenges exist on your own campuses that might prevent curricular mapping?

Question: What challenges exist on your own campuses that might prevent curricular mapping?

• Can exaggerate differences instead of building stronger alignment on what is fundamentally important

• Some faculty may view mapping as a way for administration to dictate views and agendas

• Just another program and the laggards begin to surface• Some faculty may disagree on the direction and feel that standards

are being softened• The worst four-letter word in teaching – TIME• Some faculty view backward design assessment and curriculum

writing as teaching to the test and cheating

Benefits of Curriculum Alignment

• Builds learning communities– Everyone works to together for the same result– Professional development activities can support this process

• Creates a “culture” of student success– Teachers work together in an environment of positive support– Student success and understanding becomes the central focus rather than

an outcome of learning by coincidence• Accrediting bodies see how learning outcomes are attained through

the curriculum process.• Students understand why specific classes are important to them and

how it will benefit their careers.• Learning becomes an all encompassing activity rather than something

that just occurs behind closed doors.– Librarians assist with research projects knowing what the student needs

now and in the future.– Registrars and advisors are better equipped to guide the scheduling

process.• Mapping can quickly take advantage of new or changed standards. • Improves educational accountability (Anderson, 2002)

– understands the effect of instruction on learning– identifies the differences in schooling on student achievement– eliminates the marginalization of students by race and gender through the

curriculum

Anecdotal Story - RevisitedLet’s revisit the cheese story. After discussing this with our faculty, I concluded no one understood the big picture. The instructors are laying out course work and assessments without thought as to what is occurring in their colleagues’ classrooms or kitchens. The result, as described by the students earlier, were three different classes all working with cheese on the same day. The instructors could explain the rationale behind using cheese in each class, however the students didn’t understand nor did they see the connection. The solution to this curricular jigsaw puzzle lies in the mapping process. With communication between instructors, they could then explain to each student how the classes would intertwine for the day. Perhaps each class would choose a different cheese thus expanding the students’ exposure and knowledge base. Because of mapping, the teachers are better equipped to explain the why and how. The students are informed and engaged, therefore satisfaction levels with their program increases. Going a step further in the culinary model, let’s take an example of three specific classes taught at the same time; a meat cookery lab, a wine studies class, and a nutrition class. It is possible to align the content vertically with the instructor linking the daily activities from one class to the next. Students benefit by having key concepts reinforced through different disciplines and engaging them in real world examples. For example, preparing a steak in the kitchen lab, sampling various red wines along with an assortment of cheeses in wines class, and then discussing the French paradox in the nutrition class; would provide cross-curricular support of the learning outcomes. The chance of this happening without the efforts of the staff and instructors utilizing curriculum alignment techniques are slim.

Anecdotal Story - Conclusion

Recently, I roamed the halls once again listening to our students chatting indiscriminately about the day’s topic. I stopped and asked a couple of students how things were going, meaning school. Expecting a typical ho-hum response, two students surprised me with an effusive description of how much they enjoyed their current classes. Prodding the students further, I heard them describe how they prepared a steak in kitchens, sipped some red wine in wines class, and then discussed in the nutrition class how the reseveritrol (anti-oxidant) in red wine contributes to the French paradox. In a little over a year, the process has come full circle.

Notable “Big Fish”

• Curriculum Mapping• Heidi Hayes Jacobs• Fenwick English

• Curriculum Planning and Assessment• Grant Wiggins• Jay McTighe• Rick Stiggins

• Professional Development• Linda Darling Hammond

• Great Teaching• Ken Bain• Herbert Kohl• Andy Hargreaves

• Leadership• Michael Fullan• Todd Whitaker

Questions?

References

Anderson, L. W. (2002). Curricular alignment: A re-examination. Theory into Practice, 41(4), 255-260.

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

English, F. W. (1980). Curriculum mapping. Educational Leadership, 1(1), 558-559.

English, F. W. (2000). Deciding what to teach and test: Developing, aligning, and auditing the curriculum. Thousand Oaks, CA: Corwin Press, Inc.

Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Alexandria, VA: Association for Supervision and Curriculum Development.

Jacobs, H. H. (Ed.). (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

Koppang, A. (2004). Curriculum mapping: Building collaboration and communication. Intervention in School and Clinic, 39(3), 154-161.

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Thank You