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Beth came to visit after working with teachers on a curriculum map. She was understandably frustrated. If you want to understand how far awry we’ve gone in education you need look no further than the curriculum map. The idea behind the map is to ensure that all teachers in each grade level are relatively on the same lesson all the time. The map determines the path of content delivery. The map is at the center. The actual needs of the students are nowhere on the map. In fact the actual student (as opposed to the abstraction of a student) is nowhere to be found. The student is actively not considered. It is a recipe for dulling minds not opening them.
Consider that it has been decades since we understood that grouping children according to age creates an educational disaster. In other words, age is one of the least effective ways of identifying and working with stages of development. Kids develop at different rates and according to a myriad of circumstantial factors so to squeeze them into an age-box called “grade” and pre-map their curriculum path before they walk in the door is obscene.
Mapping the curriculum to make sure every child is on the same lesson on the same page on the same day is yet another extension of the national standardization madness. Gather some actual data and take a small road trip. Visit some schools. You will find that the schools are not standardized. The schools in rural North Dakota don’t resemble the schools in urban Chicago and bear no resemblance to the schools in Beverly Hills, CA. They are not funded in a standardized manner. In fact, the inequity in funding is apparent within single school districts; you need not travel far to gather your data. It will not surprise you to find that the students attending the schools are not standardized. Take a moment and reflect on our national identity. We are the most individualistic nation on the planet, celebrating our cowboy spirit and diversity and yet somehow have been anesthetized into embracing an abstraction like standardization in our public schools. Learning and standardization are antithetical.
A map can be a noun or a verb. We’ve chosen the noun to our own peril. I can give you a map to Boston and you will be able to find your way around. It is useful in locating landmarks but not in learning. If I give you a map and load you on a tour bus and give you the standard tour, you might say you visited Boston but you learned relatively little. The learning was eliminated when you got on the bus. Exposure is not learning. When teachers map a curriculum with no regard to the relationship with their students, the students become incidental. The exercise of mapping the curriculum for the sake of consistency of delivery has everything to do with control and nothing to do with educating. It is exposure. We are kidding ourselves if we think it has anything to do with learning.
The verb, to map, is actually a great metaphor for true learning. Lewis and Clarks Corp of Discovery explored the western territory of the United States. It was unmapped and therefore considered unknown. They stepped into this unknown land with inadequate supplies and engaged with what they encountered. They made big mistakes. They challenged their assumptions. They chanced upon new ways of seeing and would not have survived without alternative perspectives. They made their map as they went. To map is to have a relationship. This is learning.
If learning is the goal then it is impossible to map a curriculum without the students in the room. The true curriculum map can only be created as students explore and discover. The map is created after the fact, not months before the experiences.
Filed under: Education, Truly Powerful People | Tagged: education, learning, map | 1 Comment »
