When I began writing my curriculum map, I found myself still relying on forward curriculum mapping. I was thinking of the content first and the assessment last. I literally had to force myself to think of curriculum the other way around. It was not until about halfway through that I began getting comfortable with thinking of the assessment first. Using the form of backwards curriculum mapping has really opened up my eyes to the improvement it makes in quality curriculum writing and, therefore, student achievement.
This combination of knowledge with students and teachers creates a curriculum that reaches the needs of everyone involved (Smith, 2000). Administrators are able to gain data from formal assessments. Teachers are able to plan their instruction to include authentic assessment based on students’ needs and expected outcomes. The students are able to be more successful academically since they are being assessed in a variety of meaningful ways that all tie directly to what they have been taught (McTighe & Thomas, 2003; DiMartino & Castaneda, 2007).
Before writing this curriculum map, I did not realize the full impact and importance that backwards curriculum planning can bring to the process. The ideas of backwards planning were further solidified by having to interview my administrators regarding curriculum. I was very encouraged to hear them talk about the process of backwards curriculum planning when implementing a new curriculum. Even now while planning my lessons for the school year that just began, I find myself thinking first of my state standards, then my students’ needs, and finally how I am going to assess their learning. Once those components are addressed, the rest of the curriculum easily falls into place. What at first seemed like a daunting and longer process has turned my curriculum planning into something I can do quickly and with ease.
References
References
DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership, 64(7), 38-42.
McTighe, J. & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.
Smith, M.K. (2000). Curriculum theory and practice: The encyclopaedia of informal education. Retrieved July 2009, from http://www.infed.org/biblio/b-curric.htm
