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Curriculum Map Question
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6 thoughts on “Curriculum Map Question”
Jen,
“understands” is not one of the words you are supposed to use in a curriculum map.
Look at Bloom’s taxonomy and pick those verbs, you know they’ll love those.
There are people on this blog who have written curriculum maps, you don’t have to reinvent the wheel. I’m thinking on the top of my head right now: Grant and Marybeth, but I am sure others will pitch in.
Yes, b/c we work in schools you are going to have to play the game. Translation: you are going to have to include output in some form or another.
If you have to include some lexicon , and this is something I remember talking about with Grant at some point, I would start with high frequency words/structures.
And don’t forget to include novels, they can NOT object to reading and literacy building!
Good luck Jen.
I’d be happy to help you out with the French one if you want, since it would be a good exercise.
Great ideas, Blooms taxonomy & the reminder about novels / literacy! I would not have thought to highlight the novels. Duh!
“Apparently the long term goal is to prepare them for college language classes in which they will be expected to read literature and write academic papers. Sigh. I have nothing against those things, but really?”
In a twenty year career, I can think of maybe four students who were capable of this. All four were brilliant 4%ers who were engaged at all times and went above and beyond outside the classroom – in other words they lived for learning French. In my 120-130 contact hours per year, this is wildly unrealistic for the majority.
From Dr. Krashen over at the more list?
“How about these two goals for their entire experience in foreign language classes:
First, you will know how languages are acquired.
Second. you will be able to talk to native speakers who make at least some attempt to slow down and be comprehensible on a number of subjects (not everything). You will be able to read some authentic texts. As you engage in conversations and read, you will get better in the language.
You will not be perfect, but because you will know how to improve, you will know enough of the language to improve on your own.”
From Laurie in the same thread:
> I think I should have a goal so that the students will have an idea of what they will attain rather than just moving or drifting along.
>
> Is it necessary to create a goal? If not, start where they are and take them where you can!! Even with a written goal, that is all that you can ever do!!
>
> with love,
> Laurie
These are two curriculum maps with which I agree wholeheartedly! Now I guess our job is to invent a curriculum map that will give us cover to do just that. I would hope that a language major who was in maybe his first semester of study abroad but more likely his second would be able to do write an academic paper! It really is , like Jen said, create a document to feed the beast. On Susie Gross’s website, I think you can find some curriculum maps that Donna Tatum-Johns uses for French. Laurie also has some lists on her school website. That may help you on structures. At the end of the day, any structure or vocabulary we use is in a book somewhere. We just work out of order and apparently out of the box. Check the files over on the more list too. If it’s any comfort, Jen, I have three teacher in service days next week. Since no guest speaker or topic has been announced, I fear that admin will be trying to do some sort of presentation. None are qualified to present anything useful – my measuring stick is always the expertise of the great presenters I have met at iFLT and NTPRS – none of my admins has that level of knowledge or polish. I fear that we will be given department time where I will be forced once again to come up with some kind of “crap” document!
Totally agree Chill. This is my 25th year, and I can count on one hand the kids who went full-tilt academic in Spanish, a sprinkling of others who continued with it, and the majority dropping it completely.
A brief informal survey of my level 4 kids revealed that none are planning to continue to level 5. A couple maybes. I don’ t know whether this is because they know that level 5 in our school is about SAT prep and “academic Spanish,” or because they really do not have room in their schedules due to science electives, etc.
I love the Stephen Krashen goals and Laurie’s too. This is exactly how I think.
Breathe breathe breathe. And then spend a short time making some document that is “good enough.” Nobody gets it, so just feed them what they expect.
Thanks for the clues on where to find stuff. This will impress my dept. head, as it will look like I “researched.” Ahhh, illusion.
jen – check your email…
Jen: I was just remembering that Bryce Hedstrom has adapted Bloom’s Taxonomy to what we do in TPRS. It’s on his website.