Prompt #11: How can curriculum mapping assist you? Do you have one? Does your school\district map? Where would\will you start creating useful curriculum maps for your classroom?

Because my school is an alternative learning school, we do not have a mapped curriculum. The district has adopted a plan that seems to be somewhat in tune with what curriculum mapping has been described. They have timelines for a certain major essay but not for the core concepts departments are teaching. All the schools follow some universal project for the first month and have strict guidelines, framework for how to do it, and has been related to historical areas around. We do not have to follow that month long "mapping" and instead have been given the option to create a similar project. I do not follow it since the project is a lengthy essay that just showcases that a student can write. I would rather have them learn fundamental economic concepts from the start of class.

As for me, I have a nothing that would represent what the lecture shows as curriculum mapping written on paper. I do have a "map" in the form of a binder that shows me where I should be every week for 6 weeks because that is how long our terms are in school. That helps identify if the pace is out of sync and whether I must adjust. I would start creating a curriculum map before the class begins to follow along where you intend to be, but I am fully aware lessons may change if subjects take longer than expected.

Prompt #10: Do you differentiate instruction? Why? Why not? What is the importance of differentiating instruction? What impact does it have on student learning?

Yes, I differentiate instruction. The simple reason is that some students struggle with basic tools to gather information, be that reading comprehension, or verbal communication. For this students a simplified and lowered tempo assignment and lesson is best. On the other side, some students grasp the material extremely well and need to be challenged or they will act out from boredom. Same for the students that does not see differentiation occur and struggles, that student may act out in frustration.

The impact on student learning is apparent in the level of work given to the student and the outcome. A student that still tries and grasps material is still actively participating in the material and is likelier to understand it, while the student that is comfortable with the fundamentals is learning to better master that concept\skill\technique. Both of these hoped scenarios will most likely result in a higher student evaluation for that differentiated lesson than if they were not.  

Prompt #9: General Education Teachers: When working with special education teachers what are your challenges? Strengths? What could be done to increase you skill in the area?

 Much of the challenges I have with special education teachers is the precise terminology they use when describing student's educational programs and what they want to accomplish. Since I have never been a part or taken any sort SPED class, it is difficult to follow along when we have a staff meeting and the principal, guidance counselor, and experienced staff communicate and they know what they all mean. Mostly, its not the acronyms but the process they need us to follow and what doing a certain examination will determine.

One of my strengths is having a very flexible curriculum and can absolutely adjust lessons and assignments to meet the needs special education teachers think are best for the student. Perhaps an informative meetings demonstrating various examples of what a certain type of child would demonstrate so that we could detect problems earlier, or a review of the material we created to see if it is exactly the best modification for the student.