Addressing environmental and contextual factors that impact student learning experiences: Backward mapping revisited

• In Event: Differentiated instructional practices in Reading and Math: Reaching all students

Abstract

Decades ago Richard Elmore revolutionized thinking about educational reform when he introduced the concept of “backward mapping”—working from the beneficiary level backwards through the “levels” of the educational system to analyze and define what needed to change to achieve results at the school and classroom level. At the time his thinking was predominantly framed around a model to leverage changes based on the existing educational system that could produce results—a trickle up model so to speak—to improve teaching and learning.

Recently, he was quoted as saying that he does not “believe in the institutional structure of…schooling anymore”. (http://schoolleader.typepad.com/school-leader/2012/10/richard-elmore-i-do-not-believe-in-the-institutional-structure-of-public-schooling-anymore.html) Why did he say this? Because he has come to the conclusion that current models of schooling based on the way educational systems are structured—how scarce resources are allocated, the ways in which teachers are trained, supported and engage in the classroom—creates disassociation between new learning theories on how students learn and the way educational systems are structured. He points to lessons learned from reform efforts and work in developing countries where there are booming student populations in frequently under-resourced and vastly different learning environments---on ways to close the achievement gap.

This presentation explores Elmore’s revised model of educational reform and highlights ways in which Creative Associates has used a blend of innovative strategies to accomplish school reform to address the “dissasoicative” environmental and contextual differences in schooling opportunities for all students.

Author

• Diane Prouty, Creative Associates International