Clarity and Cohesion Building Inspirational Learning Teams with Curriculum Mapping.
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Transcript of Clarity and Cohesion Building Inspirational Learning Teams with Curriculum Mapping.
Clarity and Cohesion
Building Inspirational Learning Teams with Curriculum Mapping
ernestkoehttp://www.flickr.com/photos/blinkerfish/3868225439
I want the light and sparkle that a five year old child has in their eyes - the joy and love of learning - to remain with them at all times, not to start to die and diminish at the age of six or seven. Karen Boyes. (2013)
Inspiring Our Learners Through Curriculum Mapping
1. How does Curriculum Mapping make a lasting difference for todays learners?
2. How can curriculum mapping lead to inspirational learning teams?
3. How can curriculum mapping empower clarity and transparency in learning?
Why Map?
CurriculumFrom this
• Wide ranging
• Complex
• Saved in a myriad of ways
• In a variety of places
• Updated in many different ways
• School centric
• Evidence Based• Actual V’s Intended• Accountable• Aligned & Scaffolded • Accessible• Cohesive & Transparent• Collaborative• Connected• Inclusive – Knowing the
Learner and their community• Regularly Reviewed, Revised
and Renewed
To This
1.
Purposeful
Relevant
Current
Connected
Aligned
2.
Social
Local
Global
Digital
3.
Reviewed
Revised
Renewed
Responsive
Direction
Strategic
School Vision
Curriculum MappingInspiring 21st C Learning Teams
Confident, Connected, Actively Involved, Lifelong Learners
Cu
rric
ulu
m
Learn
ing
C
om
mu
nit
y
Current Curriculum
What is Requ
ired?
How do we do
it?
Curriculum Mapping …………
IDENTIFIES
Differences between written and taught curriculum
DEEPENS
Professional dialogue that leads to revisions and adjustments for relevance, quality and alignment
Drag picture to placeholder or click icon to addAligning
What do we Map?
Map Types
Essential
• Big Picture Requirements
Consensus
• School or System Wide• Department or Team
Collaborative
Individual
• Teacher• Student
What is taught
What is assessed
What is reported Evid
en
ce
Base
d
Essential Questions
Conceptual Understandings
Content Knowledge
Authentic Assessment
Skills
Reflections: Administration & Leaders, Teachers, Students
PLG’s Curriculum Teams
Review Processes & Outcomes
Minutes of school meetings School initiatives
Student VoiceCommunity Consultation
How do we Map?
• Actual• Detaile
d• Aligne
d
RecordCurriculu
m
• Timely• Assessment Focused• Mixed Groups
Embed
Review
• Purposeful Dialogue
• Consensus• Inform
decision making
School wide
Create or RenewMap
Action Curriculum
Map
Review Map Data
Analyse Review
Outcomes
Feed forwardPlan for Action
Upgrade MapCut? Keep? Create?
Immediate orLong Term
Development
Suspend all Judgment
Classroom Implementation
Individual Common or Mixed
Group
What does it tell us? What does this mean? What are we going to do with it?
Deep Professional
Inquiry
Purposeful Learning
Conversations
Collaborative
Suspend all Judgement
Professional Inquiry
Establish Systems
Support Structures
Time Honoured
Expectations – “End in Mind”
Commitment
NZC
School Wide/Department
Level
Teacher
Map Layers
Strategies• School wide
• Level Maps
• Teacher Maps
• All Staff• Core team
• Core Teams• Teams
• Individual Teachers
Analyse Current StructuresSupport Structures Gaps Overlaps
What structures and strategies are present in your school?
How might you use these to begin mapping?What would need to change?
How do these strategies align and inform school wide practice?
How do we ensure effective implementation?
Initiate Map Review Process
Individual
Mixed Group
Whole Group
Seven Steps
Initiate
What to Keep? What to Create?What to Cut?
Getting Started
Quality Mapping……Transferred to Life Situations
Deep, Conceptual Understanding
Transfer of Knowledge Skills and Values
Authentic Assessment Tasks
Criteria for Success
Problem Based/Inquiry Scenarios
Past
Present
Future
Making a StartBrainstorm Possible Concepts
Unpack – what do we want students to know and understand
Identify Essential Questions
What is the end in mind - Skills knowledge and application?
How would this change across the levels?
Earth Cycles• Observe and describe
local natural features and how they can change.
Astronomical cycles • Share ideas and
observations about the Sun and the Moon and their physical effects on Earth.
Interacting cycles • Describe how natural
events and human actions can affect the local environment.
Earth cycles • Investigate the cause,
rate, and signs of change of natural features
Astronomical cycles • Make observations of
the Moon, the Sun, and visible planets, starting to develop a sense of the vastness of the solar system.
Interacting cycles • Identify the conditions
that allow life to exist on Earth at this moment in time.
Earth cycles• Investigate the
processes that shape and change the surface features of planet Earth.
Astronomical cycles• Investigate the cycles
that result from interactions between the Sun, Moon, and Earth.
Interacting cycles• Investigate how
natural events and human actions can affect conditions for living on Earth.
Sci L1/2 Sci L 3/4 Sci L5
Concepts Enduring Understandings
Essential QuestionsKnowledge Skills Authentic
Assessment Authentic Tasks
Investigate the World, Perspective, Communication, Take Action
School wideConcepts Agreed across the levels
Unpacking the Requirements
Levels Standards/AO’s
Knowledge Skills Assessment
L1
L2
L3
L4
file://localhost/Users/Chic/Desktop/untitled folder 2/Turangawaewae.doc
Considerations
Choice
Curiosities
Teacher Interest
Resources
Strategies
Tools
Direction
Learner Focused
recservices.k-state.edu
Challenge
Maintaining Curriculum Integrity
Shifting Current Practice
Deep Purposeful Concepts
Authentic Application
Assessment
National Expectation
Establishing & Maintaining a Process
DomaiKnowledge.png
Complexities
Time
Core Curriculum
Social & Emotional Well Being
School Systems
Other Initiatives
Schedules
Realisations Continuity
Alignment
Relevance
Student voice
Academic Vocabulary
Focus on skill development
Purposeful regular review
Connectivity
Community
Authentic
Relevant
Deep Understandings
Process and PracticesSteps Considerations
• Research to inform
• Identify an End in Mind
• Select facilitator
• Establish a core team
• Analayse Current situation
• Identify potential professional
inquiry foci & select
• Plan to build on strengths
and address gaps
• Establish a process and
structure
• Embed process in school
calendar
• Organisation • Best fit - core team• Reflective practice strategies • Systems for documenting maps• Consistency of
- Processes
- Protocols
- Messaging
- Expectations
• Expected outcomes
• Implementation Strategies
• Documenting all elements of the process
Chic Foote
Helix Consulting
+ 64 21832646