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Clarity and Cohesion

Clarity and Cohesion. Building Inspirational Learning T eams with Curriculum Mapping. ernestkoe http :// www.flickr.com /photos/ blinkerfish /3868225439.

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Clarity and Cohesion

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  1. Clarity andCohesion Building Inspirational Learning Teams with Curriculum Mapping

  2. 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)

  3. 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 empower clarity and transparency in learning?

  4. Why Map?

  5. Curriculum From this To 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

  6. 1. Purposeful Relevant Current Connected Aligned 3. Reviewed Revised Renewed Responsive 2. Social Local Global Digital Curriculum Mapping Inspiring 21st C Learning Teams Learning Community Curriculum 21st Century Teachers Strategic School Vision Direction 21st Century Learners Confident, Connected, Actively Involved, Lifelong Learners

  7. CurrentCurriculum What is Required? How do we do it?

  8. deepens Curriculum Mapping ………… Identifies Differences between written and taught curriculum Professional dialogue that leads to revisions and adjustments for relevance, quality and alignment

  9. What is taught? How it is taught? Aligning How learning is assessed and reported?

  10. What do we Map?

  11. Map Types

  12. Strengthening Evidence Based Informing

  13. Curriculum Map Elements Conceptual Understandings Skills EssentialQuestions Authentic Assessment ContentKnowledge

  14. Reflections: Administration & Leaders, Teachers, Students Minutes of school meetings Review Processes & Outcomes PLG’s Curriculum Teams Student Voice School initiatives What else can we map? Community Consultation

  15. How do we Map?

  16. Shifting Practice • Purposeful Dialogue • Consensus • Inform decision making • Timely • Assessment • Focused • Mixed Groups • Actual • Detailed • Aligned • Embed • Review • Record • Curriculum • School wide

  17. Classroom Implementation Deep Professional Inquiry Purposeful Learning Conversations Immediate or Long Term Development Individual Common or Mixed Group What does it tell us? What does this mean? What are we going to do with it? Suspend all Judgment

  18. Establish the Culture Collaborative Professional Inquiry Suspend all Judgement

  19. Commitment

  20. Map Layers

  21. Strategies • School wide • Level Maps • Teacher Maps • All Staff • Core team • Core Teams • Teams • Individual Teachers

  22. Gaps Analyse Current Structures Overlaps SupportStructures

  23. 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?

  24. How do we ensure effective implementation?

  25. Initiate Map Review Cycle Initiate Seven Steps

  26. Upgrade Maps What to Keep? What to Create? What to Cut?

  27. 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

  28. Making a Start Brainstorm 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?

  29. Sci L1/2 Sci L5 Sci L 3/4 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. Concepts Essential Questions Enduring Understandings Skills Knowledge Authentic Tasks Authentic Assessment Investigate the World, Perspective, Communication, Take Action

  30. School wide Concepts Agreed across the levels

  31. Unpacking the Requirements

  32. file://localhost/Users/Chic/Desktop/untitled folder 2/Turangawaewae.doc

  33. Continuing the Cycle

  34. Considerations

  35. Curiosities Learner Focused Direction Teacher Interest Tools Resources Strategies Choice

  36. Establishing & Maintaining a Process Deep Purposeful Concepts Shifting Current Practice National Expectation Maintaining Curriculum Integrity Assessment Authentic Application Challenge recservices.k-state.edu

  37. Schedules Time Core Curriculum Other Initiatives School Systems Social & Emotional Well Being Complexities DomaiKnowledge.png

  38. Realisations Continuity Alignment Relevance Student voice Academic Vocabulary Focus on skill development Purposeful regular review Connectivity Community Authentic Relevant Deep Understandings

  39. Process and Practices Steps 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

  40. Chic Foote Helix Consulting + 64 21832646 chic.foote@helix.ac.nz

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