Divided We Fall : Mapping, Implementation, and the Possibilities if We Get It Right

1. Divided We Fall: Mapping, Implementation, and the Possibilities if We Get It Right Andrea Fanjoy Assistant Head, Academics Kingsway College School, Toronto, Ontario

4. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps

5. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps

6. The Curriculum Review Cycle 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.

7. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.

8. The Curriculum Review Cycle 3 Whole-school feedback collected and collated into single document

9. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum. 3 Whole-school feedback collected and collated into single document

10. The Curriculum Review Cycle 4 Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback

11. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum. 4 3 Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback Whole-school feedback collected and collated into single document

12. The Curriculum Review Cycle 5 Activity begins on easy and complex resolution items

13. The Curriculum Review Cycle 1 Each individual teacher creates and/or annually updates their maps 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum. 5 Activity begins on easy and complex resolution items 4 3 Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback Whole-school feedback collected and collated into single document

14. The Curriculum Review Cycle 6 Culture of teacher-led problem- identification and resolution fuels ongoing improvement

15. The Curriculum Review Cycle 1 6 Each individual teacher creates and/or annually updates their maps Culture of teacher-led problem- identification and resolution fuels ongoing improvement 2 Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum. 5 Activity begins on easy and complex resolution items 4 3 Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback Whole-school feedback collected and collated into single document

17. 1 Supportfrom senior leadership – Mapping can have big implications for the direction of a school. Support it, or forget it.

18. 2 Preparation – Make mapping fit your school. Don’t take up teachers’ time untilit is ready to serve them.

19. 3 Faith in the process – Integrity is inherent in the process. Rushing reveals an agenda that undermines the whole exercise.

20. 4 Trust – Teachers are being asked to share what has historically been hidden.Be patient and unerringly supportive.Do not introduce mapping as an exercise in ensuring compliance.

21. 5 Time – Teachers need time to map,and they need maximum time free from mapping. Administrators who forget this will rightfully lose goodwill.

22. 6 Have faith in teachers’ professional judgment – Administrators need to listen.

23. 7 Curriculum leadership – Mapping will identify the problems and opportunities. Someone in the school needs to take things from there.

24. 8 Follow-through – This is the pay-off for teachers’ time and effort. Visible action must happen.

25. 9 Patience – The pace of formal reviews may slow down because you and your faculty are so busy following through on worthy projects. So be it.

26. 10 Focus– Mapping software and current dialogue supports doing much more with maps. Use extreme caution here.

27. Super Skills and Workshops Team meetings Students leadership Student Voice Service learning Brainiacs Orton Gillingham Reading Mastery Electives Lego robotics Outdoor education WordQ “Six Plus One Traits of Writing” Blogging SMART goal-setting KCS Habits of Mind, Body and Action Rosetta Stone French and international languages Wake Up With the Arts Class meetings Cooking Geocaching Etc

28. “If you want to teach people a new way of thinking, don't bother trying to teach them. Instead, give them a tool, the use of which will lead to new ways of thinking.” Richard Buckminster Fuller

29. Andrea Fanjoyafanjoy@kcs.on.ca@afanjoywww.kcs.on.ca@KCSMatters

30. Postscript The habit loop, described most recently in The Power of Habit by Charles Duhigg, helps explain the power of mapping : • Cue – teacher concern for students • Routine – problem identification and resolution catalyzed by mapping • Reward – student needs increasingly met, small win by small win • Belief – “I can make a difference!”