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Curriculum With a Difference What to cut? What to Keep? What to Create?

Curriculum With a Difference What to cut? What to Keep? What to Create?. Curriculum Mapping Symposium New Zealand Day 1. Image by D.H. Parks. What to do before we start?. 1. Log in ! Wireless: XXX Then use password: XXX. 2. Today’s Meet. https:// todaysmeet.com /NZSymposium1.

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Curriculum With a Difference What to cut? What to Keep? What to Create?

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  1. Curriculum With a DifferenceWhat to cut? What to Keep? What to Create? Curriculum Mapping Symposium New Zealand Day 1 Image by D.H. Parks

  2. What to do before we start? 1 Log in ! Wireless: XXX Then use password: XXX 2 Today’s Meet https://todaysmeet.com/NZSymposium1 2 Go to Today’s Meet: todaysmeet.com/XXXRegionalDay1 If you could walk away with one skill today what would it be?

  3. Links • http://helixconsulting.wikispaces.com/ Facebook Page – • https://www.facebook.com/HelixConsultingNZ • https://www.facebook.com/RubiconInternational • Twitter – @RubiconAtlas ,@RubiconFoundation @chicfoote, @christinehelix

  4. Welcome TO THE Show!

  5. Curriculum Mapping - When kids know you refuse to let them fail it puts a different pressure on them and they don’t give up so easily. Geoffrey Canada Our Failing Schools. Enough is Enough! TEDTalks A lifelong impact! http://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough.html

  6. Goals for the Day Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables • Review the requirements of a dynamic mapping process and the effective physical layout of the planning tool • Establish current strengths and gaps. • Revise and refine your goals to reflect school culture and values, ensuring this is evident in Atlas (planning tool) • Respond to the emerging focus at each of the 4 Phases of Curriculum Mapping and utilize Atlas to facilitate these.

  7. Agenda • Setting the scene: Our culture, aspirations & expectations • Taking Stock: Where do we think we are? What’s the Reality? Where do we want to be? • Morning Tea • Strategies and Tools: Examining our systems, Does it meet identified goals. What do we need to revise? • Lunch • Windows into Practice: Round table open forum • Mapping Process: Review process, practices, roles, building capacity • Closing Reflections

  8. Taking Stock • Where do we think we are? • Where are we actually? • Where do we want to be? Check mark Master isolated images :digitalimages.net

  9. Curriculum Mapping…………Direction with a Difference Identifies • Differences between written and taught curriculum Deepens • Professional dialogue that leads to revisions and adjustments for relevance, quality and alignment

  10. Curriculum Mapping Phases • Phase 1 • Phase 2 • Phase 3 • Phase 4 • Laying the Foundation • Launching the process • Maintaining, Sustaining & Integrating the Process • Advanced Mapping Tasks The Curriculum Mapping Planner. Heidi Hayes Jacobs and Ann Johnson. ASCD 2009

  11. 1. Laying the Foundation • Create a Vision for Mapping in your school • Establish goals & Expectations • Identify common, formats, processes and language The Curriculum Mapping Planner. Heidi Hayes Jacobs and Ann Johnson. ASCD 2009

  12. 2. Launching the Process • Identify Long Term Support Systems • Identify different map types and quality map criteria • Establish review processes and protocols • Review, Share, Upgrade – Suspend all Judgment The Curriculum Mapping Planner. Heidi Hayes Jacobs and Ann Johnson. ASCD 2009

  13. 3. Maintaining and Sustaining • Using data to inform and strengthen individual and consensus maps • Establish strategies for cross curricular collaboration • Carry out Gap Analysis and recommend shifts or changes required to improve student outcomes • Develop a professional development map based on the analysis of maps to date The Curriculum Mapping Planner. Heidi Hayes Jacobs and Ann Johnson. ASCD 2009

  14. 4. Advanced Mapping Tasks • How can mapping serve as a tool to launch curriculum plans for students futures? • What other aspects of the system can be strengthened by using maps to sharpen teaching and learning? • How can mapping serve as a hub for planning future directions with new data? The Curriculum Mapping Planner. Heidi Hayes Jacobs and Ann Johnson. ASCD 2009

  15. Can you uncover what lies beneath? Buried Curriculum Treasure

  16. Task • Part 1: • Identify and share the essential elements • Participants review each phase • Identify What’s working? What’s not? So what?

  17. Task • Part 2: • Use analytical tools in Atlas to explore hard evidence of where you are • Support your findings • Focus on strengths and areas needing work

  18. What did you discover? Where are we really?

  19. Windows into School Practice • As the school groups sharing: • Informal share out with small group for 5 minutes • Give 3minutes for questions • Afterwards, listeners move to another table, repeat… • Share out on inspirations or insights with larger group (but stay in your mixed groups)

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

  21. Modeling the Culture of Learning Shared Goals Responsibility for Success Collegiality Continuous Improvement Lifelong Learning Risk Taking Support Mutual Respect Openness Celebrations and Humour Ten Cultural Norms Ten Cultural Norms - Stoll and Fink (1996) /billprettyman.com/2012/03/20/three-tips-for-working-across-cultures/

  22. Establish the Culture

  23. …Hit the Mark! • What’s your Goal? • Short term? Long term? • Why are you doing it?

  24. What do we know about teaching? What had the biggest impact on student achievement was immediate, purposeful,and direct feedback But, for feedback to be effective, there must be content to be reflected upon. How does this relate to the mapping process? *John Hattie, From Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

  25. Discuss the type of curriculum review your school already engages in • New ways of running reviews in Atlas • Browse: Using notes to: • Ask a question • Make an observation • Offer a suggestion • Practice within your school’s system

  26. Go back to your goals from the morning How have your goals changed? What actions will you need to take to achieve these goals? Record your revised goals and why they have changed.

  27. UNTIL we meet again!

  28. 1. Laying the Foundation • Examine strengths and limitations of current curriculum • Analyse assessment data • Identify current school Initiatives • Define entry points to the mapping process • Identify potential obstacles and plan accordingly • Compare current school wide professional inquiry culture with required mapping culture • Create a Vision for Mapping in your school • Establish goals & Expectations • Identify common, formats, processes and language

  29. 2. Launching the Process • Identify organizational structures for decision making • Determine Roles and Responsibilities, Grouping structures and possible purposes/uses • Review and summarise the ways that scheduling impacts curriculum, assessment and teaching practice • Establish what constitutes a quality map • Unpack assessments to check for alignment with content, skills and essential questions • Establish professional inquiry focus to review maps • Identify Long Term Support Systems • Identify different map types and quality map criteria • Establish review processes and protocols • Review, Share, Upgrade – Suspend all Judgment

  30. Maintaining and Sustaining • Brainstorm different data types available • Identify data that provides richest sources of information • Check maps for alignment with content skills and assessment • Upgrade maps according to outcomes • Review maps for cross curricular connections • Unpacking Assessment data and merging findings into maps • Using data to inform and strengthen individual and consensus maps • Establish strategies for cross curricular collaboration • Carry out Gap Analysis and recommend shifts or changes required to improve student outcomes • Develop a professional development map based on the analysis of maps to date

  31. 4. Advanced Mapping Tasks • Imagine other applications that will focus schools on future needs of students • Embed the culture of mapping as a “way of doing things” here • Review and upgrade maps with Curriculum for 21st C • Review mapping strategies for sustainability • Review examples of advanced applications e.g student maps, global connections, digital portfolios • How can mapping serve as a tool to launch curriculum plans for students futures? • What other aspects of the system can be strengthened by using maps to sharpen teaching and learning? • How can mapping serve as a hub for planning future directions with new data?

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