Curriculum With a Difference :

1. Chic Foote Helix Consulting What to Cut? What to Keep? What to Create? Curriculum With a Difference:

2. Curriculum Mapping - Why and How? 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

3. Links • http://helixconsulting.wikispaces.com/Conferences+and+Presentations • Twitter - @chicfoote • Facebook Page - https://www.facebook.com/HelixConsultingNZ • TodaysMeet -https://todaysmeet.com/TransformingCurriculum

4. What year are you preparing your students for?

5. Complexity of Requirements Daniel Pink: A Whole New Mind Ours has been the age of the knowledge worker. The well educated manipulator of information and deployer of expertise. But that is changing. Thanks to an array of forces. ….It is an age animated by a different form of thinking and a new approach to life. One that requires aptitudes that I call “high concept” and “high touch”.

6. A Whole New Mind Why Right Brainers will Rule the Future High Concept • Capacity to detect patterns and opportunities • Create artistic and emotional beauty • Craft satisfying narrative • Combine seemingly unrelated ideas into something new High Touch • Ability to empathize with others • Understand subtleties of human interaction • Find joy in one’s self and elicit it in others • Stretch beyond the quotidian in pursuit of purpose and meaning Pink, Daniel. (2005) A Whole New Mind. River Head Books

7. Transforming Curriculum – Curriculum Mapping • Curriculum is transformed when there is a process for collecting and collating the operational curriculum across the levels • A collaborative curriculum mapping process transforms and aligns content, skills, competencies and assessments across school systems • When Curriculum Mapping is systemic and the hub of school improvement it leads to more dynamic and engaging curriculum and assessment

8. Considerations?

9. Essential Curriculum Design • Viable • Aligned • Responsive • Authentic • Purposeful & Relevant • Enduring • Future Focused • Transferable freedigitalphotos.net

10. Fluency in Learning 21st Century Fleuncey Project. http://fluency21.com/

11. School Effectiveness = Curriculum Effectiveness • Guaranteed and viable curriculum • Challenging goals and effective feedback • Parent and Community Involvement • Safe and orderly environment • Collegiality and professionalism Robert J. MarzanoWhat Works in Schools. Translating Research into Action (pg 15) 2003 ASCD

12. Big Ideas and Conceptual Understandings Big ideas are at the heart of all disciplines: • Timeless • Cross curricular • Cross topics • Embodied within: - Concepts - Themes - Issues and Debates - Paradox - Persistent Problems & Challenges - Influential Theories - Established Policies - Key Assumptions - Differing Perspectives Jay McTighe & Grant Wiggins (2013) Essential Questions: Opening Doors to Student Understanding ASCDs

13. Essential Questions Defining Characteristics • Open Ended • Thought provoking & Intellectually engaging • Requires higher order thinking • Points to important transferrable ideas (within and across disciplines) • Raises additional questions for inquiry • Requires support and justification – not an answer • Recurs over time- can and should be revisited www.freedigitalphotos.net/Stuart Miles image Jay McTighe & Grant Wiggins (2013) Essential Questions: Opening Doors to Student Understanding ASCDs

14. Curriculum That is……… • Evidence Based • Differentiated • Connected • Aligned • Timely • Reflective • Eliminates Redundancies

15. From this To This • Wide ranging • Complex • Saved in a myriad of ways • In a variety of places • Updated in many different ways • Subject centric • Actual V’s Intended • Aligned & Scaffolded • Accessible • Cohesive & Transparent • Collaborative • Connected & Inclusive: Knowing the Learner and their community • Regularly Reviewed, Revised and Renewed

16. 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

17. Ensuring Viable and Responsive Curriculum The Process

18. 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?

20. Review and Upgrade Curriculum to Include……. • Critical and Creative thinking • Competencies and Learner dispositions • Global Connectivity • 21st C Fluencies

21. Reflections: Administration & Leaders, Teachers, Students Minutes of school meetings What Else can We Map? Review Processes & Outcomes PLG’s Curriculum Teams Student Voice School initiatives Community Consultation

22. So how do we do this?

23. Developing Depth of Understanding and Transfer • Start with the End in Mind • Enduring and Future Focused

24. 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

25. 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

26. 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

27. 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

28. 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

29. Task • Part 1: • Review each phase • Identify - What’s current ? What’s not? So what? • What tools and strategies are/would be most effective in this process • Analyse for strengths gaps and next steps

30. Establish the Culture

31. 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/

32. Committment

33. Map Layers Essential Cross Levels Consensus Leadership All Staff Core Team Cross Levels Consensus Department Teams Levels & Cross Departments Consensus Collaborative Teams Individual Diary

34. 3. Practical – Making it Happen! Connected Cohesive Transparent Empowering Inspirational Learning Teams

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

36. Analyse Current Structures Support Structures Gaps Gaps Overlaps

37. 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?

38. What’s the Difference? Topic Conceptual Understandings • A focus subject • Limited by the narrow boundaries • Knowledge Acquisition Base • Narrow opportunity for application and transfer • Abstract idea or Philosophy • Generalisations based on inference • Transferable across time and location • Understanding reached through a chain of reasoning • Prone to common misunderstandings • Provides focus and purpose • Can be subject specific and overarching

39. From To • Topic • Concept “Any fool can know. The point is to understand.” Albert Einstein

40. Quality Mapping…… Getting Started – Systematic Time Honored Process Deep, Conceptual Understanding Transfer of Knowledge Skills and Values Authentic Assessment Tasks Criteria for Success Problem Based/Inquiry Scenarios Transferred to Life Situations Past Present Future

41. Group Task • Identify a curriculum area • With a familiar unit in mind: - Identify Possible Concepts - Discuss and unpack to identify important related big ideas - Consider other learning areas where there might be an alignment • Brainstorm possible Essential Questions • Develop an Authentic Transfer Goal

42. What to Cut? What to Keep? What to Create? Consider these Elements

43. How will you embed these? • Fluencies • Media • Info • Digital Citizenship • Collaboration • Solution • Creativity With thanks to Silvia RosenthallTolisanowww.langwitches.com

44. EDStepshttp://www.edsteps.org/CCSSO/

45. Required Designed Curriculum Mapping Aligning New forms of Learning • Knowledge / Content • Skills (Dispositions) • Assessment Review, Revise, Renew – a continuous process of analysis and decision making • What to Cut? • What to Keep? • What to Create

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

47. Curriculum with a DifferenceThe Possibilities are Endless…….. • Local • Global • Action Based • Learner Centered

48. Continuing the Cycle