Westbourne Grammar Melbourne 30 January, 2013

1. Westbourne Grammar Melbourne 30 January, 2013 Chic Foote chic.foote@helix.ac.nz

2. Goals • Review and analyse process to date • Review and evaluate stage 1 examples for quality • Complete a ‘mixed group’ review to analyse stage one map content • Edit and Upgrade a unit to start the year

3. http://todaysmeet.com/Westbourne • facebook.com/HelixConsultingNZ • http://www.helix.ac.nz/# • chic.foote@helix.ac.nz

4. Our School, Your School, A World of Learning Global Competencies

5. Mission • Creativity • Scholarship • Courage

6. Agenda 9.00 – 10.30 • Overviewof the day • Review Process • Stage 1 quality content review - General Quality characteristics - Stage One • Mixed Group Review (Curriculum Departments) Stage 1 categories - Protocols & Organisation - EnduringUnderstandings 11.00 – 1.00 • Continue Group Review Stage 1 categories - Essentialquestions - Knowledge - Skills • Summarise and feedback 1.30 – 3.30

7. 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

8. Primary Goals of Education • Meaning Making • Transfer A M T Acquisition Meaning Transfer

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

10. Rule 1: Quality In… Quality Out…. Quality Map Characteristics… • Reflect what is Actually Happening • Accurate • Relevant to Student Needs • Aligned • Reflects Curriculum Strategies • Always Changing • Transparent • Authentic and Relevant

11. When it comes to quality, what fundamentals come to mind? • Category Accuracy • Depth of Detail • Common Formatting • Internal Alignment

12. Focus of Review • Gaps • Repetitions • Redundancies • Red Flags • Recommendations - Short term decisions - Long term development

13. Big ideas • Unifying ideas and inquiries – (Interdependence) • Organising Themes • Key strategies and ‘rules of thumb’ • Endless debates or issues • Striking Paradox • Dilemmas • Persistent problems or challenges • Major theories • Key assumptions • Key differing perspective The Understanding by Design Guide to Quality Units-Creating High Quality Units Wiggins and McTighe. (Pg 71) 2011. ASCD

14. Enduring Understandings - • Capturing lasting elements of the big ideas • Full sentence statements • Gained only through guided inference • Inherently abstract • Usually not obvious • Sometimes counter intuitive and possibly misunderstood The Understanding by Design Guide to Quality Units-Creating High Quality Units Wiggins and McTighe. (Pg 71) 2011. ASCD Prompts If there are facts that must be learnt…what do the facts mean? What is the content of the unit? If this is the content – what is the moral of the story?

15. Example Enduring Not Enduring The price of a long distance phone call has declined during the past decade I have a right to be a part of the team and so do others • In a free market economy, price is a function of supply and demand • With individual rights comes the responsibility to acknowledge and respond to the rights of others.

16. EU Task • Form curriculum cross level mixed groups • Follow directions to analyse maps across levels (Years 1,3,5,7,9,11) • Review for Gaps, Repetitions, Redundancies, Confusions/Clarifications needed, Red flags, Recommendations • Individual, Share and Collate file://localhost/Users/Chic/Documents/chic doc/Schools/WEstbourne copy/TOD Jan 30 2013/Map Review.docx

17. Essential Questions • Causes genuine, relevant inquiry into a big idea of core content • Provoke deep thought, discussion and debate, sustain inquiry and develop new understanding and questions • Requires consideration of alternatives, weighing evidence and supporting ideas and justifying answers • Stimulates on going rethinking of big ideas, assumptions and prior lessons • Sparks meaningful connections with prior leanring and personal experience • Naturally recur, creating opportunities for transfer to other situations

18. Example Essential Not Essential How many legs does a spider have? How does and elephant use its trunk How amny minutes in an hour?........ • How are form and function related in biology? • How would life be different if we couldn’t measure time?

19. EQ Task • In curriculum cross level mixed groups • Follow directions to analyse maps across levels (Years 1,3,5,7,9,11) • Review for Gaps, Repetitions, Redundancies, Confusions/Clarifications needed, Red flags, Recommendations • Individual, Share and Collate

20. Knowledge and Skills Knowledge Skills Application Critical thinking Processing their learning to deepen understanding Students will learn how to…… • Statements of fact • Specific and detailed • Can be located or proven • Written with a noun Students will know that…..

21. Knowledge and Skill Task • In curriculum cross level mixed groups • Follow directions to analyse maps across levels (Years 1,3,5,7,9,11) • Review for Gaps, Repetitions, Redundancies, Confusions/Clarifications needed, Red flags, Recommendations • Individual, Share and Collate