Transcript Curriculum Mapping for Integration and Inquiry

Curriculum Mapping
Aligning Connecting Integrating
Empowering and Aligning the
Learning Journey
Where and How is Mapping Implemented?
• Began with Heidi Hayes Jacobs in the USA to
focus the school community on aligned and
meaningful learning and assessment
• Implemented across all level of learning institutions
• Flexible to meet the requirements of particular
school communities
Curriculum Mapping
Providing a Framework
• Mapping to aligns key competencies and curriculum skills
• Mapping to meet the ministry requirements and implement meet
school goals for learning and achievement
• Mapping to inform decision making across the school
• Mapping to build learning communities with reflective teachers and
students
• Mapping to build on students experiences overtime
• Mapping to give credence to student’s work from year to year
• Mapping actual rather than planned focus of learning
Curriculum Mapping
Providing a Framework
• Mapping the learning journey for teachers and students across the years
• Mapping the big picture for school wide planning
• Mapping to align curriculum and assessment across the school: Skills,
Content Focus, Assessment Strategies and Data
• Mapping to identify and manage a balance between curriculum
planning that is too rigid and tight or too loose and vague
• Mapping to identify gaps and overlaps - to highlight the big picture or
the finer details. Identifying targeted next steps across the school or
within a year level
Curriculum Mapping
Providing a Framework
• Mapping for on going curriculum review
• Mapping to deepen and enrich pedagogy and
practice
• Mapping to integrate across curriculum areas,
departments etc
• Mapping to connect learning across the levels,
and from within levels
The New Zealand Curriculum Draft
“These documents will set the direction
for learning for all students while at
school and will ensure that when they
leave, they are equipped for life long
learning and for living in a world where
continual change is the norm”
The New Zealand Curriculum Draft Principles
“…principles should guide each school as it designs and implements its own curriculum”
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Excellence
Empower students to learn and achieve to best of their abilities & seek personal excellence
regardless of circumstances
Learning to Learn
Experience a curriculum that enables them to become active, confident, creative and innovative
learners and thinkers.
Cultural Heritage
Experience a curriculum reflecting NZ’s bicultural heritage and multicultural society. Maori
have opportunity to experience curriculum reflecting and valuing te ao Maori
Equity
Identities, cultures, languages and talents recognised and affirmed. Learning needs recognised
and addressed.
Connections
Experience a curriculum that makes connections with their lives and engages support of families
and communities
Coherence
Experience a curriculum that provides a range of coherent transitions and pathways to further
learning
The New Zealand Curriculum Draft
Effective Pedagogy
Students learn best when teachers:
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Encourage Reflective thought and Action
Stand back form ideas or information and think objectively
Relate new learning to what they already know
Adapt for own purposes
Translate thought into action
Develop creativity, critical thinking and meta cognitive abilities
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Make connections
Integrate new learning with current understanding
Maximise use of time
Anticipate learning needs
Avoid unnecessary duplication of time
Make connections across learning areas and to home practices and the wider world
The New Zealand Curriculum Draft
Effective Pedagogy
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Provide multiple opportunities to learn
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Need time and opportunity to engage with, practice and transfer new learning
Encounter new learning a number of times and in varied tasks/contexts
Sequence students learning experiences over time
Allow students to monitor progress
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Facilitate shared learning
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Learning takes place in shared activities and conversations across school, family and
wider world
Facilitate the process with learning environments that foster learning conversations and
learning partnerships
Challenge, support feedback
Students build language they need to take learning further
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The New Zealand Curriculum Draft
Effective Pedagogy
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Enhancing the relevance of new learning
Understand what and why they are learning and how they will use it
Learning experience stimulate curiosity, require searching for relevant information and
ideas
Require students to use or apply what they discover in new contexts or ways
Creating a supportive environment
Accepting of others, form positive relationships with students and teachers
Active visible members of the community
A caring, inclusive, non discriminatory cohesive classroom
E learning and pedagogy: Use ICT to:
Enter and explore new learning environments
Join or create communities of learners
Experience customised learning that allows for individual difference
Use a range of tools to save time and take learning further
Open up new ways of learning
Designing a School Curriculum
“Careful planning results in a school curriculum that is connected , coherent, and
balanced and that reflects the particular needs and interests of the school community”
Significant themes for engaging students and integrating learning
Sustainability
Students investigate long term impact of social, scientific, technological, economic, or
political practices. Consider the alternatives that might prove more durable for the economy,
society, and the environment
Citizenship
Explore what it means to be a citizen. Participate to earn how to be active, informed,
responsible citizens who contribute positively
Enterprise
Explore what it is to be innovative and entrepreneurial.
Globilisation
Explore what it means to be a part of the global community both within and outside of NZ
Critical Literacies
E.g Financial Literacy. Students build personal financial capabilities
Designing a School Curriculum
Some considerations when schools design strategies to achieve the desired
outcomes:
• Planning with a focus on outcomes/
Prioritised outcomes give schools and teachers frames of reference for
resourcing and guide program development
• Planning for the development of key competencies
Integrated across units of work and in combination
• Planning for purposeful assessment
Benefits Students, Involves students, Supports teaching and learning goals,
Planned and communicated, Suited to the purpose, Valid and fair
Classroom based to focus learning and School wide to measure impact of
programmes on learning
• Planning for coherent pathways
Sum of learning should form a coherent experience with clear links between each phase of
learning
Curriculum Mapping Strategies
• Teams and teachers map as they plan, then edit and
update as they teach
• Planned is replaced by actual contexts as maps are
updated each term supported by outcomes of evaluation
of teaching and learning
• Maps are ‘read through’ and reviewed each term to
ensure feed forward into next term planning
• Map by content or by themes, big ideas and concepts
Curriculum Mapping Strategies
• Phase 1: Collecting the Data
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Processes and Skills
Content, Essential Concepts, Enduring Understandings, Essential Questions
• Phase 2: The First Read Through (Improving quality)
- Teachers individually reviews school wide maps.
Highlight for further examination
- New Information
- Repetitions
- Gaps
- Meaningful assessment
- Matches with expected outcomes/standards
- Potential areas for integration
- Review for Timeliness
Curriculum Mapping
Strategies
• Phase 3: Mixed Group Review Sessions
- Small mixed group reviews(6-8 members)
- Each group member shares findings. Simply states findings.
- Delay judgment: Red flag
- Collect and report findings
• Phase 4: Large Group Review
-All staff
-Small group findings collated and shared
-Participants invited to comment on emerging patterns
-Suspend judgment
Curriculum Mapping
Strategies
• Phase 5: Determine those things that can be Revised Immediately
- Sort and sift through data
- Identify strategies for addressing areas flagged for attention e.g repetitions
• Phase 6: Determine Those Points That Will Require Long-term Research And
Development
- Professional discussion about curriculum articulation and planning
• Phase 7: the Review Cycle Continues
- Curriculum Review should be active and ongoing
Curriculum Mapping
Strategies
Task: Form four year level groups Yr1/2 Yr3/4 Yr5/6 Yr7/8
Each group identify typical term map for each of the following:
• English: Written, Visual, Oral
• Science
• Social Science
• Technology
• Arts
• Math’s
• Health/PE
• Maori
Jigsaw to form groups that include one member at each
level: Phase 1 and 2 and 3
Curriculum Mapping
What?
• Map Curriculum Strands
• Contexts
• Values and Virtues
• Competencies/skills
• Assessment Tools and Tasks
Curriculum Concept Map
Community
Elements
Exploration
Celebration
Enduring Understanding
Belonging to a community
involves roles &
responsibilities
Enduring Understanding
Elements make up the
whole
Elements can change form
Enduring Understanding
Exploration is taking risks,
solving problems and
making new discoveries
Enduring Understanding
A new cycle develops as a
result of change
Essential Questions
What is community?
How do actions affect
communities?
Essential Questions
What are elements?
Why do elements change?
Essential Questions
How does exploration
influence change?
Essential Questions
Why celebrate?
Curriculum Focus
SS: Identity, Culture….
Healthy communities,
realtionships
WL: Recounts
Vis Art:
Curriculum Focus
Curriculum Focus
Curriculum Focus
Contexts
Jnrs: School, famil, ,local
animals
Midd: School, Local, Auck,
Insects
Snr: School, NZ Global,Plants
Curriculum Concept Skills Map
Community
Elements
Exploration
Celebration
Competencies & Skills
Thinking:Questioning
Participating/Contributing
L1 Questioning:5W’s & H
Sharing
L2 Fat & Skinny
Group Roles: Report, Record
L3 Investigative
Group Roles: All roles
L4 Levels of questioning
Leadership roles
Competencies & Skills
L1
Competencies & Skills
L1
Competencies & Skills
L1
L2
L2
L2
L3
L3
L3
L4
L4
L4
Strategies a & Tools
ALL: KWHLAQ
L1: Steps Programme
L2. Question Maps
L3: I.C.E
L4: Seven Steps
Strategies a & Tools
Strategies a & Tools
Strategies a & Tools
Curriculum Concepts Assessment Map
Term 1
Community
Summative School
Assessment Requirements
Wk 3: R Rec
Writing Sample
Wk 5:PATs
Wk 6:PE Skills
Wk 8:Culminating Task
Culminating Task
L1: Welcoming a new child to our
school community. Principal asking
for help to produce a take home pack
etc
L2: A refugee family joining our
community. How to welcome,include
assist.
L3:How best to help? Kamhil lives in
Uganda. His community lost
everything during years of drought
and civil war. What will they need to
rebuild a strong community. How
would we help to do this? What would
be the most effective way to do this?
Term 2
Elements
Summative School Assessment
Requirements
Term 3
Exploration
Term 4
Celebration
Summative School Assessment
Requirements
Summative School Assessment
Requirements
Science
Curriculum Content and Assessment Map
Strands
Team 1
Living
World
Material
World
Physical
World
Planet
Earth &
Beyond
Term1
Content
Assess
Skills
Term 2
Content
Assess
Skill
Term 3
Content
Assess
Skills
Term 4
Content
Assess
Skills
School Wide Data Assessment Map: Community
Term 1 Team/Room:
Social
Science
Beginning
Developing
Achieved
Exceeding
Expected
Achievement
Total
Below
Meeting
Above
Writing
Year Level:
Health/PE
Visual Art
Comments:
Identify specific chn
who need extension or
support in a specific
skill development
School Wide Data Assessment Map: Community
Comments:
Term 1 School Wide:
Social
Science
Y1
Y2
L1
Y3
Y4
L2
Y5
Y6
L3
Beginning
Developing
Achieved
Exceeding
Expected
Achievement
Total
Below
Meeting
Above
Skills Focus: L1
Skills Focus: L2
Skills Focus: L3
Identify specific chn
who need extension or
support in a specific
skill development
Individual Assessment Map: Community
Term 1 Name:
Mary
Social Science
Year Level:
Writing
Comments:
Y1
Health/PE
Visual Art
Beginning
Developing
Achieved
Exceeding
Expected
level of
achievement
for time at
school
Expected Level:
Not Met:
Expected Level:
Not Met:
Expected Level:
Not Met:
Expected Level:
Not Met:
Met:
Met:
Met:
Met:
Exceeded:
Exceeded:
Exceeded:
Exceeded:
Identify specific
learning needed for
extension or support in
a specific skill
development
Concepts
Concepts:
Broad, abstract notions that are relevant to a range of contexts, interests,
environment, culture and experiences.
Represented by one or two words
Facilitates critical thinking for understanding rather than the memorization
of fact
Impacts their own and others lives now and in the future
Concept Example:
Identity, Force, Cause & Effect, Fantasy, Systems
Task
• Using the maps you edited with your mixed group identify
any common themes or “big ideas. What can you see that is
common across the map? What essential questions might
be the umbrella for this learning?
• What Concepts would you identify for your school?
Enduring Understandings
The “Big Ideas”
• What do we want the student to know, understand
and articulate by the end of the term?
• Identifies the key understandings in a “big idea”.
• Relevant and lasting across life.
• Opportunity for in-depth inquiry
• Applicable to environment, culture and
experiences
• Leads to the development of key skills and
knowledge
• Starting with the end in mind
Enduring Understandings
• Effective communities rely on cooperation and
communication.
• Everybody and everything has an identity that
classifies it as unique to itself.
• A system is a chain or a process that develops
efficiency
Essential Questions
• The essence of what you believe the
students should examine and know
• Leads to investigation
• Inquiry and Problem Based learning
• Maintains focus throughout a study
• A conceptual commitment
Essential Questions
• What is community?
• Why move?
• What is the relationship between identity
and uniqueness?
Mapping in New Zealand Schools
So What?
• Empowers and engages teachers and students
• Integration and inquiry is rich and stimulating
• Learning is clearly scaffolded and aligned across
the levels
• Common language across the school
• Rich connections within and across the levels and
across the terms
Mapping an Integrated, Inquiry Based Unit
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Concept
Enduring Understanding
Essential Questions
Curriculum Focus
Key Competencies
Contexts
Curriculum Skills
Learning Intentions
Assessment Strategies
Rubric Criteria
Culminating Task
Curriculum Mapping
What is it?
• Communicates curriculum content, contexts,
skills, and strategies
• Aligns teaching learning across the levels
• Provides a framework for on going curriculum
review
• Identifies integration of learning