Chic Foote
From Vision to 21st C Learning
Community
Helix Consulting
chic.foote@helix.ac.nz
Links
• http://helixconsulting.wikispaces.com/
• Twitter - @chicfoote
• Facebook Page https://www.facebook.com/HelixConsulting
NZ
• TodaysMeet –
http://todaysmeet.com/NASDAPFri
Backwards Design
Review Revise Renew
KROMKRATHOG at FreeDigitalPhotos.net
Unpacking the Vision
Interconnected and Aligned
Data Driven
Deep Purposeful Conversations
• Individual
• Teams
• Departments
Across
Within
• Levels
• School wide
erikvanslyke.solleva.com/2jenn
How will you embed these?
Fluencies
Literacies
Skills
Basic
Information
Communicate
Media
Collaborate
Global
Connect
Network
Create
Digital Citizenship
Media
Info
Digital Citizenship
Collaboration
Solution
Creativity
Think Critically
With thanks to Silvia Rosenthall Tolisano www.langwitches.com
Outline for the Day
1
• Laying the foundations
• Starting with the end in mind
• Identifying the ‘Story’
2
• The process in practice
• Strategies and Examples
• Gap Analysis
3
• The Design Process
• Key stages
• Expected Outcomes & Indicators of Success
Shifts in Thinking
From
To
• Unconnected thinking
• Systems thinking
• An environment of isolation
• Collegiality
• Perceived reality
• Information driven reality
• Individual autonomy
• Collective autonomy
Source: Hall, Pete. Simeral Alisa.(2008) Building Teachers’ Capacity for Success. Alexandroa, VA:ASCD
Measurable
Specific
Achieving the “End in Mind”
digitalart/digitalphotos.net.
Responsive
Curriculum Mapping Phases
• Phase 1
• Laying the Foundation
• Phase 2
• Launching the process
• Phase 3
• Maintaining, Sustaining
& Integrating the Process
• Phase 4
• Advanced Mapping Tasks
Story • What’s your story?
• How does your story impact the
vision for your learners?
• What strategies enable us to
effectively reflect the hopes and
dreams of all members of the
learning community?
• How might your story inform the
development of transfer goals?
• Mission….is an innovative 21st century learning
community. Our mission is to inspire each student to
be a confident, creative, caring, and moral individual
prepared to adapt and succeed anywhere in a rapidly
changing world. We provide ………based education
with a global perspective that results in a love of
learning, academic excellence, a balanced life, and
service to others.
• Vision ….offers opportunities for students to reach
their full potential to become caring, competent,
knowledgeable young people who are dedicated to
making a positive difference anywhere in the world.
1.
2.
3.
Purposeful
Social
Reviewed
Relevant
Local
Revised
Current
Global
Renewed
Connected
Digital
Responsive
Aligned
Strategic
School Vision
Direction
Confident, Connected, Actively Involved, Lifelong Learners
Backwards Design
Examine the Vision – Essential Questions
Establish Expectations -Transference
- Understandings
Identify Observable Indicators
– Dispositions, Fleuencies, Skills & Knowledge
Differentiate across the levels
Differentiate across the levels
Reference: Jay McTighe & Grant Wiggins. Schooling by Design. ASCD
Mapping the Foundation
Transfer Goals
Big Ideas
Understandings
Essential
Questions
Knowledge
Skills/Dispositio
ns
• Efffective Professional Inquiry
• Relevant and Embedded
• A Comprehensive Approach
Source: Darling Hammond, Linda. (2010) The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future Teachers. New York: College Press.
Outline for the Day
1
• Laying the foundations
• Starting with the end in mind
• Identifying the ‘Story’
2
• The process in practice
• Strategies and Examples
• Gap Analysis
3
• The Design Process
• Key stages
• Expected Outcomes & Indicators of Success
Create or Renew
Adjust
Map
Classroom
Implementation
7. Upgrade Map
Action Curriculum
Map
Cut? Keep? Create?
6. Immediate or
Long Term
Development
1. Individual
2. Common or Mixed Group
3. Review Map
Data
Feed forward
Plan for Action
5. What does it tell us?
What does this mean?
What are we going to do with it?
4. Analyse Review
Outcomes
Suspend all
Judgment
Process
• Begin with a individual
review
• Provide a framework for the
review feedback
• Establish clear professional
inquiry focus / review
elements
• Evidence based
• Maps /Documents
accessible and
transparent
• Time allocated
• Expectations clear
Review Process
Individual
Small
Group
Whole
Group
Initial Review Categories
Protocols
• Teachers have the focus and organisation
well in advance
• All judgment suspended
• All contributions accepted
• Outcomes and analysis shared and acted on
by all
Attendees
Prof Inquiry
Evidence of Success
Challenges
Barriers /Puzzles of Practice
Actions Required
Immediate:
Long term
Informing Practice
Red Flags
Considerations when we Apply the Review Cycle
Who is involved?
How is it organised?
How do we gather and collate the information?
How is it fed back?
How is the cycle continued?
Committment
Establish Systems
Support Structures
Time Honoured
Clarity of Expectations – “End in Mind”
Design
Aligned
Connected
Sequential
Deliberate
Structural
Sira Anamwong/freedigitalphotos.net
Process and Practices
Steps
Considerations
•
Research to inform
•
Identify an End in Mind
•
Select facilitator
•
Establish a core team
•
•
•
•
•
•
Analayse Current situation
•
Identify potential professional inquiry
Organisation
Best fit - core team
Reflective practice strategies
Systems for documenting maps
Consistency of
- Processes
- Protocols
- Messaging
- Expectations
•
Expected outcomes
•
Implementation Strategies
•
Documenting all elements of the
process
foci & select
•
Plan to build on strengths and
address gaps
•
Establish a process and structure
•
Embed process in school calendar
What curriculum conversations
are taking
place in your school?
How do they align and inform school wide practice?
What structures exist and what would you need to
create?
Outline for the Day
1
• Laying the foundations
• Starting with the end in mind
• Identifying the ‘Story’
2
• The process in practice
• Strategies and Examples
• Gap Analysis
3
• The Design Process
• Key stages
• Expected Outcomes & Indicators of Success
Essential Questions
1. How might curriculum
mapping lead to
cohesive and
empowered learning
communities?
2. What is required to
establish and sustain a
richly engaging learning
community for all?
photocredit:Fredrik Von Erichsen via The Guardian Eyewitness series
In An Ever Changing World
Keeping the End in Mind
freedigitalphotos.net/ KROMKRATHOG
Developing New Forms
Relevance V’s Irrelevance
What will it Take?
freedigitalphotos.net
Creating Cohesive Pathways
Sustaining
Responding
Open
Inclusive
What? Identify Possibilities
Sift Sort Select
Explore
Decide
freedigitalimages.net
How?
Connected Aligned Relevant
freedigitalphotos.net/ddpavumba
Review
Reflect
Revise
freedigitalphotos.net/ stockimages
Renewal
New Forms
Upgrades
Maintain the End in Mind
Future Focused
Lasting Lifelong Impact
Daniel Pink – A Whole New MInd
In Conceptual Age…….
L - Directed Reasoning
R – Directed Aptitude
Not Just……
But Also……
Function
Design
Argument
Story
Focus
Symphony
Logic
Empathy
Seriousness
Play
Accumulation
Meaning
Pink, Daniel. (2005) A Whole New Mind. River Head Books