Connecting the dots - from isolation to collaboration: Creating a 21st Century learning community through curriculum mapping
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Educational Leadership
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Educational Leadership The greatest job in the world
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Educational Leadership The greatest job in the world but it is not easy
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Cat Herding Tuesday, 12 April 2011
Overview • The situation that needed to change - too much isolation and not enough collaboration
• How can curriculum mapping help to facilitate the collaborative effort?
•A
Century approach - using curriculum mapping software
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The isolation problem
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Various degrees of isolation • • • • •
Going it alone Small teams Small groups More ‘group’ than ‘team’ Congeniality over collegiality
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Group versus Team
Richard DuFour (2010) Tuesday, 12 April 2011
Get on the bus or get off Tuesday, 12 April 2011
Priority #1 •
Connect and collaborate both horizontally and vertically
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Greatest contribution of school leaders to improving student outcomes in schools is through developing collaborative cultures (Fullan, 2008)
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Priority #1 •
Connect and collaborate both horizontally and vertically
•
Greatest contribution of school leaders to improving student outcomes in schools is through developing collaborative cultures (Fullan, 2008)
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Horizontally between subject areas
Priority #1 •
Connect and collaborate both horizontally and vertically
•
Greatest contribution of school leaders to improving student outcomes in schools is through developing collaborative cultures (Fullan, 2008)
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Vertically between year levels
Priority #2 • De-privatise our practice
• Open up the ‘Black Box’ of instruction (Fullan, 2008)
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We all help students get across the line
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Essentially we must consider... •
Where do students have to be? Backwards Design
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What is developmentally appropriate on the way?
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We must strike the ‘right’ balance between the two.
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Why curriculum mapping? A systems-based approach capable of developing a 21st Century learning community IB World School
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The Big Ideas Collaborative and focused conversations
Transparency
Knowledge transfer
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Integration
Accountability
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Inquiry-based learning Differentiation Feedback Engagement Challenge Relevance Tuesday, 12 April 2011
Transparency
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PYP - MYP - DP Interdisciplinary learning Library program ICT Critical thinking Literacy and numeracy
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Integration
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IBO Standards and Practices National tests (NAPLAN) Diploma completion Tertiary entrance + career paths 21st Century skills Princes’ Pedagogy
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Accountability
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Model of curriculum leadership Evidence driven Macro level conversations Micro level conversations Vertical and Horizontal focus
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Collaborative and focused conversations
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Centralised ‘dynamic’ repository Accessible to all Evaluate and reflect Renew, upgrade, revise
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Knowledge transfer
How are we getting there?
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Rubicon Atlas - our system of choice Tuesday, 12 April 2011
Design
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Integrate
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Examine - through different lenses
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Identify gaps and repetitions
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Match assessment to aims / objectives / standards
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Review and adjust
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Our process 1. Gather the available data 2. Review maps for their ‘quality’ 3. Examine the written curriculum horizontally and vertically st 21
4. Incorporate Century learning skills, as appropriate Tuesday, 12 April 2011
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The work never ends...
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but it is the journey that counts.
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It is a long road, both rough and smooth...
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but better travelled together than alone.
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Have fun along the way!
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Further information • rbruford@staff.pac.edu.au • sbehan@staff.pac.edu.au • ksparks@staff.pac.edu.au • tbroker@rubicon.com Tuesday, 12 April 2011