divided we fall : mapping, implementation, and the possibilities if we get it right
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Divided We Fall : Mapping, Implementation, and the Possibilities if We Get It Right. Andrea Fanjoy Assistant Head, Academics Kingsway College School, Toronto, Ontario. The Curriculum Review Cycle. 1. Each individual teacher creates and/or annually updates their maps. - PowerPoint PPT PresentationTRANSCRIPT
Divided We Fall: Mapping, Implementation, and the Possibilities if We Get It Right
Andrea FanjoyAssistant Head, AcademicsKingsway College School, Toronto, Ontario
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps1
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps1
The Curriculum Review Cycle
Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
2
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps12Whole-school read-
through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
The Curriculum Review Cycle
Whole-school feedback collected and collated into single document3
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps12
3Whole-school feedback collected and collated into single document
Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
The Curriculum Review Cycle
Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback
4
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps12
3Whole-school feedback collected and collated into single document4
Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback
The Curriculum Review Cycle
Activity begins on easy and complex resolution items5
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps12
3Whole-school feedback collected and collated into single document4
Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback
5 Activity begins on easy and complex resolution items
The Curriculum Review Cycle
Culture of teacher-led problem- identification and resolution fuels ongoing improvement
6
The Curriculum Review Cycle
Each individual teachercreates and/or annually updates their maps12
3Whole-school feedback collected and collated into single document4
5Culture of teacher-led problem- identification and resolution fuels ongoing improvement6
Whole-school read-through of single subject: Teachers anonymously read and identify gaps, repetitions, questions, observations in the curriculum.
Subject teacher meeting: Review of current research and relevant data, followed by sorting of whole-school feedback
Activity begins on easy and complex resolution items
1Support from senior leadership – Mapping can have big implications for the direction of a school. Support it, or forget it.
2Preparation – Make mapping fit your school. Don’t take up teachers’ time untilit is ready to serve them.
3Faith in the process – Integrity is inherent in the process. Rushing reveals an agenda that undermines the whole exercise.
4Trust – Teachers are being asked to share what has historically been hidden.Be patient and unerringly supportive.Do not introduce mapping as an exercise in ensuring compliance.
5Time – Teachers need time to map,and they need maximum time free from mapping. Administrators who forget this will rightfully lose goodwill.
6Have faith in teachers’ professional judgment – Administrators need to listen.
7Curriculum leadership – Mapping will identify the problems and opportunities. Someone in the school needs to take things from there.
8Follow-through – This is the pay-off for teachers’ time and effort. Visible action must happen.
9Patience – The pace of formal reviews may slow down because you and your faculty are so busy following through on worthy projects. So be it.
10Focus – Mapping software and current dialogue supports doing much more with maps. Use extreme caution here.
Super Skills and WorkshopsTeam meetings
Students leadershipStudent Voice
Service learningBrainiacs
Orton GillinghamReading Mastery
ElectivesLego robotics
Outdoor educationWordQ
“Six Plus One Traits of Writing”Blogging
SMART goal-settingKCS Habits of Mind, Body and Action
Rosetta Stone French and international languagesWake Up With the Arts
Class meetingsCooking
GeocachingEtc
“If you want to teach people a new way of thinking, don't bother trying to teach them. Instead, give them a tool, the use of which
will lead to new ways of thinking.”
Richard Buckminster Fuller
PostscriptThe habit loop, described most recently in The Power of Habit by Charles Duhigg, helps explain the power of mapping :
Cue – teacher concern for students Routine – problem identification and resolution catalyzed
by mapping Reward – student needs increasingly met, small win by
small win Belief – “I can make a difference!”