Westbourne GrammarMelbourne

30 January, 2013

Chic Foote chic.foote@helix.ac.nz

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

• http://todaysmeet.com/Westbourne• facebook.com/HelixConsultingNZ

• http://www.helix.ac.nz/#

• chic.foote@helix.ac.nz

Vision

Community

Creativity

Scholarship

Courage

Our School, Your School, A World of Learning

Global Competencies

Mission

• Creativity

• Scholarship

• Courage

Agenda9.00 – 10.30• Overview of the day• Review Process • Stage 1 quality content review

- General Quality characteristics- Stage One

• Mixed Group Review (Curriculum Departments) Stage 1 categories- Protocols & Organisation- Enduring Understandings

11.00 – 1.00 • Continue Group Review Stage 1 categories

- Essential questions- Knowledge- Skills

• Summarise and feedback1.30 – 3.30

Create or RenewMap

Action Curriculum Map

Review Map Data

Analyse Review Outcomes

Feed forwardPlan for Action

Upgrade MapCut? Keep? Create?

Immediate orLong Term

Development

Suspend all Judgment

Classroom Implementation

Individual Common or Mixed Group

What does it tell us? What does this mean? What are we going to do with it?

Deep ProfessionalInquiry

Purposeful Learning Conversations

Primary Goals of Education

• Meaning Making

• Transfer

A M TAcquisition Meaning Transfer

Essential Questions

Conceptual Understandings

Content Knowledge

Authentic Assessment

Skills

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

When it comes to quality, what fundamentals come to mind?

• Category Accuracy

• Depth of Detail

• Common Formatting

• Internal Alignment

Focus of Review

• Gaps• Repetitions• Redundancies• Red Flags • Recommendations

- Short term decisions- Long term development

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

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

PromptsIf 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? Th

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Example

Enduring• 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.

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

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 Collatefile://localhost/Users/Chic/Documents/chic doc/Schools/WEstbourne copy/TOD Jan 30 2013/Map Review.docx

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

Example

Essential • How are form and function

related in biology?

• How would life be different if we couldn’t measure time?

Not Essential• How many legs does a

spider have? How does and elephant use its trunk

• How amny minutes in an hour?........

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

Knowledge and Skills

Knowledge • Statements of fact• Specific and detailed• Can be located or proven• Written with a noun

Students will know that…..

Skills• Application• Critical thinking• Processing their learning to

deepen understanding

Students will learn how to……

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