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Curriculum Mapping or Backward Design

Curriculum Mapping or Backward Design. Presentation to teachers in the Western Quebec School Board May 18, 2000 By Ainsley B. Rose Director of Education. Elephant Story. Implementing the reform is like two elephants mating: It’s done on a high level

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Curriculum Mapping or Backward Design

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  1. Curriculum Mapping or Backward Design Presentation to teachers in the Western Quebec School Board May 18, 2000 By Ainsley B. Rose Director of Education

  2. Elephant Story • Implementing the reform is like two elephants mating: • It’s done on a high level • It’s accomplished with a great deal of roaring and screaming • It takes two years to achieve any results

  3. outcomes • To encourage cycle teamwork • To promote curriculum coordination within cycles and between cycles • To focus on how students learn rather than how teachers teach • To validate current best practices

  4. The Context! • Transition or articulation between cycles and across cycles • Integrate the competencies, skills and abilities of the programs • The need to be able to use assessment as a learning activity • The need to be able to connect learning activities to real - life situations

  5. Benefits of Curriculum Mapping? • Gives teachers control of instructional management to insure student-centered learning • Increases the knowledge of assessment of learning across cycles • Allows for collaborative planning and support from and for the professionals

  6. Michael Fullan “Schools that manage change best are those with a collaborative work culture… they develop a collaborative work culture as they become professional learning communities”

  7. Why mapping? – A metaphor • A tool for integration • Includes content, skills and assessments • A tool for communication • Aid in planning curriculum • Avoids repetition and/or gaps in curriculum • Helps with organizing the school year for students, staff and parents

  8. Seven Phases of Curriculum Mapping • Collecting data • Individual review • Mixed group review • All school review • Immediate action • Long term action • Review and revise Heidi Hayes Jacobs “Mapping the Big Picture”, 1997

  9. 1. Collecting Data • What each teacher is presently teaching in the course of the academic year • Based on a calendar • What is actually going on the classroom – project, themes, activities etc.

  10. 2. Individual Review • Teachers look for gaps or repetition in the outline of all the teacher’s maps • Each teacher works alone in this phase • Allows for a better insight into the school’s flow of the present curriculum

  11. 3. Mixed group review • Should be composed of people who normally do not work together • Each teacher shares his/her observations from their individual review of the maps • They identify the present gaps or repetition within and between cycles

  12. 4. Large group review • All staff attend the review • Look for emerging patterns and gaps • Decisions are made as to how to proceed with the data • Move from a review mode to an editing, revising, and developing mode

  13. 5. Immediate action • The staff agree what can be adjusted immediately without major changes • No further study is required to make these changes • It is easy to accomplish

  14. 6. Long term Action • More in-depth discussing required • Major revisions are needed • Might result in structural decisions or long term consequences

  15. 7. Review and revise • Curriculum mapping should be dynamic and central to instructional leadership • Review and revise to keep the maps current • Allows for correcting errors or necessary adjustments • Encourages integration of curriculum across cycles and domains

  16. What is backwards design? • Identify desired results • Determine acceptable evidence • Plan learning experiences and instruction

  17. Howard Gardner “What we need in America is for students to get more deeply interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work over long periods of time, to be stimulated to find things out on their own.”

  18. Identify desired results“Begin with the end in mind” - Covey • The competencies of the domains and the program of programs Worth Being familiar with Important to know and do “Enduring Understanding” “Big Ideas” Wiggins “Understanding by Design”, 1998

  19. Determine acceptable evidence • How will we know that students have achieved desired results and met the standards? • What will we accept as evidence of successful (deep) understanding.

  20. Plan learning experiences and instruction • What knowledge will students need to perform effectively • What activities will be needed to allow students to construct their own learning • What will need to be taught, coached

  21. Therefore: Backward Mapping? • “Big ideas” • “Critical Issues” • “Essential Questions”

  22. “The Essential Question” • E.g. • Why is life as it is in a pond? • What is the effect of light on the pond? • What nutrients control life in the pond? • What are the relationships among different kinds of life in the pond? • “Reconnecting the Sciences” Education Leadership Magazine. May 1996 Vol.53, NO. 8 pages 4-8

  23. How will my school and my teaching be different after the implementation of the reform?

  24. How will I now that I am successfully implementing the essence of the Reform?

  25. How will I know that my students are truly engaged in their learning?

  26. Essential Questions - Snow • What is snow? • How does it affect me? • How does it affect people? • Why does it melt?

  27. Issues for School Teams • What is experienced in each cycle? • What is expected at the end of each cycle? • What kind of testing will there be at the end of each cycle? • How will technology be used to enhance learning?

  28. Application • Identify what you do already that is very successful by month or term • Map it on the year calendar and share according to the seven step process • Now align with the discipline competencies, cross curricular competencies and the life long learning competencies

  29. All I really need to know about the Reform, I learned from the Story of Noah’s Ark!!!

  30. Noah’s Lessons • Don’t miss the boat • Don’t forget we’re all in the same boat • Plan ahead. It wasn’t raining when Noah built the ark • Stay fit. When you’re 600 years old someone might task you to do something really big • Don’t listen to critics; just get on with what has to be done • For safety’s sake, travel in pairs (teams)

  31. Noah’s Lessons • Build your future on high ground • Speed isn’t always an advantage; after all the snails were on the same ark with the cheetahs • When you’re stressed, float awhile • Remember the ark was built by amateurs; the Titanic was built by professionals • Remember the woodpeckers inside are a larger threat than the storm outside

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