Master Class on Mapping

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Master Class on Mapping
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Master Class on Mapping

• Master Class concept
• Expert observes work of student
• Provides feedback
• Expert will demonstrate and intervene
• Dialogue between them is observed and noted by
  student observers
• Notation and reflection after class
• All participants translate observations to their
  own work
• Revision follows for all parties student,
  observers, and the expert, too.

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To improve the quality of CM entries- recommend

• Prior to the master class, all observers and
  participants will carefully review
• The CM rubric
• The protocols accompanying the rubric will be
  examined and discussed in pairs by all.
• The teacher(s) to be reviewed will identify areas
  in their maps where they want feedback in
  advance.
• Maps to be reviewed should be in reasonable
  shape but definitely needing work.

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Following the class

• All participants debrief and identify insights.
• Each participants revises their personal map.
• FEEDBACK from at least three other faculty
  members who attended the master class. If
  possible
• One from same grouping (grade level team or
  department.
• Two from out of common grouping

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Restructuring Professional Growth

• DIFFERENTIATED STAFF DEVELOPMENT

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A Learning Community Opportunity rather than a
requirement.

• Since learning for the learner is cumulative
  .then professional development should be as
  well.
• Communication through mapping will allow us to
  monitor our success through professional
  development.

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Differentiating Staff Development

• Adult learners in professional settings have
  various needs for different types of work.
• We fall prey to RUTS in staff development.
• Randomness does not serve the learner.

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• Staff development should focus on your specific
  learners.
• Staff development should emanate from the site
  based on examining data
• assessment
• maps
• demographics
• external events

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Differentiating Staff Development Data Entry
on Maps
High
3
2
Low CurricWriting High Tech
High CurricWriting High Tech
Technology Comfort
4
1
High CurricWriting Low Tech
Low CurricWriting Low Techt
Low
High
Curriculum Writing Strength
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Consider a range of venues

• Various groupings
• Labs
• Workshops
• Work sessions
• On-line courses
• Staff development days based on data
• Observations
• Coaching
• Video conferencing

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The Hub Effect

• Identify three initiatives that would be better
  served through the CM review process.

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Hub for

• Literacy
• 6 trait writing
• Character education
• Time management

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A 21st Century PledgeA Curricular Commitment
from Each Teacher
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21st Century tools BENEFIT the learner..

• Provides a visual and organizational tool that
  enables them to make meaning in concrete ways
  that they can also control with immediate access.
• Develops a different kind of thinking tool the
  use of technology helps them develop their
  critical thinking in far more different ways
• Make choices and selections more efficiently
• Highly visual profile stimulates visual
  reflection
• Develops their verbal expression in response to
  visual stimuli less hesitation when visual is
  first in contrast to processing verbal/linguistic
  approaches. (for specific groups of students.
• Increases engagement because of immediate
  excitement, control, and interactivity.
• Transfer of engagement and interaction can flood
  into other aspects of the curriculum, especially
  when deliberately planned by the teacher.
• Increases classroom teaching and learning time
  when intrusive routines can be minimized.
• Increases likelihood of completion of academic
  work during out of school time.

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What the commitment is not

• The limited and immediate use of a technological
  tool
• Using an LCD projector vs overhead
• Using a computer vs typewriter
• Using smart board vs lcd projector

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The commitment is

• An integrated use of technology that enhances
  content
• An application to a specific unit of study
• Evidenced directly in student products and
  performances

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Each teacher-

• Reviews all current available technological
  resources in district
• Online resources video streaming internet
  websites and subscriptions webquest creation
  webcasting through laptop
• Hardware resources video conferencing laptop
  labs digital cameras Digital Recording Studio
• Creative software MovieMaker MediaPlayer Video
  clips via digital cameras

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Each teacher commits to-

• Identifying at least ONE specific unit to revise.
  
• Planning to replace a specific content, skill,
  and assessment practice with an 21st Century
  UPGRADE within the UNIT.
• Sharing the proposed change with colleagues.
• Learning to use the tool that will be requisite
  to replace the current unit design with the new
  practice.
• Revising the UNIT and begins implementation with
  students.
• Tolerating a certain degree of frustration
• Celebrating the victories.
• Reviewing and sharing of 21st Century learning
  openly with colleagues at targeted work-sessions
  through the school year.

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Administrators commit to

• Reviews, monitors, and provides FEEDBACK to
  teachers on individual curricular pledges to
  UPDATE.
• Identifying at least ONE specific staff
  development or administrative task to revise.
• Planning to replace a specific content, skill,
  and assessment practice with an 21st Century
  UPGRADE be each administrative.
• Sharing the proposed change with colleagues.
• Learning to use the tool that will be requisite
  to replace the current unit design with the new
  practice.
• Revising the task and begins implementation with
  teachers.
• Tolerating a certain degree of frustration
• Celebrating the victories.
• Reviewing and sharing of 21st Century learning
  openly with colleagues at targeted work-sessions
  through the school year.

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Documented and shared on website LINK

• Formal reviews of cross-disciplinary connections
  resources

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New Essential Conditions for MAPPING
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Reshaping SCHOOL STRUCTURES

• SPACE (physical and virtual)
• SCHEDULE
• STUDENT GROUPING PATTERNS
• TEACHER CONFIGURATIONS

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The Schedule is Curricular Destiny

• long term schedules
• daily instructional time
• extended day patterns
• DAILY PLANNING TIME

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NEEDED Length of Year 195- 205 days

• -At least five of these days for professional
  development and review of assessment data
• -Year round or summer semester
• -Days do not have to be on-site

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Long Term Schedules

• Rethink our grade 12 compulsion.
• Early graduation when ready
• Additional year if necessary
• SUMMER SEMESTER extended Senior Year and Early
  Graduation
• Replace seat time with task completion that might
  be accomplished virtually
• off school time frames

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Rethink Daily use of Time

• START TIME Minnesota start time study
• SEMINARS vs. classes
• STUDY groups on-going
• BLOCKS Rotational blocks in conjunction with set
  blocks
• Every four weeks-expanded block for projects/site
  visits/ community work
• Homework blocks
• LENGTH OF DAY
• Staggered day Why the same length each day?
• BOOKEND SCHEDULES sports/ arts/extra-curricular
• NIGHT CLASSES
• VIRTUAL TIME managing online experiences

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Off campus time

• Online experiences as an integrated and regular
  part of time frames
• Work on time budgeting
• Use of online experiences
• Significant breakthroughs with streaming
• Ongoing work with businesses/ social
  institutions/arts institutions
• HOMEWORK as HOMESCHOOLING
• TUTORING CLUSTERS in local school or neighborhood
  setting

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Daily Planning Time

• Regular cross-grade level work
• Especially necessary in high school regarding
  language capacity building
• Across ninth and tenth grade- at least twice a
  semester
• Regular vertical team planning
• Especially necessary in elementary school
• Between buildings K-12
• Between post-secondary institutions
• Curriculum Mapping makes this possible
  electronically

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Common Planning Time through Year

• SIX BENCHMARK REVIEWS per year
• Professional DAYS- focused directly building
  based student performance data

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SCHOOL STRUCTURES

• SCHEDULE
• STUDENT GROUPING PATTERNS
• TEACHER CONFIGURATIONS

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Schedule is Curricular Destiny

• SUMMER SEMESTER extended Senior Year and Early
  Graduation
• START TIME BLOCKS LENGTH OF DAY
• BOOKEND SCHEDULES NIGHT CLASSES
• HOMEWORK as HOMESCHOOLING TUTORING CLUSTERS
• SIX BENCHMARK REVIEWS per year
• Professional DAYS- focused directly building
  based student performance data

• long term schedules
• daily instructional time
• extended day patterns
• off school time frames
• DAILY PLANNING TIME