May+12th.+Review+REflect+revise

Please add your questions, ideas, examples etc here for all to reference.

We will add comments and notes throughout the day.


 * Brigette Helwes and I have been talking about a system for storing learning intentions which we have used in previous maps. Currently we write new learning intentions each time we map. If we try to bring them up through admin from a previous map, then that concept heading sits in the new map. This discussion came about through work on a syndicate maths map for Term 2. The learning intentions in maths in particular, change little within each strand from one term to another. Is there some way of storing a bank of learning intentions over time, which we could then click on to enter in to a new map?

We have emailed Tamara about this. Her reply is below:

With respect to your inquiry around Learning Intentions, it makes perfect sense. Let’s hope my explanation does the same! At present, you are writing them as they fall under a specific concept, this is why the concept name trickles through other units / concepts that you are mapping. Using Maths as an example, one way to avoid this is to simply write your Maths Learning Intentions by Level, and not have it fall directly under a specific concept. At present, Maths is “imbedded” in Movement, Transformation, Quest, Time and Change, Imagination, etc…in Maths’ case, you could conceivably have Maths as a “stand alone” set. This would create one set of “master” LI’s for Maths that could be “Checked off” for all concepts. This would address the technical “yes”, however it may be a good one to run by Chic to ensure that we aren’t impacting your unpacking process that she is supporting you on.

With Chic's encouragement, I have added this for discussion tomorrow. Carol Yates, Titirangi Primary

__** Mapping for 21C Learning Communities **__
 * Margaret Thomson form U of A - Maths and 21C Learners
 * Looking at global perspectives and linking these to local connections - map these deliberately
 * Differentiation - do I know the student socially, emotionally, academically
 * Creativity and imagination - ensuring elements of these are built into our maps - emerging curriculum! Keeping integrity of curriculum areas without losing the passion
 * Content choices - are we being true to each curriculum area in interdisciplinary concepts
 * Timely - if we end up going in a different direction map it! As long as the direction is purposeful - not about knowledge but building skills around it
 * What other tools and strategies can we use in our assessment tasks rather than the ordinary to make it more purposeful for our 21C learners?

__**Where to from here?**__
 * Greater sharing of assessment tools, resources, skills - tools to scaffold and support - community of practice
 * Maths learning intentions in a widget on Atlas
 * Visit other CM schools in this cluster
 * Identify/share/visit sites of excellence around concept assessment
 * Posing questions on the wiki..."Has anyone got a .." . Need to ensure your emails are on the wiki
 * Address the issue of sustainability - framework around this
 * Challenge that the network days are more than a "talk fest" - something tangible to go on and act upon