Diary+Mapping+Protocol

Phil Aliberti
 * Diary Mapping: //A step by step plan for the academic year.// **
 * Summary **:

With all the changes happening to education in Ohio, Timken High School is looking at the schools curriculum to identify any possible gaps or redundancies. In an effort to help ensure that our students’ curriculum is concise, effective and up to date each teacher will produce individualized **//Diary Maps//** for this school year. In an effort to ensure that we are all working together towards this common goal, maps will be reviewed by your small school principals throughout this 2013-14 school year.

Group meetings: //to produce, how much time to devote, initial read-through. Questions and concerns.// meeting: common terminology //answer questions and concerns.// meeting: //training, plus addressing concerns and questions.// Group meetings: //Diary Maps// are individualized personal reflections on the student learning that has happened in ones classroom. These curriculum maps provide primary source evidence of each individual teachers learning environment. Each teachers map while aligned to our current standards as its foundation should reflect actual learning based on individual teacher style, student population, weather, sick days –what actually happened in class. Even content teachers teaching the same grade level will have different //Diary Maps// based on their own individual lesson plans and experiences. Writing your individual map elements should not need to be carbon copy to your colleagues’ work, beyond following some basic recording protocols the teacher need simply record; what was taught. –At the big picture level; the what and when of the learning. Leave the details of the “how” to lesson plans. There is a handout for you which addresses common language usage needed for accurate recording; related to standards listed, pedagogy used, accommodations made and assessments used. However the overall theme for your Curriculum Diary Map is one of an individual teacher’s learning environment.
 * **// First school meeting //** || **// Weekly Staff meetings //** || **// Unscheduled one on one time with Principals //** ||  ||
 * 15 minutes reserved for curriculum map introduction & handouts || 10 minutes reserved for discussion and questions -ongoing || Any issues or concerns with mapping exercise. ||  ||
 * Step by Step Plan: **
 * First meeting: Introduction and handouts presented to all teachers
 * Weekly small Discussion and training of //Diary Maps week one –Overview. what//
 * 2nd sm. Group Discussion and issues week two –//how’s it going, refine process//
 * 3rd sm. Group Discussion and collection of //Diary Maps: weeks 1& 2. –continue//
 * 4th – final small Discussion, feedback, training & collection of //Diary Maps.//
 * Teacher Preparation: **
 * **//Content//** || **//Skills//** || **//Assessments//** || **//State Standards//** || **//Resources//** ||
 * // What students must **know** // || // This is where you list what the student should be able to **do** // || // Outcomes that measure the learning; tests, projects, presentations ect. // || // Proficiency targets; list grade level, topic and content statement, // || // Materials used in learning; textbooks, videos etc. // ||


 * Sample Diary Map: **

// -Advances in technology, communication & transportation. // // -Consequences of World War I. // // -Worldwide depression. // // -Russian revolution. // || // -Test on Russian revolution, worldwide depression // |||| // -Group presentation on significant technologies of WW1 // || // Topic: Achievements & crises (1900-1945) 13., 14., 15., 16 // // Topic: Age of Revolutions (1750-1914) 10., 11., 12. // ||
 * |||||||| **//November//** ||
 * // Content // |||||||| // -Causes leading up to World War I. -four “isms” colonialism, imperialism, nationalism & militarism. //
 * // Skills // |||| // Students will color in pre-WW1 political map of Europe by alliances. Showing understanding of relationships among European powers prior to 1914 // || || ||
 * // Assessments // || // Students will produce a map of Europe showing central powers, allies and neutral nations, separated by color. Map will show key battles on land and sea. Map will list order of belligerents. // || // -Test on causes of WW1. //
 * // Standards // |||||||| // Topic: Imperialism (1800-1914) 10.,11., //
 * // Resources // |||||| * // Textbook Ch 8 Ch 9 //
 * // Political Map of Europe pre 1915 //
 * // Colored pencils (minimum 3 colors per student) //
 * // Videos on causes for World War I, Assassination of Franz Ferdinand, Russian Revolution // || ||

Darren Gerber April 2, 2013 Diary Mapping Diary Mapping has six mapping phases. The phases are as follows: collecting data, the like-group review, the mixed-group review, the large-group discussion, changes made, and preparing for another round. In the first phase, the first step is to collect data. The teacher must cover three fields, content, skills, and assessments. For the first year that teachers attempt diary mapping, they should only focus their diary maps on one particular content area. As the mapping grows, then teachers need to be expanding diary mapping to their other content areas. Phase 1 Before teachers are asked to diary map, they must be trained in knowing what quality recording looks like for all three areas (content, skills, and assessments) and how to use the technology system that will be used to record the information. These trainings can take place in staff meetings, professional development, and/or by mentoring from another teacher/staff member who knows and used diary mapping before. Another important aspect of phase 1 is the first read-through. This is really important because it allows other teachers who are in different grades and content areas to read their diary maps and make sure that it has “readability.” These teachers who are reading the diary mapping are only looking to help the teacher with this aspect; they are not supposed to be looking for gaps. They will then write down the positives that they see in the map and also point out some concerns. It is really important to make sure that these meetings remain nonjudgmental so that the teacher’s confidence grows. Phase 2 In this phase, teachers in the same grade level will be reviewing each other’s diary maps. This will take place usually half-way through the school year. This time the teachers will be looking for gaps, alignments, repetition, and other issues. Once a teacher has read another’s diary, they will meet and discuss what they discovered. Phase 3 In this phase, the vertical teams and the horizontal teams meet together and try to find any across the grade level gaps. Phase 4 In this phase, all the teachers in the building get together (staff meeting) and discuss what their findings were. The group decides what needs to happen with these findings to correct the gaps by asking how, when, where, who, and why. Phase 5 Following this discussion, changes are made to the curriculum. Phase 6 Curriculum mapping is an on-going process which never truly comes to an end. In this phase, teachers prepare to start the process over and start adding diary mapping to another content area that they have.