How does curriculum mapping shift our focus from what is taught to what students are able to do? In what ways can a map make the “invisible” parts of a program visible?

In a K–12 setting, curriculum mapping helps shift the focus from just what teachers are teaching to what students are actually learning and able to do. Instead of only listing topics or lessons, a curriculum map shows the skills students should be developing throughout the current academic year; such as writing clearly, thinking critically, or solving problems, and how they will show what they’ve learned.

Curriculum mapping also helps make the “invisible” parts of learning more clear. For example, abilities like research, digital literacy, or how to analyze and apply information from different sources are important skills, but they’re not always taught directly. A map helps schools see where these skills are being taught, where they’re missing, and how they can be built over time as students progress each academic year. 

Archambault and Masunaga (2015) pointed out, this is especially helpful for school libraries. Mapping allows librarians to see how their lessons on things like finding reliable sources or using online tools can support what students are learning in their classes. It also helps avoid repeating the same lessons too often or missing key skills. By using curriculum mapping, teachers and librarians can work together to make sure students are suported to learn the right skills at the right time. It creates a more connected, organized plan that supports student success and helps them become confident, independent learners.

Where and how would you apply the strategies of concept formation and/or concept attainment in the long-range planning process? While you might not have nailed down the details for your LRP, simply consider the grade and subject(s). This is about playing with ideas and exploring possibilities.

In a Grade 3 classroom, I see concept formation and concept attainment as powerful strategies that can be intentionally embedded into the long-range planning process, especially within literacy, science, and math. Concept formation is ideal during the initial discovery phase of learning when students are exploring new ideas, while concept attainment works well for deepening understanding and making distinctions once some prior knowledge has been developed.

For example, in Science, concept formation can be introduced early in a unit on plants. Students could observe a variety of plant types and sort them based on features like leaves, stems, or growth patterns. Through guided discussion, we would co-construct the concept of what defines a plant and what makes it different from other living things. This discovery-based approach helps build ownership of learning and encourages curiosity. Later, during learning centres, I would use concept attainment strategies to help students refine their understanding. For instance, distinguishing between living and non-living things or producers and consumers. They could sort examples into “yes” and “no” categories and use those patterns to articulate the defining attributes. This would give students opportunity to take control of their own learning, and explore area of interests based on their discussions throughout the sorting process. 

In Math, concept formation could be used when introducing shapes or multiplication. Students might explore real-world examples and group items based on shared characteristics, then define the concept themselves. Throughout the year, concept attainment can support this by helping students refine their understanding of number patterns, geometry, or measurement concepts.

In doing so, I also hope to use the Know, Do, and Be (KDB) model, which helps students learn in stages. First by building knowledge, then practicing what they've learned through hands-on activities, and finally developing the values, habits, and mindsets that help them become lifelong learners.

Based on your previous teaching experience and this week's readings, briefly describe what a well-designed group assignment would look like (based on the grades/subjects you teach).  Consider factors such as group formation, the number of students in groups, group assessment and accountability.

Now that I’ve read Rasooli & Brookhart’s (2021) article on fair group work practices, and Oakley’s (2021) article on linking learners, I’ve been reflecting deeply on my practicum experience. I can see areas where I planned well, and also places where I could grow as an educator. Rasooli & Brookhart emphasize that fairness in planning and practice isn’t just about dividing tasks evenly; it’s about creating meaningful learning experiences for every student. Their ideas align closely with Edutopia’s strategies for effective group work, especially around setting clear expectations, structuring collaboration, and assessing both the group and individuals fairly.

This made me think back to a Grade 3 science lesson I led, called Create Your Own Tower, part of our Structures and Mechanisms unit. In this task, students worked in pre-assigned groups that my AT and I formed based on a balance of strengths and learning needs. Their goal was to build the tallest, most wind-resistant tower using only the materials provided. Each group had the same amount of tape, paper, and connectors, and 20 minutes to plan and build. Afterwards, each group presented their tower, introduced their team, explained their design choices, and participated in a gallery walk where they explored other groups’ towers, asked questions, and voted for their favourite design. Looking back, I now recognize the elements I got right: I gave clear success criteria and behaviour expectations, which supported respectful discussion and shared responsibility. These strategies helped many students stay engaged and take ownership of their work. In that sense, my planning did reflect some of the “fairness” Rasooli & Brookhart described.

However, reading the article made me realize I missed key opportunities to go further. For example, I didn’t include a formal self-reflection task at the end. Based on what we practiced in our Digital Literacy course using the Guide to Group Work, I now understand how powerful reflection can be. It’s not just for students to think about the project, but to understand their own learning process, their role in the group, and how they contribute to shared success. Reflection supports metacognition and socio-emotional learning, and I believe it should be built into every group task, not just as an afterthought.

Another area for improvement would be assigning roles within the group to ensure equal participation. While I monitored and observed group dynamics, and gave verbal support during the task. I feel having clear roles, such as a builder, planner, speaker, or materials manager could have given each student a more defined purpose and helped quieter students participate more actively. This structure would have aligned more closely with both the Rasooli & Brookhart article and Edutopia’s recommended strategies for equitable group engagement.

Ultimately, Create Your Own Tower did more than meet a curriculum expectation. It helped students build confidence, communication skills, and critical thinking in a hands-on, collaborative way. It was fun, inclusive, and sparked meaningful learning; but it could have been even stronger with better-integrated reflection and role distribution. This doesn’t mean the lesson wasn’t successful. But looking back through the lens of what I’ve read, I now see how these added elements could have deepened the learning experience.

Oakley’s article really resonates with my belief that group work is not just about task completion, but about shaping students’ learning identities, the relationships they build with others, and the safe spaces we create for them to reflect on who they are as learners. As Oakley (2021) notes, a well-done activity enhances students’ ability to engage in both small and larger group settings, providing social buffering and decreasing stress levels . A well-designed group task does more than meet academic goals, it helps students understand themselves and their place in a learning community.  As I continue to grow in this profession, I’m committed to designing group experiences that are both academically rich and emotionally supportive. That means forming thoughtful groups, setting shared goals, encouraging respectful dialogue, and making time for both collaboration and personal reflection; so all students can feel seen, heard, and valued in their learning journey.

Using the LEARNING FOR ALL document, briefly review Chapters 2, 3, and 4. You do not need to read Learning for All fully since you read this in previous courses, but please ensure you skim the areas that you might not have previously understood.  What specific ideas, tools, or strategies (e.g., key checklists, figures, tables) will be most helpful for you and your group as you develop your curriculum maps?

Personally, I find that The Tiered Approach: Guiding Questions and Checklist, combined with A Concept Map for Differentiating Instruction, will be the most helpful tools from Learning for All as my group and I develop our curriculum maps. As a novice teacher, I recognize that one of the biggest challenges is not the lack of instructional strategies or pedagogical knowledge, but rather knowing when and how to apply them effectively in real-time classroom situations.

We can have an extensive bank of strategies at our disposal, but without the practical experience to read and respond to the dynamic needs of our students, it becomes difficult to tailor our instruction appropriately. The tiered approach provides a structured, responsive framework that can help guide instructional planning, especially when working with diverse learners who require varying levels of support.

Moreover, A Concept Map for Differentiating Instruction provides a valuable structure for designing learning that is both inclusive and responsive. It emphasizes how we can differentiate content, process, product, and learning environment to better support student readiness, interests, and learning preferences. This framework reminds us that effective instruction is not one-size-fits-all; rather, it requires us to intentionally plan how material is presented (content), how students engage with it (process), how they demonstrate their learning (product), and the kind of classroom environment we create (environment/affect).

For example, offering multiple entry points into a concept, flexible groupings, varied assessment options, and a safe, respectful learning atmosphere can dramatically impact how students connect with the curriculum. These are not just theoretical ideas, they are practical tools that help bridge the gap between instructional intention and student success. I recall a curriculum planning coordinator at a PA Day once said, “What is good for one is probably good for all,” and that message really resonated with me. It reflects the essence of differentiated instruction: when we teach with individual needs in mind, we often improve learning for everyone.

As a novice teacher, I recognize that applying these principles with confidence takes time and practice. But with tools like the Tiered Approach Checklist and the Differentiation Concept Map, we can begin building curriculum maps that reflect a deeper understanding of long-range planning. These tools help ensure that our planning is not only standards-based but also student-centred, flexible, and equity-driven. Ultimately adding values in creating richer, more meaningful learning experiences for all learners.

Take a close read of the Tiered Approach on pages 24-26. How might the tiered approach to assessment and intervention inform your curriculum and long-range planning? In particular, how could you anticipate and embed strategies at Tier 1 (universal), while leaving space in your plan for more targeted (Tier 2) or intensive (Tier 3) supports if needed? What tools or practices could help you and your team monitor progress and adjust over time?

The Tiered Approach to Assessment and Intervention from Learning for All (2009, p. 24) is a helpful framework for planning curriculum that supports all learners. It starts with Tier 1, which includes high-quality, inclusive teaching strategies universally supporting everyone. These common classroom strategies are the foundation of our daily and long-term planning.

The checklist for classroom practices shows how early identification, regular monitoring, and interventions are closely connected to what we already do in the classroom with common teaching strategies/approaches. While we common classroom strategies to plan tasks at the unit, week, and day levels with everyone in mind first, they also offer built-in opportunities to differentiate and redesign for students who may require more targeted (Tier 2) or intensive (Tier 3) support. For example, a cooperative group task can be modified to include more structured roles or visual supports, while explicit instruction can be intensified through smaller group reteaching or one-on-one guidance.

To keep our plans responsive, we can use tools like formative assessments, student check-ins, progress monitoring, and team discussions to track how students are doing and decide when changes are needed. These tools help us know who is ready to move ahead and who may need extra support.  Overall, the Tiered Approach helps us create curriculum maps that are both inclusive and flexible. We begin with effective, everyday strategies that support all learners, but we also leave space to adjust and meet specific student needs as they come up.

Think about your own educational history and how you viewed assessment and evaluation. What did you think about assessment? How did you define assessment? Were you focused on the learning process or the grade? Why do you think that is? 

When I think back on my educational history, I remember viewing assessment mainly as a way to measure success through grades. Each subject had its own binder, and our learning was guided by textbooks with questions at the end of each chapter. I believed that doing well on those assessments meant I had mastered the material. At the time, I defined assessment as a tool teachers used to evaluate how much I had learned, rather than a process to help me learn more effectively. Truthfully I think we were all a little fearful of getting that letter grade defining our efforts in the course. 

Looking back, I realize that my focus on grades came from the structure of schooling itself, where marks were emphasized, and success was tied to numbers or letters rather than growth. The process didn’t account for different learning styles or paces, which made assessment feel rigid and one-dimensional. Now, I understand that assessment should be about understanding how students learn, not just what they can recall. True assessment looks at progress, effort, and critical thinking, supporting each learner’s individual path. This perspective has reshaped how I value learning over simple performance.

As a teacher, how will you help your own students focus on the purpose of assessment (i.e., to improve learning)? 

As a teacher, I will help my students focus on the true purpose of assessment, which is  improving learning. By building a classroom culture where assessment is viewed as feedback, reflection, and growth rather than judgment. To do this effectively, I will plan learning activities and assessments with authentic evidence of learning in mind. This means thinking ahead about what I will assess, how I will assess it, and how I will collect and track the evidence.

Authentic assessment allows students to demonstrate their learning in meaningful and diverse ways. For example, I will collect photos of student work in progress, record short videos or audio reflections of student discussions, and document key learning conversations that reveal critical thinking and problem-solving skills. These artifacts provide a richer, more accurate picture of each student’s learning journey than traditional tests alone.

When designing assessment tasks, I will ensure they are open-ended and connected to real-world applications, allowing students to show understanding through creativity and choice. I will organize the evidence I gather: photos, recordings, written reflections using digital portfolios or tracking tools, which will help me monitor growth over time. Obviously depending on the grades the artifacts will look different. By intentionally planning for authentic documentation, students can see assessment as a process that values their individuality and effort. This approach helps them recognize that learning is more than a grade. It’s a continuous cycle of exploration, reflection, and improvement.

How might your prior experiences influence your own perceptions about parent engagement to help their children succeed? How will you work on challenging your own assumptions about parents as partners?

My prior experiences as a student and Teacher Candidate have shaped my understanding of parent engagement, often highlighting the positive impact of supportive, involved caregivers. I have observed that students whose parents actively participate in school activities, monitor homework, and communicate regularly with teachers tend to demonstrate higher motivation and confidence. However, I am also aware that my perceptions may be influenced by assumptions about parents’ availability, language abilities, or educational background. From my own personal experience as a student, my parents were never involved in my education journey. All they cared about was marks, and the teacher-parent communication was zero due to language barriers. In conjunction to that, throughout my practicums often teacher categorized the parents as either too involved or not involved at all. Therefore my assumptions about parent engagement are overly generalized. To challenge these assumptions, I plan to approach each parent as an individual partner with unique strengths and perspectives. I will actively listen to their goals, concerns, and preferred forms of involvement without being influenced by my own biases or knowledge gap. Using tools like parental interest forms and regular check-ins, I can create opportunities for meaningful collaboration that respect family circumstances and cultural contexts. By maintaining open, empathetic communication and reflecting on my biases, I aim to build authentic partnerships that empower both parents and students to succeed in the educational journey.

What are some common themes, tips, and strategies you noted/noticed as you read/viewed/reviewed this week’s readings/resources?

Several recurring themes emerged from the readings, including the importance of communication, collaboration, and flexibility in fostering parent engagement. One key strategy is to actively invite parents to participate using questionnaires or interest forms, allowing them to indicate how they wish to be involved and what skills they can contribute. Another theme is the value of proactive communication through phone calls, emails, newsletters, or websites to keep parents informed and involved in their child’s learning. Resources also emphasized using parents as classroom assets, such as sharing cultural knowledge, assisting with projects, or supporting learning at home. Additionally, readings highlighted the importance of establishing clear expectations and structured opportunities for involvement, including homework support, volunteer activities, and parent-teacher conferences. Overall, the materials stress that engagement is most effective when it is mutually beneficial, inclusive, and flexible, taking into account parents’ schedules, skills, and comfort levels. Implementing these strategies helps create a collaborative culture where parents feel valued as partners in the child’s educational journey. 

After reviewing this week’s materials, I feel confident in establishing initial communication channels with parents and creating opportunities for engagement. For example, I can design parental interest forms to identify areas where parents want to contribute, send newsletters or updates through the class website, and schedule conferences to discuss student progress. I am also comfortable fostering positive, empathetic interactions with parents to encourage collaboration.

Particularly, the seven modules of Parent Engagement developed by OTF highlighted in the materials: establishing positive relationships, modelling effective communication, supporting students’ academic success, inviting parent contributions to school life, engaging parents in wellbeing and safety, addressing equity issues, and managing and resolving conflicts. It provide a useful framework for systematically guiding my practice. Areas requiring further development include managing conflicts with parents, addressing cultural or language differences, and ensuring consistent long-term engagement beyond initial contact.

After reading/viewing/reviewing this week's materials, what areas do you feel capable and/or confident in? In what areas will you require further development? How will you work to develop your identified areas further?

After reviewing this week’s materials, I feel confident in establishing initial communication channels with parents and creating opportunities for engagement. For example, I can design parental interest forms to identify areas where parents want to contribute, send newsletters or updates through the class website, and schedule conferences to discuss student progress. I am also comfortable fostering positive, empathetic interactions with parents to encourage collaboration. Areas requiring further development include managing conflicts with parents, addressing cultural or language differences effectively, and ensuring consistent long-term engagement beyond initial contact. To improve these skills, I will seek professional development workshops on conflict resolution and culturally responsive communication, utilize mentor guidance from experienced teachers, and practice reflective techniques after parent interactions to identify areas for improvement. Additionally, I will integrate strategies such as structured volunteer roles, homework support guidance, and classroom involvement opportunities to systematically promote meaningful parent participation. By approaching parent engagement intentionally and collaboratively, I aim to strengthen partnerships that directly benefit student learning and success.

How might your prior experiences influence your own perceptions about parent engagement to help their children succeed? How will you work on challenging your own assumptions about parents as partners?

My prior experiences as a student and Teacher Candidate have shaped my understanding of parent engagement, often highlighting the positive impact of supportive, involved caregivers. I have observed that students whose parents actively participate in school activities, monitor homework, and communicate regularly with teachers tend to demonstrate higher motivation and confidence. However, I am also aware that my perceptions may be influenced by assumptions about parents’ availability, language abilities, or educational background. From my own personal experience as a student, my parents were never involved in my education journey. All they cared about was marks, and the teacher-parent communication was zero due to language barriers. In conjunction to that, throughout my practicums often teacher categorized the parents as either too involved or not involved at all. Therefore my assumptions about parent engagement are overly generalized. To challenge these assumptions, I plan to approach each parent as an individual partner with unique strengths and perspectives. I will actively listen to their goals, concerns, and preferred forms of involvement without being influenced by my own biases or knowledge gap. Using tools like parental interest forms and regular check-ins, I can create opportunities for meaningful collaboration that respect family circumstances and cultural contexts. By maintaining open, empathetic communication and reflecting on my biases, I aim to build authentic partnerships that empower both parents and students to succeed in the educational journey.

What are some common themes, tips, and strategies you noted/noticed as you read/viewed/reviewed this week’s readings/resources?

Several recurring themes emerged from the readings, including the importance of communication, collaboration, and flexibility in fostering parent engagement. One key strategy is to actively invite parents to participate using questionnaires or interest forms, allowing them to indicate how they wish to be involved and what skills they can contribute. Another theme is the value of proactive communication through phone calls, emails, newsletters, or websites to keep parents informed and involved in their child’s learning. Resources also emphasized using parents as classroom assets, such as sharing cultural knowledge, assisting with projects, or supporting learning at home. Additionally, readings highlighted the importance of establishing clear expectations and structured opportunities for involvement, including homework support, volunteer activities, and parent-teacher conferences. Overall, the materials stress that engagement is most effective when it is mutually beneficial, inclusive, and flexible, taking into account parents’ schedules, skills, and comfort levels. Implementing these strategies helps create a collaborative culture where parents feel valued as partners in the child’s educational journey. 

After reviewing this week’s materials, I feel confident in establishing initial communication channels with parents and creating opportunities for engagement. For example, I can design parental interest forms to identify areas where parents want to contribute, send newsletters or updates through the class website, and schedule conferences to discuss student progress. I am also comfortable fostering positive, empathetic interactions with parents to encourage collaboration.

Particularly, the seven modules of Parent Engagement developed by OTF highlighted in the materials: establishing positive relationships, modelling effective communication, supporting students’ academic success, inviting parent contributions to school life, engaging parents in wellbeing and safety, addressing equity issues, and managing and resolving conflicts. It provide a useful framework for systematically guiding my practice. Areas requiring further development include managing conflicts with parents, addressing cultural or language differences, and ensuring consistent long-term engagement beyond initial contact.

After reading/viewing/reviewing this week's materials, what areas do you feel capable and/or confident in? In what areas will you require further development? How will you work to develop your identified areas further?

After reviewing this week’s materials, I feel confident in establishing initial communication channels with parents and creating opportunities for engagement. For example, I can design parental interest forms to identify areas where parents want to contribute, send newsletters or updates through the class website, and schedule conferences to discuss student progress. I am also comfortable fostering positive, empathetic interactions with parents to encourage collaboration. Areas requiring further development include managing conflicts with parents, addressing cultural or language differences effectively, and ensuring consistent long-term engagement beyond initial contact. To improve these skills, I will seek professional development workshops on conflict resolution and culturally responsive communication, utilize mentor guidance from experienced teachers, and practice reflective techniques after parent interactions to identify areas for improvement. Additionally, I will integrate strategies such as structured volunteer roles, homework support guidance, and classroom involvement opportunities to systematically promote meaningful parent participation. By approaching parent engagement intentionally and collaboratively, I aim to strengthen partnerships that directly benefit student learning and success.