Curriculum Summit in South Korea

We will use the Design Thinking Process (https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process) to begin developing a solution-based approach to support teachers to use technology to enhance teaching and learning.
We will look at ways to:

• differentiate and support teachers,
• encourage and support the tech leaders in the school to drive change,
• provide a safe space for people who are not confident to experiment.

Together, we will formulate a plan that will build social equity, encourage organic conversations, and gather and use data to develop a needs analysis and action plan. 
If we have time, I always enjoy participating in a technology slam, where people have 2 minutes to show the group a way they use technology.

By leveraging the structures of Atlas and by effectively designing systems of curricular work within our school, AISG has been able to coordinate PLCs (professional learning communities), enhance conversations around the 4 primary questions of PLCs, and consistently map responses to these questions. Although AISG has different models of PLCs (vertically- and horizontally-aligned), Atlas has proved to be an efficient tool to support the different types of conversations they have around data, interventions and extensions for students, and curriculum development. In this session, participants will have the opportunity to interact with two different divisional approaches to using Atlas to map curriculum within a PLC framework, to reflect on the effectiveness of this system, and to consider the applicability of this system for their own school’s context.  

Key Take-Aways:

1. How to use Atlas to map curriculum within a PLC framework. 
2. Approaches to engage teachers in curriculum mapping both elementary and secondary levels.
3. Applications to participants’ own school context. 

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