curriculum transformation
DESCRIPTION
Curriculum Transformation. Moving towards the Reality. Where are we today?. Covering curriculum Subjects and courses Learning outcomes Measuring and assessing student work Evaluation and g rading. Engaging students through an inquiry approach, deep learning - PowerPoint PPT PresentationTRANSCRIPT
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Curriculum Transformation
Moving towards the Reality
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Where are we today?
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Making the ShiftCovering curriculum
Subjects and courses
Learning outcomes
Measuring and assessing student work
Evaluation and grading
Engaging students through an inquiry approach, deep learning
Flexible approach Interdisciplinary and disciplinary
Learning standards, Big ideas, relevant and meaningful
Descriptive feedback, developing competencies
Learner profiles, communicating student learning
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“The change and transformation is really not about curriculum. It is actually about how we engage students in learning and what we do in classrooms with our students”
Quote from a teacher through the review process
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A Solid FoundationClear principles established to guide the
transformation and innovation efforts; discussion papers on innovation posted on website
Advisory Groups, Stakeholder Groups and Focus Groups provide guidance and direction
Consultation occurring widely and broadly throughout the province
Involving all in the process and creating a sense of transparency
A collaborative partnership with the BCTF
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Developing ClarityCurriculum is competency driven,
concept based giving teachers more flexibility and ability to shape learning experiences
Big Ideas are an important aspect of the Learning Standards that support teachers in planning for interdisciplinary and cross cutting themes
Competencies ( Thinking, Communication, Personal/Social) defined and work continuing on developing profiles
Curriculum drafts developed in key areas of learning K-9
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Renewed Curriculum K-9Language Arts (including English, French
Immersion, Français Langue Première)MathematicsSocial StudiesScienceArtsHealth and Physical EducationCore French (in progress) Applied Skills and Career (under
discussion)
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CompetenciesDistricts and teacher groups
developing profiles of Creative Thinking, Critical Thinking, Communication, Personal Culture and Identity
Illustrative samples and examples gathered from classrooms to support teacher’s understanding of the development of the competencies
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Website
• New curriculum and competencies work posted on an ongoing basis
• Provides additional resources and support
• Ongoing updates and information about the transformative work
• A vehicle to gather feedback from a wide audience
• Vision is for the website to be interactive to support flexibility
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What are the Next Steps?
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Feedback – What were the themes?Overwhelming support for the
general directionsAppreciation for the flexibility,
focus on big ideas and competencies
Supports interdisciplinary and personalized learning
Further in depth analysis of feedback occurring in each subject/discipline area
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Feedback – views on the process “Love that there is no timeline for
implementation - and instead waiting to ensure that all voices have been heard.”
“Get the rest of the links up and
running!”
“Give us some ideas as to what the reporting piece will look like. Also, timelines... what are we thinking?”
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Feedback on CurriculumSocial Studies
◦Need to further address Geographical thinking
◦Support for the explicit inclusion of Aboriginal worldview
Science◦Provide more support for the specificity
of the concepts ◦Too much content◦Environment needs more attention
English Language Arts• Need support for beginning stages of
literacy development
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Feedback on CurriculumMath
◦Need to ensure Aboriginal worldview is evident
◦Ensure the covering of the basicsHealth and PE
◦Support for inclusion of overall health and healthy behaviours
Arts◦Integration options with other
disciplines is positive◦Need to consider having specialties
after grade 8
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Questions Being Asked?Do we have the right balance between
flexibility and specificity?What support materials will be
provided to support the transformation efforts?
Are there illustrative examples, elaborations of concepts that can outline level of specificity?
How will we ensure the foundational skills in literacy and numeracy are addressed?
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What lays Ahead?
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Continued Work this FallCore French curriculum teacher team
established including a field facilitator (Claire Guy)
Development and refinement of Competency Profiles to continue in fall
Grade 10 – 12 prototype and development of draft curricula to begin this fall and beyond
Revisions to K-9 according to feedback and to align with the Grad Program requirements
Determine how to address Applied Skills and Career Education
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Supporting Transformation EffortsGrad Program – continued
consultations, work with post secondary, G6 providing guidance, Jan Unwin working with Post Secondary and K-12 Ministry
Assessment Framework – identifying and clarity on Large Scale Assessment ( AGPA recommendations), Exam program, reporting and communicating student learning and classroom assessment
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How do we as District Leaders
Support the Transformative
Efforts?
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Develop and encourage different planning constructs for curriculum delivery and make examples available to teachers (Planning for big ideas through inquiries, themes, inter-disciplinary, etc)
Encourage and reinforce innovative classroom practices such as (problem based/project based, genius hour, maker spaces, community connections, service learning)
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Focus on competency development for students in Thinking, Communication and Personal and Social Competence
Involve teachers in conversations on how to “activate” the competencies in their classrooms – For example, “What does it look like in a classroom when students are creatively, critically thinking?”
Encourage Principals and teachers to become familiar with the Competency profiles and examples on the Ministry website
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Insist on effective Assessment for Learning practices
Challenge the practices associated with Assessment of Learning and achievement levels
Encourage different school structures and move away from structures and approaches that impede innovation
Change the “Ya Buts” into “Why nots”
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Develop networks of innovative practices to inspire and motivate and create momentum throughout your district
Shift thinking from implementation date to transformational process
Encourage hubs of innovation and identify your teacher leaders
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Websites and Documentshttps://
curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_redesign_update.pdf