EVALUATING THE PEDAGOGICAL ASPECTS OF INSTRUCTIONAL MATERIALS

Elementary and Secondary Education Ministère de l’Éducation Direction des ressources didactiques Bureau d’approbation du matériel didactique

© Gouvernement du Québec Ministère de l'Éducation, 2004 — 12-8045

ISBN 2-550-43225-8 Legal Deposit — Bibliothèque nationale du Québec, 2004

CONTENTS Introduction................................................................................................................................................................................................ 1 First criterion ............................................................................................................................................................................................. 2

Consistency of the conception of learning and the proposed pedagogical approaches with the requirements of the competency-based approach, as presented in the Quebec Education Program

Second criterion......................................................................................................................................................................................... 4 Consistency of the treatment of the content with the orientations and prescribed elements of the Québec Education Program

Third criterion ............................................................................................................................................................................................ 7 Consistency of the evaluation of learning with the competency-based approach Fourth criterion.......................................................................................................................................................................................... 9 Contribution to expanding cultural horizons and improving the quality of language Fifth criterion ............................................................................................................................................................................................. 10 Accuracy of the content of the instructional materials Sixth criterion ............................................................................................................................................................................................ 11 Quality of pedagogical methods

INTRODUCTION This document deals with the evaluation of the pedagogical aspects of instructional materials for elementary and secondary education submitted to the Minister of Education for approval. The criteria have been drawn up according to the Québec Education Program, in order to evaluate the suitability of such instructional materials for developing the competencies set out in the program. The criteria are as follows: ♦ Consistency of the conception of learning and the proposed pedagogical approaches with the requirements of the competency-based approach, as

presented in the Quebec Education Program ♦ Consistency of the treatment of the content with the orientations and prescribed elements of the Québec Education Program ♦ Consistency of the evaluation of learning with the competency-based approach ♦ Contribution to expanding cultural horizons and improving the quality of language ♦ Accuracy of the content of the instructional materials ♦ Quality of pedagogical methods Each criterion includes a number of elements to consider and the points for analysis used in the evaluation procedure employed by the Bureau d'approbation du matériel didactique (BAMD).

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First criterion: Consistency of the conception of learning and the proposed pedagogical approaches with the requirements of the competency-based approach, as presented in the Quebec Education Program

This criterion is met when the materials satisfy the requirements of a competency-based approach. The conception of learning and the proposed pedagogical approaches should be defined in simple, accessible language.

Elements to consider Points for analysis

1.1 Clear presentation of the concept of learning and the pedagogical approaches

1.1.1 The concept of learning and the proposed pedagogical approaches are defined in simple, accessible language and are up to date.

1.2.1 The concept of learning and the proposed pedagogical approaches presented in the materials: a) encourage the student’s active participation in learning

1.2 Consistency of the concept of learning and the pedagogical approaches presented in the materials with those in the Quebec Education Program b) foster curiosity in the students

c) facilitate interaction between students and teachers and among the students themselves

d) encourage students to collaborate and cooperate with their peers to solve complex learning situations

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Elements to consider Points for analysis

e) take into account the students’ motivations and interests by providing a variety of learning

situations

f) provide complex, meaningful learning situations that require the use of a variety of resources

(previous knowledge, personal experience, different kinds of documentation, peers, teachers, experts, etc.)

g) provide opportunities for cross-curricular study within a subject area or across subject areas

1.2 Consistency of the concept of learning and the pedagogical approaches presented in the materials with those in the Quebec Education Program

(cont.)

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Second criterion: Consistency of the treatment of the content with the orientations and prescribed elements of the Québec Education Program

This criterion is met when the treatment of the content is consistent with the orientations and prescribed elements of the Québec Education Program.

Elements to consider Points for analysis

2.1.1 The learning situations are complex, meaningful and differentiated (projects, situational

problems, etc.). 2.1 Consistency of the instructional

materials with the orientations and prescribed elements of the Quebec Education Program

2.1.2 The proposed complex learning situations: a) cover all subject-specific competencies and their key features in the cycle

b) cover all essential knowledge or program content in the subject for the cycle

c) integrate cross-curricular competencies and their key features, particularly those that the Québec Education Program specifically links to the subject in question

d) cover, for most of the complex learning situations presented, one or more broad areas of learning, as well as their focuses of development, particularly those that the program specifically links to the subject in question

e) include the three steps of the teaching process (preparation; action; integration and consolidation of learning)

f) take into account the performance context or the pedagogical context in relation to the subject in question

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Elements to consider Points for analysis

2.2.1 The complex and meaningful learning situations:

2.2 Number of complex and meaningful learning situations and their relevance to the competencies to be developed

a) are connected, and the common thread is easily discernible

b) are designed to foster collaboration between students and teachers, and among the students themselves

c) help motivate students throughout their learning process

d) draw on and verify prior learning

e) leave room for students’ creativity, initiative and choices

f) allow students to actively develop their own competencies

g) give students the opportunity to learn to use different strategies

h) encourage students to think about their own learning processes and the effectiveness of their strategies, etc.

i) allow students to apply learning related to subject-specific and cross-curricular competencies

j) allow students to use a variety of resources

k) allow students to take a critical look at how they learn, considering their actions, reactions, opinions, beliefs, values and attitudes

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Elements to consider Points for analysis

2.2.2 Differentiated learning situations: a) take the students’ learning styles into consideration

2.2 Number of complex and meaningful learning situations and their relevance to the competencies to be developed

(cont.) b) take the students’ pace of learning into consideration by providing remedial activities and support

c) allow for a variety of differentiated support activities

d) take the students’ pace of learning into consideration by suggesting possible enrichment activities

2.2.3 The practical exercises integrated into the learning situations: a) foster students’ active participation in learning and cause them to think about their learning

process

b) are based on students’ previous knowledge

c) allow students to use a variety of strategies

d) allow students to use a variety of resources

e) are used carefully and at the right time (automatic application of certain rules and procedures, consolidation, individual assistance, etc.)

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Third criterion:

Consistency of the evaluation of learning with the competency-based approach

This criterion is met when the activities involved in the evaluation of learning contribute to competency development.

Elements to consider Points for analysis

3.1.1 The evaluation of learning is clearly defined as an integral part of the learning process. 3.1 Relevance of the activities involved

in the evaluation of learning to the competencies to be developed 3.1.2 All evaluation situations are an integral part of the learning situations.

3.1.3 The learning situations permit the evaluation of subject-specific and cross-curricular

competencies. 3.1.4 Evaluation in learning situations is based on criteria relevant to the degree of development of

the subject-specific and cross-curricular competencies. 3.1.5 The criteria and methods proposed are adapted to different evaluation situations during the

learning process. 3.1.6 The means of evaluation used (questions, ongoing observation, descriptive evaluation

checklists, self-evaluations, etc.) are explained clearly. 3.1.7 The proposed evaluation methods foster interaction between students and teachers, and

among the students themselves

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Elements to consider Points for analysis

3.1 Relevance of the activities involved

in the evaluation of learning to the competencies to be developed

3.1.8 The information in the teacher’s guide enables teachers to follow their students’ progress and use differentiated methods.

(cont.) 3.1.9 The learning situations that include evaluation allow students to: a) evaluate themselves

b) become aware of their strengths and weaknesses, so they may regulate their learning

c) collaborate on peer evaluations of certain learning activities or exercises, using appropriate tools

3.1.10 The proposed evaluation methods are varied and differentiated.

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Fourth criterion:

Contribution to expanding cultural horizons and improving the quality of language

This criterion is met when the materials include cultural references of high quality and ways to help students use proper language.

Elements to consider Points for analysis

4.1 Relevance and quality of cultural

references 4.1.1 Complex, meaningful learning situations include cultural references that allow students to

adapt to the culture of their environment. 4.1.2 The materials contain cultural references that allow students to place the subject in a

historical context. These references are integrated into the learning situations proposed. 4.1.3 The cultural references allow students to use their ethical and aesthetic judgement to assess

their environment. 4.1.4 The materials, while respecting cultural diversity, lead students to recognize their connection

to their community. 4.2 Quality of pedagogical methods for

supporting students who care about the quality of language

4.2.1 The use of proper language is important in the learning situations.

4.2.2 The materials include ways to help students improve the quality of their language.

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Fifth criterion:

Accuracy of the content of the instructional materials

This criterion is met when the content of the instructional materials is accurate, objective and current. Objectivity involves providing documented explanations or interpretations of any given phenomenon, fact or observation, or indicating reservations where appropriate.

Elements to consider Points for analysis

5.1.1 The content provides accurate information. 5.1 Accuracy, up-to-date nature of the

information 5.1.2 The content provides current information. 5.2 Objectivity of the points of view

5.2.1 The material presents documented, diversified interpretations or explanations for any given

phenomenon, fact or observation. 5.2.2 The learning situations provide ways for students to use their critical judgment on the material

presented. 5.2.3 References to popular beliefs (esotericism, occultism, etc.) or opinions conveyed by groups or

individuals are presented objectively and with appropriate reservations.

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Sixth criterion:

Quality of pedagogical methods

This criterion is met when the materials include elements that foster and facilitate teaching and learning.

Elements to consider Points for analysis

6.1 Accuracy of instructions for the use 6.1.1 The learning situations correspond to the ages, interests and motivations of the boys and girls.

of the materials 6.1.2 The vocabulary used in the learning situations is age-appropriate for the students. 6.1.3 Instructions are concise and clearly written. 6.1.4 The learning situations and practical exercises include charts, tables, graphs, maps,

photographs, drawings, etc. 6.1.5 The suggested charts, tables, graphs, maps, photographs, drawings, etc., are relevant to the

material being taught. 6.1.6 The materials required for the learning situation are specified. 6.1.7 The approximate duration of the learning situation is indicated. 6.2 Inclusion of the prescribed elements

of the Québec Education Program 6.2.1 In the guide, tables clearly establish links between the components of each learning situation

and the prescribed elements of the program being taught.

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Elements to consider Points for analysis

6.2 Inclusion of the prescribed elements

of the Québec Education Program 6.2.2 The teaching guide mentions:

(cont.) a) the subject or subjects concerned (cross-curricular, where appropriate)

b) the subject-specific competencies to be developed and their key features

c) the cross-curricular competencies to be developed and their key features

d) the broad areas of learning and their focuses of development

e) the essential knowledge or prescribed program content for the subject or subjects concerned

6.3 Relevance of instructions that

respect professional autonomy 6.3.1 The teaching guide provides guidelines for preparation, class management and evaluation of

learning; these guidelines are flexible and open enough to give teachers real professional autonomy.

6.4 Relevance of the components that

facilitate learning 6.4.1 The learning situations focus on different subjects.

6.4.2 The learning situations allow students to make connections between their studies, situations in their daily lives, and various social phenomena.

6.4.3 The material required to solve a complex situation is varied in order to maintain motivation and

promote the development of a variety of competencies. 6.4.4 The pedagogical suggestions (for using learning situations, practical exercises, information and

communications technologies, cross-curricular learning, etc.) given in the teachers’ guide are relevant.

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