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  • A very succinct summary of the Curriculum Redesign process and the underlying conversations that have led to this initiative. An excellent start point for additional discussions such as CTF Prototype.
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  • (LET ANIMATION COMPLETE BEFORE SPEAKING)Through Inspiring Education, Albertans said that this is what they hope for their children as they leave school … And as you could see in the video, in some Alberta classrooms, students are already being nurtured to develop these attributes, but Albertans told us that it needs to be more systemic.Albertans have been clear that they want students to be able to demonstrate a number of competencies as they leave our education system . They want to see young people who have content expertise AND life competency. CLICK
  • So how do we get there? Inspiring Education also identified some policy shifts that would need to occur in order to achieve the vision of an educated Albertan.CLICK
  • Curriculum Redesign is shaping the direction for future provincial curriculum (programs of study, assessment, and learning and teaching resources) and associated curriculum development processes. Future curriculum will have a greater focus on competencies and will create the opportunity for increasingly “authentic” learning as more “real-world” challenges are brought into instruction It will provide more opportunities for decisions to be made at the local level, allowing for more interdisciplinary learning and greater depth of study. Greater flexibility will support a more student-centred and inclusive approach through greater choice and personalized learning Future curriculum will see a shift in assessment - As programs of study change, so too will assessment change, including provincial assessmentIt will be digital curriculum… By leveraging technology we’ll see curriculum become more accessible and support learning at any time, place or paceFuture curriculum developmentwillbuild on the strengths of ourcurrent practices, continuing to be based on research and promising practices for students. It will be developed in a more synchronisticmanner, itwillbeco-developedinvolvingvariouspartners.CLICK
  • The Framework places the student at the centre of all decisions and discussions related to curriculum. CLICKBuilding on a foundation of literacy and numeracy. CLICK Students develop cross-curricular competencies to become the educated Albertans we envision and they envision for themselves.What do we mean when we say competencies?A competency is an interrelated set of attitudes, skills and knowledge that is drawn upon and applied to a particular context.So it’s more than simply knowing something or how to do something... it is knowing when, where and how to apply certain knowledge or skills.Competencies are developed through a context…CLICK The subject and discipline areas provide the context for the development of competencies. The cross-curricular competencies are developed across and within subject areas/disciplines. CLICKUltimately, we want our students to achieve our vision for an educated Albertan: an engaged thinker and ethical citizen with an entrepreneurial spirit. This diagram is one of many ways we can visually represent the directions for future curriculum.CLICK
  • Through Curriculum Redesign, we’ve been exploring new ways of learning together with education partners and stakeholders. In the past, Alberta Education determined the processes and expectations for curriculum development. Once the Ministry moved into developing subject/discipline curriculum, (programs of study, assessment and learning and teaching resources), stakeholders would be invited to review and provide input. Now…we’re bringing in partners and stakeholders earlier to help shape the guiding principles, standards and guidelines for future curriculum. For example, in recognition of great work underway in many parts of the province, Alberta Education has already partnered with the Calgary Board of Education, Edmonton Public Schools and Red Deer Catholic to learn from some of their initiatives that align with many of the shifts identified in Inspiring Education and Curriculum Redesign. We’ll be looking at more opportunities for prototyping this fall… stay tuned.We’vebegundraftingguidingprinciples, standards and guidelines for curriculum development, and constructs for literacy, numeracy and competencyindicatorsthatwillbecome part of a Curriculum Development Framework. Through PROTOTYPING ACTIVITIES, partners and stakeholders will work closely with Alberta Education to develop curriculum in selected areas, using the draft components of the Curriculum Development Framework (Draft Guiding Principles, Standards, Guidelines and Literacy, Numeracy and Competency Indicators) to guide them. In addition to prototyping, input from the broader community will be sought through consultations (online and/or face-to-face) and focus group discussions. Information on each of the engagement opportunities will be shared with stakeholders when it becomes available.CLICK
  • Co-development through prototyping is an opportunity to work with Alberta Education in determining the balance between existing technology solutions and desired end state. What is required that is not there now and what do they envision as a need for the future?Involvement in prototyping will allow us to have this interface between those that create and deliver and the end users.The CDF is an investigation of how to aggregate and integrate the various components that will be integral to future curriculum. The CDF will be evolving as we move through the prototyping experiences and ongoing consultations with stakeholders and partners. Input from the field regarding what works and what are future requirements for the desired state is essential.Provincial assessment is undergoing change in response to changes to the shifts in Inspiring Education; for example, what does future assessment look like when there is greater focus on the learner and on numeracy, literacy and competencies? Requests for different timing of provincial assessment is an example of a more student-centred system (on demand assessment, assessment for learning and digital forms of testing)Learning and teaching resources will continue to become more digitally based.
  • Given the directions for future curriculum, and the vision of an EducatedAlbertan,it’s important for us to engage in conversation aroundthese directions… it’s important westartwrappingourheadsaround the importance of these shifts and the opportunitiestheywillprovide.CLICK
  • At your tables, we’d like you to discuss the questions on the screen. Please name a recorder and presenter as we would like to hear back from you and discuss as a large group. Small group discussionCLICK
  • On this slide, you see the timelines for some of our work moving forward with Curriculum Redesign.We’vedrafted the guidingprinciples, standards and guidelines for curriculum development and we’llbelooking for feedback on thesethroughprototypingactivities, but alsothrough online engagements. Staytuned…Provincial Assessment Review (Ongoing) – Through a number of previous engagements, Alberta Education has heard that Provincial Achievement Tests (PATs) have to change. In fact, as programs of study change as a result of Curriculum Redesign, so too must assessments change, both at the provincial and classroom levels. Future provincial assessments will align with the directions for curriculum outlined in Curriculum Redesign. The plan is to continue with the current PATs and Diploma exams until new provincial curriculum is implementedLiteracy, Numeracy and Competency Indicators – planning for the development of Lit, Num and Competency Indicators has started. Ministry staff will enlist the help of expert focus groups to guide and validate the collaborative development of these indicators. Input from the broader community will be sought throughthe prototyping activities, consultations and focus group discussions. Information on each of the engagement opportunities will be shared with stakeholders when it becomes available.(Indicatorswill be developmentally appropriate, relevant across subject/discipline areas and depict progression through kindergarten to Grade 12.  These indicators will be used to ensure consistency across all elements of provincial curriculum: program of study, assessment, and learning and teaching resources.)Prototyping (Jan 2013 – March 2014): Alberta Education will provide school jurisdictionswith opportunities to become involved in curriculum development through a variety of approaches to be announced later this fall.Curriculum Development Framework (July 2014) – digital platform that will support the development and management of curriculum – where the Guiding Principles, Standards and Guidelines, and Competency Indicators will be housed. Begin the Transition to Operations for the future development of curriculum (September 2014)CLICK

Transcript

  • 1. Inspiring Education What we Heard An Educated Albertan in 2030 Risk taker Critical thinker Resilient Life-long learner Resourceful Creative Self-reliant Adaptable Literacy Confident and Numeracy Technology literate Financially literate CollaborativeTakes personal responsibility Empathetic Values diversity Respectful Environmental steward Communicator and team-builder Local Contributor
  • 2. Inspiring Education Policy ShiftsTo achieve the vision of an educated Albertan in2030, Albertans said we need to make the following shifts inpolicy:
  • 3. Directions for Future Curriculum Less MoreSystem-focused Student-focused Greater focus onContent-focused competenciesPrescriptive curriculum Opportunities forwith limited flexibility local decision making and greater depth of studyPrimarily focused on Balance among formative andsummative assessment summative assessmentsPrint-based Digitally based Collaborative andMinistry-led development co-development modelsSequential development Synchronous development
  • 4. Framework for Student Learning
  • 5. Doing Things Differently Collaboration, co-development Prototyping and parallel activities Living documents Diversity Engaging you in the conversation
  • 6. Technology in Curriculum Redesign • Co-development and Prototyping • Curriculum Development Framework • Programs of Studies • Literacy and Numeracy • Competencies • Provincial Assessment • Learning and Teaching Resources
  • 7. Discussion
  • 8. Discussion Starters• How do you think existing technology in your school district will support or be challenged by the policy shifts and directions for future curriculum?• Considering the co-development prototyping model, discuss future technology requirements supportive of: – learning – teaching – system administration
  • 9. Deliverables and TimelinesGuiding Principles, Standards and Guidelines (Draft) Sep 2012Provincial Assessment Review OngoingLiteracy, Numeracy and Competency Indicators (Draft) Mar 2013Prototyping Feb 2013–Mar 2014Curriculum Development Framework Jul 2014Begin Transition to Operations Sep 2014
  • 10. Thank you!