Moscrop nov pro day updatedPresentation Transcript
Two Truths & A Lie ---
Can you identify the lie?
The Ministry of Education is planning to begin
writing the grade 10-12 curriculum this spring.
2. The BCTF was not involved in the writing of the draft
3. The curriculum implementation timeline is still to
Exploring Engagement &Differentiation
through the Lens
of the New Draft BC Curriculum
November 22nd, 2013
Twitter Hashtags: #bccurric #moscrop
We would like to acknowledge
and thank the Coast Salish
Nations of Musqueam,
Tsleil-Waututh, and Squamish
on whose traditional territory
we teach, learn, and live on.
Today we will ….
Explore some of the key understandings of the draft
Model an inquiry–based learning environment
Meet Nathaniel, Naomi, & Sami
What do we want for our children?
What do we want their school experience to be like?
What skills, abilities, and understandings do we want
when they cross the stage at the end of grade 12?
What are the life-long attributes we hope for our
Three Minute Write:
What do our curriculum & our classrooms need to look
like so that our children are walking across the stage at
graduation with the things that we value?
Circle ONE KEY word that captures the essence of
your reflective write.
Shifting to concept-based curriculum
Concept-Based, Competency-Driven Curriculum
Founded on the core competencies and focuses on big ideas
Examples of Big Ideas:
ELA K-9: “Language and literature help us find meaning and joy”.
Science 8: “Cell theory explains the fundamental nature of life”.
Math 8:”Proportional reasoning helps us make sense of how quantities
are related in real-life contexts”.
Social Studies 8: “The increasing connectedness of global society
carries both positive and negative consequences.”
Concept Based: Big Ideas
• From many specific PLOS to fewer, broader
• Build deeper understandings
• Use knowledge & understandings in different
• Can shape curriculum in innovative,
creative, and responsive ways
What are Core Competencies
Core Competencies are:
the intellectual, personal, and social proficiencies needed for success in
school, careers, and life
o Critical thinking
o Creative thinking
o Reflective thinking
Personal and Social Competency
o Positive personal and cultural identity
o Personal awareness and responsibility
o Social awareness and responsibility
o Use of language and symbols
-What it looks like in your discipline
“Project of Heart” Video
Gallery Walk & Choice
Four different readings placed in the room
Read each one & then decide which one you would
like to read in full
Pick up the full article
While reading indicate the article’s key ideas
Student Voice and
Teacher selection and
Student as knowledge
Student as information
Teacher as model and
Teacher as expert and
Caring and taking action Forgetting and moving to
Frayer Vocabulary Chart
Some Understandings …
Inquiry-based teaching is problem or question
driven; it encourages collaboration; it makes
kids into explorers and discoverers; it requires
kids to think; and it puts teachers in
- Stephanie Harvey & Harvey Daniels from
Inquiry Circles in Action: Collaboration and
Fold the Line
All Provincial Exams (gr 1012) should be eliminated!
Connect – Process – Transform/Personalize
Hook: 2 Truths & a Lie
Twitter – hashtag “connected” conversations
Say Something / Square up *
Choice of Texts
Fold the line *
3 R’s Reflection / Exit “Tweet”
Reduce, Reuse, Recycle
Reflecting on your classroom practice ….
Reduce: What’s something you could stop doing (or do
Reuse: What’s something you could do more of?
Recycle: What’s something you could “tweak”?
Don’t forget you can also provide feedback at
-Exploring How to Integrate the Math and Science
-Moving From Theory to Practice
Reflecting on the Competencies
How well did you use the core competencies in today’s
What area were you strongest?
What’s an area you could strengthen for next time?
Note to a colleague or a Final Tweet :
What is something you could share with a
colleague about the draft curriculum?
Don’t forget you can also provide feedback at
Wab Kinew Video
Stand & Talk
Share your thinking with a partner
Find another group of two & “Square Up”
-Share your partner’s ideas
Karen Hume: Tuned Out
Involves inquiry if used when the case study is problem based, but not if it serves
as a review of previously taught concepts presented in narrative form.
Inquiry that involves exploration of the natural world and/or the community
through students going out into the world and experts coming into the school.
Inquiry that is divided among small groups, with each group conducting its own
investigation of an aspect of the question or problem. Groups work
interdependently to share results and come to conclusions.
Inquiry through small, peer-led reading discussion groups, using any text form
(Harvey and Daniels, 2009)
Inquiry based on a problem that is presented so students recognize they need to
learn new knowledge in order to solve the problem.
Inquiry that results in the construction of a performance or artefact. Note that not
all student-centered products are the result of an inquiry.
Involve inquiry when they provide a way for students to discover a variety of
perspectives, such as through role-play
Inquiry inducts students into the business of all
content areas, professions, and real-world
work. In other words, inquiry is the
apprenticeship into true expertise and
understanding by doing what experts do.
Jeffery Wilhelm, Peggy Wilhelm, and Erika
Boas, from Inquiring Minds: Learn to Read