Two Truths & A Lie ---

Can you identify the lie?
1.

The Ministry of Education is planning to begin
writing the grade 10-...
Exploring Engagement &Differentiation
through the Lens
of the New Draft BC Curriculum
Ben Paré
Ron Coleborn
Moscrop
Novemb...
We would like to acknowledge

and thank the Coast Salish
Nations of Musqueam,

Tsleil-Waututh, and Squamish
on whose tradi...
Intentions:
Today we will ….
 Explore some of the key understandings of the draft

curriculum

 Model an inquiry–based l...
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 unde...
Reflective Write
Three Minute Write:
What do our curriculum & our classrooms need to look
like so that our children are wa...
Synthesize
 Circle ONE KEY word that captures the essence of

your reflective write.
Charles Kettering

Shifting to concept-based curriculum
Concept-Based, Competency-Driven Curriculum
Founded on the core competencies and focuses on big ideas
Examples of Big Idea...
Concept Based: Big Ideas
• From many specific PLOS to fewer, broader

Learning Standards

• Build deeper understandings
• ...
What are Core Competencies
Core Competencies are:
•

the intellectual, personal, and social proficiencies needed for succe...
Competencies
Core Competencies

Curriculum Competencies

-What it looks like in your discipline
“Project of Heart” Video
 http://poh.jungle.ca/filmsvideos
Gallery Walk & Choice
Four different readings placed in the room
Read each one & then decide which one you would
like to r...
Extensions
 Homogenous Groupings
 Heterogeneous Groupings

 Concept Mapping
 10 Word Summary
What is Inquiry Based Learning?
Inquiry Approach

Coverage Approach

Student Voice and
Choice

Teacher selection and
direction

Student as knowledge
creat...
Frayer Vocabulary Chart
Some Understandings …
Inquiry-based teaching is problem or question
driven; it encourages collaboration; it makes
kids int...
Fold the Line
All Provincial Exams (gr 1012) should be eliminated!
Engagement Strategies
 Connect – Process – Transform/Personalize











Hook: 2 Truths & a Lie
Video clips
...
Reduce, Reuse, Recycle
Reflecting on your classroom practice ….
Reduce: What’s something you could stop doing (or do
less ...
What’s next?
 Ron’s session:

-Exploring How to Integrate the Math and Science
Curricula
 Ben’s sessions:

-Poetry Circl...
Reflecting on the Competencies
How well did you use the core competencies in today’s
session?

What area were you stronges...
Personalize
Note to a colleague or a Final Tweet :

What is something you could share with a
colleague about the draft cur...
Wab Kinew Video

 http://www.youtube.com/watch?v=GlkuRCXdu5A
Stand & Talk
Share your thinking with a partner

Find another group of two & “Square Up”
-Share your partner’s ideas
Karen Hume: Tuned Out
Case Learning

Involves inquiry if used when the case study is problem based, but not if it serves
a...
Inquiry Definitions
Inquiry inducts students into the business of all
content areas, professions, and real-world
work. In ...
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Moscrop nov pro day updated

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  • 9:30
  • Bookmarks; unpack this acknowledgment – sign of respect; strength of public schools is its diversity – of all peoples; we have some work to do in the area of Aboriginal education – Aboriginal education is for everyone, not only for Aboriginal students; challenge is to integrate Aboriginal education fossilize it.
  • Rod
  • 9:504 Groups of 20
  • Moscrop nov pro day updated

    1. 1. Two Truths & A Lie --- Can you identify the lie? 1. 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 curriculum 3. The curriculum implementation timeline is still to be determined.
    2. 2. Exploring Engagement &Differentiation through the Lens of the New Draft BC Curriculum Ben Paré Ron Coleborn Moscrop November 22nd, 2013 Twitter Hashtags: #bccurric #moscrop @Ben_Pare
    3. 3. 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.
    4. 4. Intentions: Today we will ….  Explore some of the key understandings of the draft curriculum  Model an inquiry–based learning environment
    5. 5. Meet Nathaniel, Naomi, & Sami
    6. 6. 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 children?
    7. 7. Reflective Write 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?
    8. 8. Synthesize  Circle ONE KEY word that captures the essence of your reflective write.
    9. 9. Charles Kettering Shifting to concept-based curriculum
    10. 10. 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.”
    11. 11. Concept Based: Big Ideas • From many specific PLOS to fewer, broader Learning Standards • Build deeper understandings • Use knowledge & understandings in different contexts • Can shape curriculum in innovative, creative, and responsive ways
    12. 12. What are Core Competencies Core Competencies are: • the intellectual, personal, and social proficiencies needed for success in school, careers, and life  Thinking Competency 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  Communication Competency o Use of language and symbols
    13. 13. Competencies Core Competencies Curriculum Competencies -What it looks like in your discipline
    14. 14. “Project of Heart” Video  http://poh.jungle.ca/filmsvideos
    15. 15. 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 Partner Talk
    16. 16. Extensions  Homogenous Groupings  Heterogeneous Groupings  Concept Mapping  10 Word Summary
    17. 17. What is Inquiry Based Learning?
    18. 18. Inquiry Approach Coverage Approach Student Voice and Choice Teacher selection and direction Student as knowledge creator Student as information receiver Teacher as model and coach Teacher as expert and presenter Caring and taking action Forgetting and moving to next unit
    19. 19. Frayer Vocabulary Chart
    20. 20. 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 nonconventional roles. - Stephanie Harvey & Harvey Daniels from Inquiry Circles in Action: Collaboration and Comprehension
    21. 21. Fold the Line All Provincial Exams (gr 1012) should be eliminated!
    22. 22. Engagement Strategies  Connect – Process – Transform/Personalize           Hook: 2 Truths & a Lie Video clips Twitter – hashtag “connected” conversations Quick Write Say Something / Square up * Movement Choice of Texts Frayer Diagram Fold the line * 3 R’s Reflection / Exit “Tweet”
    23. 23. Reduce, Reuse, Recycle Reflecting on your classroom practice …. Reduce: What’s something you could stop doing (or do less of)? 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 www.curriculum.gov.bc.ca
    24. 24. What’s next?  Ron’s session: -Exploring How to Integrate the Math and Science Curricula  Ben’s sessions: -Poetry Circles -Moving From Theory to Practice  Jacqui
    25. 25. Reflecting on the Competencies How well did you use the core competencies in today’s session? What area were you strongest? What’s an area you could strengthen for next time?
    26. 26. Personalize 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 www.curriculum.gov.bc.ca
    27. 27. Wab Kinew Video  http://www.youtube.com/watch?v=GlkuRCXdu5A
    28. 28. Stand & Talk Share your thinking with a partner Find another group of two & “Square Up” -Share your partner’s ideas
    29. 29. Karen Hume: Tuned Out Case Learning 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. Expeditionary Learning 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. Group Investigations 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. Literature Circles Inquiry through small, peer-led reading discussion groups, using any text form (Harvey and Daniels, 2009) Problem-Based Learning (PBL) Inquiry based on a problem that is presented so students recognize they need to learn new knowledge in order to solve the problem. Project-Based Learning Inquiry that results in the construction of a performance or artefact. Note that not all student-centered products are the result of an inquiry. Simulations Involve inquiry when they provide a way for students to discover a variety of perspectives, such as through role-play
    30. 30. Inquiry Definitions 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 and Write

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