Moscrop nov pro day updated
Upcoming SlideShare
Loading in...5
×
 

Moscrop nov pro day updated

on

  • 307 views

 

Statistics

Views

Total Views
307
Views on SlideShare
307
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • 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 Moscrop nov pro day updated Presentation Transcript

  • 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.
  • 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
  • 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.
  • Intentions: Today we will ….  Explore some of the key understandings of the draft curriculum  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 children?
  • 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?
  • 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 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 Learning Standards • Build deeper understandings • Use knowledge & understandings in different contexts • 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  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
  • 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 read in full Pick up the full article While reading indicate the article’s key ideas Partner Talk
  • 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 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
  • 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 nonconventional roles. - Stephanie Harvey & Harvey Daniels from Inquiry Circles in Action: Collaboration and Comprehension
  • Fold the Line All Provincial Exams (gr 1012) should be eliminated!
  • 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”
  • 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
  • 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
  • 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?
  • 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
  • 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 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
  • 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