In theLand of PossibilitiesThe Educated Citizen: From a vision to a reality
An Opportunity To:O Transform curriculum and create flexibility and choiceO Build a common framework for all curriculumO Design curriculum in a coherent and aligned way
O Base curriculum on recent evidence, research as well as global and national trendsO Create the opportunity for teachers to shape curriculum and learning experiences in response to their students and their context
Phases of SchoolingO Organize according to the developmental stages of developmentO K-5, gr. 6-9, gr. 10 -12O Courses, but not necessarily courses
O Create a learning environment at the early years (K-2) that reflects what we know about early learnersO Push up the primary programO Identify the specific needs of the middle years child and be more responsive
Profile of a learner based on CompetenciesO CommunicationO Creative Thinking & InnovationO Critical ThinkingO Social ResponsibilityO Personal Responsibility & Well Being
Conceptual Curriculum (Based on Concepts)O Abstract ideas – often formed by mentally combining characteristics e.g. cycles, diversity, interdependenceO requires a deeper level of understanding than facts
O allows us to categorize concrete or factual examples and create mental constructsO contains the following attributes: timeless, abstract, apply broadly
Why Concept Based Curriculum?O raise the intellectual bar, focusing on big ideas and essential understandings (theories, principles, generalizations).O Topics and facts become the foundational support for the deeper understandings.
O Concept-based curriculum fosters deeper understandings, supports making new meanings and facilitates the transfer of learning.O Human minds are natural meaning makers and pattern finders.
Presently we have an “outcome”based curriculum design.O How is a conceptual style of curriculum different to what we have now?O What possibilities does it provide?O What kind of support will teachers need?
Big Ideas:O are generalizations based on concepts implicit and explicit in the curriculum.O identify the “enduring understandings” or “essential ideas” within an area of learning.
O go beyond discrete facts or skills to focus on larger concepts, principles, or processes.”O will be based on the key concepts identified by groups of BC educators. Grant Wiggins and Jay McTighe, Understanding by Design (1998), p. 10
Why Big Ideas?O Topics and facts do not transfer – they are locked in time, place or situation.O Generalizations and concepts can transfer across time, cultures, and situations.
Transfer of Learning is . . .O taking the understandings learned in one subject and apply them in anotherO using learned knowledge or skills to solve a never-before- seen problemO applying knowledge learned in the classroom to solve a new, more realistic problem
Learning StandardsO Learning standards present the required learning experiences and outcomes for students in each area of learning.O Rather than prescribed narrow outcomes, learning standards invite exploration, integration inspiration, and innovationO Shifting from using behavioural verbs (e.g., list, explain, describe, demonstrate) to including experiential verbs (e.g., engage, explore, create, experiment, appreciate) gives license to perceive the art of teaching in a different and freer way
DRAFT PROTOTYPE: Social Studies – Year 4CURRICULUM Identity, Society and Culture Governance Economy and Technology Human and PhysicalORGANIZERS EnvironmentBIG IDEAS Contact with others Governance structures Through time, humans have People’s identities are influences peoples’ distinct affect peoples’ rights and developed new systems and rooted in particular places cultural beliefs. responsibilities. technologies to meet needs and regions. and face challenges.LEARNING · Examine the distinct cultures • Compare pre-contact • Investigate technologies • Identify the physical regionsSTANDARDS of First Nations groups living governance structures of developed by Aboriginal of British Columbia and in British Columbia prior to Aboriginal communities with peoples describe how each affects contact with Europeans those of early European • Investigate technologies used people’s lives · Appraise the effects of early settlements by explorers and settlers • Analyze Aboriginal peoples’ contact between Aboriginal • Assess the impact of Canadian including transportation, historic and contemporary societies and European governance on Aboriginal navigation, and food relationship with the land and explorers and settlers people’s rights preservation natural resources • Compare early trading • Predict the impact of all systems of Aboriginal cultures Canadians adopting Aboriginal in BC with those of early worldviews settlersCOMPETENCY Communication Critical Thinking Creative Thinking and Personal Responsibility Social ResponsibilityLINKS InnovationIMPLEMENTATION For Students Assessment Inquiries, K-12 Science LearningLINKS (Self-assessment) Demonstrations Cross-curricular (Goals and Rationale) Resources Integration
In the land of possiblities:O What do you think? Talk with a partner about how these changes might transform teaching and learning?O In what ways are teachers already approaching teaching in this way?
Communicating Student LearningO Competencies will be a focus for communicating how students are meeting the goals of schoolingO A continua will be developed to assist teachers in understanding how the competencies develop over timeO The reporting order in it’s present form will change and be revised
O Practices that provide parents with information that clearly helps them understand their child’s learning, in a timely fashion will be a focus (student-led conferences, parent, student conferences, negotiated goal setting conferences . . . . .)O Letter grades for specific grades to be determinedO Percentages???O Specific formats???O Graduation requirements to be determined
CreditO Created by Pat Horstead, Assistant Superintendent, School District #36.O Prepared for Surrey Schools Helping Teachers.