1.
Can we kill the textbook, and if not, how about
some corporal punishment???

2.
The textbook is dead; long
live the textbook!
New approaches and
thinking for the new
curriculum. (whenever it gets here;)
Restructuring your units, terms and semesters for
a Shared Learning approach
Creating topic areas and questions for student
research and presentation
Active class listening and notetaking skills (Using
the Triangle, Square, Circle approach)
Evaluating and extending presentations
Creating fair exams based on Big Picture Topics
Supporting the Self-Assessment and Reporting of
Core Competencies
Using the Who, What, What, When, Why, Which,
How approach to student research
(WWWWWWH!)
De-emphasizing the textbook and stressing the
Core Competencies
Self and Peer evaluation

3.
Brainstorm with your neighbour or in groups: The new textbook
What are the Pros and Cons of using a textbook?
What problems do you see from your students?
Who does the textbook benefit? Not benefit?
Should we decrease emphasis on the textbook?
If so, how?
What are you doing now to decrease emphasis on the textbook?
Suggestions to do so….

4.
The Shared Learning Environment
Why it works for me
Why it works for the students
Structure and Processes
Evaluation systems (mine and others like SD 57 SSTA)

5.
S
h
o
w
e
x
a
m
p
l
e
S
o
f
S
t
u
d
e
n work

6.
Using Google Docs: Active Listening
for Student presentations
What’s the point?
Theme?
Topic?
List four major facts or
ideas
What’s a question rolling
around in your head?
What’s the key point you
learned?
Ah-ha! moment
?

7.
Key points and processes:
1. Generate topics for students research and
presentation for each of your courses (or a unit)
1. Use the Triangle, Square, Circle method to
create active listeners and better questions and
discussions
1. If necessary, assign textbook questions as
background to your lessons, not as the main
focus of your lesson (group answers also work
well)
4. Use the course outline to create your teaching
topics (students must use the TSC for your
lessons; notes collected at term end)

8.
Topics/Examples from classes where I limit
textbook use:
Law 12
https://docs.google.com/document/
d/1s2o4824F8kX4OU9gOQsSvWo
NhxoOj06_MoZd2A-8hug/edit
Social Justice
https://docs.google.com/d
ocument/d/1tsyZcCOzy0o
C3O_ic-RiSty-
cXlK3pTi7OKOqhJVIaE/e
dit
Psychology:
https://docs.google.com/
document/d/1eU2Z6jM
MyD7tKyKuu6qnJOEo2
7ghkbIq6nzvNC2bJAU/
edit
History 12
https://docs.google.com/document/d/17EZVY3
bHIyQB3FDoD4QXBiAPU34QK9fdafWo0tscUd
8/edit

9.
Assessment Systems and Resources:
https://curriculum.gov.bc.ca/classro
om-assessment-and-reporting
https://curriculum.gov.bc.ca/sites/cu
rriculum.gov.bc.ca/files/pdf/Core_C
ompetencies_Posters.pdf
http://www.thielmann.ca/new-bc-
curriculum.html
https://thepowerofwhy.ca/2017/10/15/the-
great-bc-education-change/

10.
The New Curriculum:
Influenced by the Big 6
(Allows us, encourages us, to use less
textbook and more project exploration,
independent research, process over
content)
https://curriculum.gov.bc.ca/curricul
um/social-studies/6
https://curriculum.gov.bc.ca/curricul
um/social-studies/3
https://curriculum.gov.bc.ca/curricul
um/social-studies/9
https://curriculum.gov.bc.ca/sites/cu
rriculum.gov.bc.ca/files/pdf/10-
12/social-
studies/en_ss_10_caw_elab.pdf

11.
How I lessen my dependence on the textbook?
The short answer: presentation topics based on the
curriculum.
Your challenge right now: look at your curriculum and
create a list of the most important topics you want to
cover.
Come up with 30 of the most important topics from
your course. This list will be what your students
research and present to the class.

12.
Desired State
Investigate
Determine Significance
Understand Values and Beliefs
Develop questions for inquiry
Engage to Understand Self
Develop perspective by doing
the work
Work with Evidence
Work as historians!

13.
The Historical Thinking Project works with six
distinct but closely interrelated historical
thinking concepts. To think historically, students
need to be able to:
1. Establish historical significance
2. Use primary source evidence
3. Identify continuity and change
4. Analyze cause and consequence
5. Take historical perspectives
6. Understand the ethical dimension of
historical interpretations.
developed by Peter Seixas and Tom Morton:

14.
Big Six promotes:
Big Ideas that thread across
decades
Differentiation of process and
product
Skills within the Discipline
Working across Subject Areas
Flexibility in how we teach
Weave our outcomes or
expectations

15.
Working With Evidence: A Soldier’s Life:
Lest We Forget: The Vimy Project
http://www.bac-
lac.gc.ca/eng/discover/military-
heritage/lest-we-forget/Pages/lest-
we-forget-project.aspx
http://www.bac-
lac.gc.ca/eng/discover/military-
heritage/lest-we-
forget/Pages/selecting-military-
service-files.aspx

16.
Example #1: Social Studies 11
The Titanic as a metaphor for the causes of World War One (The Great War)

17.
Why Europe?
The Renaissance (The printing press)
The Enlightenment (The telescope)
The Industrial Revolution (the steam and internal combustion engines)
The Digital Age (the desktop computer)
All this leads to the Titanic as a symbol of European ascendancy
https://www.youtube.com/watch?v=FSGeskFzE0s
http://news.nationalpost.com/news/t
here-was-no-great-shock-or-
anything-how-a-baker-survived-the-
titanic-disaster-by-getting-really-
drunk
http://www.titanichg.com/
H
ttp://news.nationalpost.com/news/titanic-pictures-
shipwreck-anniversiary
https://t.co/TVfccVaK1e
http://news.nationalpost.com/news/graphics/tita
nic-anniversary-who-was-on-the-ship-when-it-
sunk-and-who-got-away

18.
Titanic: The Causes of World War One (The Great War) use the Smartboard
1. Use the Big Sheet and your iphones to google the Big 6 applied to the Titanic (30
minutes)
2. Discuss, chart, note responses
3. The Titanic drawing as metaphor for WW1 (why Europe?)
4. Watch various videos of the ship’s demise

19.
Titanic exercise.
Use Smartphones, laptops, computers to complete
the following process.
Sort the following topics, events, things into a
category of the Big 6 and explain why it applies
there(all can find a place somewhere):
● Picture of the Titanic
● Graveyard of the Titanic
● Titanic II
● Passenger list
● Ship design flaws
● Crew and Captain’s decisions
● Death/survivor toll
● Survivors lives
Any useful maps, videos,
graphics.

20.
Example #2 Social Studies 10
The Disappearance of the Bison: handout

21.
Head Smashed In Buffalo Jump https://www.youtube.com/watch?v=ZHB4jhmXSFg
http://www.theglobeandmail.com/news/alberta/first-bison-calves-born-in-banff-national-
park-backcountry-in-140-years/article34808060/

22.
Buffalo/bison exercise:
Grade 9
Use Smartphones, laptops,
computers to complete the
following process.
Sort the following topics, events,
things into a category of the Big 6
and explain why it applies there (all
can find a place somewhere):
● Food source and process
● Head Smashed In Buffalo Jump
● Pictures
● Reason for Disappearance and impact
● Religion
● Current situation/numbers
● Re-introduction to Banff/elsewhere
Any useful maps, videos,
graphics.

23.
History 12: example #3
The Ethical Dimension:
The Atomic Bombs and the decision to drop them.
Why did the American drops atomic bombs on Japan in
August of 1945?
What have the long term impacts of the bombs been?

24.
Your turn.
Groups of similar grade level teachers, if possible.
Brainstorm some topic areas and applications of the Big 6.
Sharing at 2:15pm

25.
http://creativecleverandclassy.com/
30-ways-to-teach-history-without-a-
textbook.html
https://www.theedublogger.com/20
17/10/09/100-ideas-and-prompts-
for-student-blogging/