This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.

1. Interweaving Curriculum,
Instruction and Assessment
Delta
Intermediate
&
Secondary
Teachers
Sept
30,
2015,
Jan
12,
Apr
7,
2016
Slideshare.net/fayebrownlie/deltacia

2. Learning Intentions
• I
have
polished
my
mental
model
of
effecGve
teaching
pracGces
• I
have
a
beIer
understanding
of
how
to
use
assessment
for
learning
strategies
throughout
my
teaching
• I
am
building
my
knowledge
base
about
the
new
curriculum
• I
have
a
plan
to
try
something
different
for
me

3. “Know thy impact.”
Visible
Learning
for
Teachers
Maximizing
Impact
on
Learning
John
HaRe,
2012
Is what you are doing,
getting you what you want?

4. CR4YR
Changing
Results
for
Young
Readers
Report
2012-­‐2015
CR4YR
:
Changing
Results
for
Young
Readers
Report
2012-­‐2015
by
Jennifer
Delvecchio
and
Sharon
Jeroski
is
licensed
under
a
CreaGve
Commons
AIribuGon-­‐NonDerivaGves
2.5
Canada
License
Changing
Results
for
Young
Readers,
a
collaboraGve
inquiry
project,
was
iniGated
by
the
BC
Ministry
of
EducaGon
in
2012,
under
the
direcGon
of
Maureen
Dockendorf,
to
increase
the
number
of
BC
children
who
are
engaged,
successful
readers.
Teachers
in
57
parGcipaGng
districts
met
7
Gmes
each
year,
to
explore
inquiry
quesGons
they
chose.

5. According to teachers, what worked in
CR4YR 2012-13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
relaGonships
• choice/personalizaGon
(kids
who
struggled
the
most
ocen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

6. CR4YR
:
Changing
Results
for
Young
Readers
Report
2012-­‐2015

7. The teeter totter
kids
kids curriculum

8. What are the Ideas of the new
curriculum?
Core Competencies
Focussed on deeper understandings (big ideas)
Foundational Skills (R,W,OL,N)
Aboriginal content, perspectives, and worldviews
Choice (personalized)
Curriculum and assessment will be aligned
Instructional Examples (illustrations)

9. Big
Ideas
Content
Curriculum
Competencies
Structure of the New
Curriculum
Core
Competencies
The
KDU
Model
(Know,
Do,
Understand)

10. What are the Core
Competencies?
• Communication
• Creativity
• Critical Thinking
• Positive Personal & Cultural Identity
• Personal Responsibility
• Social Responsibility

11. The Big Picture:
Core Features of the Core Competencies
• Strength
Based
&
Inclusive
eg.
“I
can”
statements;
pre-­‐k
to
post
secondary
• Core
Competencies
in
all
subject
areas
and
grade
levels
e.g.
Don’t
have
to
be
“x”
years
old
to
think
criGcally
Task:
• Explore
the
CreaGvity
Core
Competency
illustraGons
…
one
from
the
beginning,
one
at
the
middle,
one
at
the
end

12. Aboriginal
PerspecGves
in
the
Current
IRP
Life
Science
K-­‐7
• Gr
4:
demonstrate
awareness
of
the
Aboriginal
concept
of
respect
for
the
environment
Earth
and
space
K-­‐7
• Gr
5:
analyse
how
the
Aboriginal
concept
of
interconnectedness
of
the
environment
is
reflected
in
responsibility
for
and
caretaking
of
resources
Earth
and
space
9
• Gr
9:
describe
tradiGonal
perspecGves
of
a
range
of
Aboriginal
peoples
in
BC
on
the
relaGonship
between
the
Earth
and
celesGal
bodies

13. Aboriginal
PerspecGves
in
the
Renewed
Dracs
RaGonale:
• Linking
tradiGonal
and
contemporary
Aboriginal
understandings
and
current
scienGfic
knowledge
enables
us
to
make
meaningful
connecGons
to
our
everyday
lives
and
the
world
beyond.
• Students
will
develop
place-­‐based
knowledge
about
the
area
in
which
they
live,
learning
about
and
building
on
Aboriginal
knowledge
and
other
tradiGonal
knowledge
of
the
area.
Goals
• place-­‐based
knowledge
about
the
natural
world
in
the
area
in
which
they
live
by
accessing
and
building
on
exisGng
understandings,
including
those
of
local
Aboriginal
peoples

14. Aboriginal
PerspecGves
in
the
Revised
Dracs
Content
• 4:
the
ways
organisms
in
ecosystems
sense
and
respond
to
their
environment;
the
relaFonship
between
the
Earth
and
the
moon
• 5:
Aboriginal
concept
of
stewardship
of
the
environment
• 6:
mixtures
are
separated
using
a
difference
in
component
properGes
• 7:
evidence
of
climate
change
over
geologic
Gme
and
the
recent
impacts
of
humans
• 8:impacts
of
pandemics
and
epidemics
on
indigenous
populaGons
• 9:
Sustainability
of
systems
concurrent
with
First
Peoples
Principles
of
interconnectedness

15. Aboriginal
learning
in
the
renewed
dracs
Content
elaboraGons:
• 4:Local
Aboriginal
teachings
and
stories
about
the
Sun
and
the
Moon;
Aboriginal
world
view
with
respect
to
the
environment
(e.g.
the
interconnectedness
of
all
things
and
the
responsibility
to
care
for
them)
• 5:Aboriginal
concept
of
interconnectedness:
everything
is
one/connected
• 6:Aboriginal
adaptaGons
to
living
in
different
environments
• 7:Aboriginal
ways
of
knowing
and
other
tradiGonal
sustainable
pracGces
(e.g.
stewardship
and
conservaGon)
• 9:Sustainability
and
Aboriginal
interconnectedness

16. Big Ideas
– Teaching counts!
• Our
instrucGonal
choices
impact
significantly
on
student
learning
• We
teach
responsively
– All kids can learn and we know enough
collectively to teach all kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoGonally,
and
intellectually

17. Big Ideas
– It’s All about Thinking!
• Thinking
and
reasoning
are
infused
throughout
all
that
we
co
– All kids are included!
• Supports
increase
for
some
students,
as
needed,
irrespecGve
of
their
label
or
designaGon
• Learning
grows
from
a
common
base

18. RESPONSE
TO
INTERVENTION
(RTI)
S,
MOORE
ADAPTATIONS
&
MODIFICATIONS-­‐
SDL
2012

19. McKinsey Report, 2007
• The
top-­‐performing
school
systems
recognize
that
the
only
way
to
improve
outcomes
is
to
improve
instrucGon:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interacGon.

20. How the world’s most improved
school systems keep getting better
–McKinsey, 2010
Three
changes
collaboraGve
pracGce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracGce
public
and
the
enGre
teaching
populaGon
sharing
responsibility
for
student
learning.
2. Focus
shiced
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucGon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

21. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

22. Theory and Practice
-the mental model

23. The End in Mind
• Build
moGvaGon
and
confidence
in
the
upcoming
topic
• Increase
background
knowledge
so
the
text
is
more
accessible
• Teaching
comprehension
in
context

24. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesGoning
from
3
pictures
• AnGcipaGon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial

29. Before
Acer

30. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaGon
replace
spindle
fibres
funcGon
for
survival
separate

32. Graphic Novels

33. What is your take away?
What will you do within the next
week?