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Essential Learning Projectv5c
The essential learning project aims to articulate the purpose and process of identifying essential learning in educational contexts, focusing on both content knowledge and skills such as critical thinking and collaboration. It emphasizes the importance of planning for student learning and effective communication with students and parents. The project seeks to enhance curricular integration and invites contributions of resources to support its development.
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Essential Learning Projectv5c
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- 28. So what isour Essential Learning project?
- 29. So what isour Essential Learning project? ✤ It’s a articulation of WHY
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- 31. So what isour Essential Learning project? ✤ It’s a articulation of HOW
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- 34. So we canhave conversations
- 35. How am Idoing?
- 36. How is mychild doing?
- 37. What is the purposeof identifying Essential learning? Dual purpose: •Planning for student learning •Reporting with students and parents
- 38. What is the Essential learning? •Tomake sense
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- 40. So what isour Essential Learning project? ✤ What it is not.... ✤ Our project is not permission to ignore or omit the intended curriculum
- 41. So what isour Essential Learning project? ✤ What it possibly is.... Content ✤ students attainment of content knowledge outcomes but not only this
- 42. So what isour Essential Learning project? ✤ What it possibly is.... Process ✤ an inquiry stance / inquiry driven ✤ project based learning
- 43. So what isour Essential Learning project? ✤ What it possibly is.... Skills ✤ critical thinking ✤ creative thinking and co-creating ✤ ‘21st century’ skills ✤ communicating & collaborating
- 44. Content Skills Process
- 45. So what isour Essential Learning project? ✤ Potential benefits ✤ Improved communication ✤ Planning ✤ Curricular integration
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- 47. ✤ How can you assist our team? ✤ Please forward any research, videoclips, or other related media to: Rob Fisher rob.fisher@gov.mb.ca
- 48. Attributions Photo Credits Tim Caynes http://www.flickr.com/photos/timcaynes/96735676/sizes/s/ Foreverdigital http://www.flickr.com/photos/foreverdigital/3151463726/sizes/o/ Sharon Pazner http://www.flickr.com/photos/sharonpazner/2673580927/sizes/m/
Editor's Notes
- #2 powerpoint-set up show-presenter view 2nd monitor on LCD voice recorder from John Evans and 2 AAA batteries Slideshare-upload ppt pdf and keynote files robcfisher initx3 explain that I’m recording the presentation part of this session so I can put it on the net for others on my team to listen too. I’ll turn the recorder off when we begin our discussion
- #3 Here is our teacher Mr. Grade 7. He’s thinking about this upcoming year and how things are going to go with his students. He starts thinking about curriculum and assessment
- #4 English Language Arts General Outcomes 1,2,3,4, and 5
- #9 and science
- #10 and social studies, people and places in the world
- #11 He knows the foundation for implementation documents of 1996 for math and now he’s contemplating continuing to make the following changes that began last year
- #13 in the number strand
- #16 yes he’s starting to feel curriculum overload
- #17 But thats not all-- the arts dance, drama, music and visual arts
- #18 and physical and health education, and human sexuality bc he is a grade K, 2, 5 or 7 teacher
- #19 he’s thinking about ways to infuse ICT in his classroom with his students
- #20 He wonders about diversity and English as an Additional Language
- #21 And also Languages - Basic French, and Aboriginal languages,
- #22 and if applicable German,
- #23 and other Languages
- #25 and Hebrew if he teachers any grade 6 students.
- #26 He’s also thinking about Career development and Sustainable development
- #27 and he also knows that assessment FOR, AS, and OF learning is a key part of his responsibilities and a way to help all of his students be successful
- #28 {pause 5 seconds}
- #30 It’s an articulation of Why
- #31 we do this
- #32 and its an articulation of How
- #33 to make this more managable for 2 purposes for planning for student learning AND for planning for reporting with students and parents
- #35 So we can have conversations
- #36 with students
- #37 and with parents
- #38 Identification of broadly suggested organizational categories for a dual purpose Planning for student learning Planning for reporting with students and parents
- #39 To make sense
- #40 of this!
- #41 Our project is not intended to give permission to ignore the intended curriculum
- #42 Content - students attainment of content knowledge outcomes, but not only this It is to make the front matter in our curricular documents---to make the front matter-- matter to make learning more about the big ideas and higher level thinking and learning and not just about aquisition of content and knowledge
- #43 Process - an inquiry stance and inquiry driven, project based learning
- #44 Skills -- the skills of critical thinking. Of creative thinking and co-creating. Its 21st century skills including communicating and collaborating
- #45 Were looking for the intersection of these, Content -- skills -- and process, to identify what we want students to be able to do, and know.
- #46 The potential benefits of identifying Essential learning We improve communication between teachers, students, and parents We facilitate planning for teachers We help create curricular integration possibilities for teachers faciliate - to make easier-not easy!
- #47 and that is what our Essential Learning project is so far comments/questions?