Transforming curriculum nov 25
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The document outlines components of a redesigned curriculum, including big ideas, competencies, and personalized learning. It discusses exploring these components through a practice lesson and subject-specific discussions. Educators will look at examples of curriculum units that focus on big ideas, competencies in thinking, communicating, and personal/social skills. Participants are asked to discuss what they notice and wonder about the curriculum approach.
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Transforming c urriculum nov 25b
The document outlines components of British Columbia's redesigned curriculum, including big ideas, competencies, and personalized learning. It provides examples of how these pieces can be combined in a sample lesson and recommends using the website and subject discussions to deepen understanding. Educators are encouraged to explore the curriculum components, share their thoughts, and collaboratively discuss ways to implement the redesigned curriculum.
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The document discusses the redesign of a curriculum and its key components:
1. The redesigned curriculum focuses on competencies, big ideas, and personalized learning. It aims to provide flexibility for personalized learning paths.
2. An example lesson is provided to demonstrate how the pieces of the new curriculum (big ideas, competencies) can be integrated into practice.
3. Participants are encouraged to use the provided website and subject discussions to deepen their understanding of the new curriculum.
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Transforming c urriculum nov 25
The document discusses components of a redesigned curriculum including big ideas, competencies, and personalized learning. It focuses on three big ideas: wonder and explore, explain. The competencies covered are thinking, communicating, and personal and social skills. Teachers are encouraged to utilize a variety of texts and data sets to expand students' understanding of these big ideas. Students will analyze texts using different reading strategies and reflect on what they've learned. Assessments aim to demonstrate understanding of big ideas and competencies in an engaging manner that maintains students' sense of wonder.
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Transforming c urriculum nov 25b
The document outlines components of British Columbia's redesigned curriculum, including big ideas, competencies, and personalized learning. It provides examples of how these pieces can be combined in a sample lesson and recommends using the website and subject discussions to deepen understanding. Educators are encouraged to explore the curriculum components, share their thoughts, and collaboratively discuss ways to implement the redesigned curriculum.
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The document discusses the redesign of a curriculum and its key components:
1. The redesigned curriculum focuses on competencies, big ideas, and personalized learning. It aims to provide flexibility for personalized learning paths.
2. An example lesson is provided to demonstrate how the pieces of the new curriculum (big ideas, competencies) can be integrated into practice.
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This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.
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The document discusses components of a redesigned curriculum including big ideas, competencies, and personalized learning. It focuses on three big ideas: wonder and explore, explain. The competencies covered are thinking, communicating, and personal and social skills. Teachers are encouraged to utilize a variety of texts and data sets to expand students' understanding of these big ideas. Students will analyze texts using different reading strategies and reflect on what they've learned. Assessments aim to demonstrate understanding of big ideas and competencies in an engaging manner that maintains students' sense of wonder.
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The document discusses changes to the curriculum for grades 8 through 10 and the implementation of core competencies. It provides an overview of similarities and differences across subjects for the updated grades 8 and 9 curriculum. It also outlines the three core competencies of communication, thinking, and personal and social competence. Definitions and aspects of each competency are presented. Finally, it asks teachers to discuss areas of focus and how students will know the competencies are being addressed.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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Transforming curriculum nov 25
- 1. THE REDESIGNED CURRICULUM Gordon Powell, Leanne McColl & Brooke Douglas
- 2. Learning Intentions • Look at the components of the redesigned curriculum – a) competencies, b) big ideas, c) personalized learning • Experience one way of putting the pieces together (practice lesson) • Use the website and subject specific discussions to deepen our understanding (Ed Camp)
- 3. It’s all online… http://goo.gl/j2MbHw
- 4. WONDER PASSION ENGAGEMENT http://www.ted.com/talks/wade_davis_on_endangered_cultur es?language=en
- 6. Data sets – not as boring as it sounds • Images – about 4 that represent a big idea • Words – what we see in the images • Texts – connected to the images & big ideas • Recursive – let’s take another look • Evolvable – let’s keep adding • Expandable – let’s go deeper
- 7. What do you notice?
- 8. What do you notice?
- 9. What do you notice? What do you wonder?
- 10. What do you notice? What do you wonder?
- 11. Extras…
- 12. Components of the Unit (and the curriculum) Let’s look! • Big Ideas – Wonder & Explore & Explain • Competencies – Thinking, Communicating, Personal & Social • Upside down triangle – low floor/high ceiling
- 13. Today’s Meet • What is standing out to you at this point? What do you wonder? • Have one person record questions and comments from your table on today’s meet
- 14. WORD SORT • animal • habitat • fish • camouflage • survival • helping • eating • insect • bird • prey • reptile • endangered • dangerous • adaptation • colours
- 15. Types of texts • Diverse, ranging in topic, level of difficulty, text to image ratio, number of words • Expands our understanding of big ideas • Opportunity to layer in reading strategies • How we use texts allows students to process information and then transform it
- 16. What to do with texts? • Book talk • Select a text • Identify the strategy Each group creates a post-it summary to share with the class
- 17. Let’s practice
- 18. Components of the Unit (and the curriculum) Let’s look! • Big Ideas – Wonder & Explore & Explain • Competencies – Thinking, Communicating, Personal & Social • Upside down triangle – low floor/high ceiling
- 19. Today’s Meet • What is standing out to you at this point? What do you wonder? • Have your scribe post your thoughts online.
- 20. Let’s look at the Ministry’s site
Editor's Notes
- Wade video to 2:41 – make the connection to the redesigned curriculum
- Wade video to 2:41 – make the connection to the redesigned curriculum
- Wade video to 2:41 – make the connection to the redesigned curriculum
- Appreciation to partner
- Appreciation to partner
- Depends on what I am trying to do – what is my intention?