This document summarizes a professional development session focused on introducing teachers to BC's redesigned curriculum. The session included exploring the core principles of learning environments, examining the three pillars and themes of the curriculum transformation, and looking at documents related to specific subject areas and core competencies. Teachers provided feedback on areas of the curriculum through discussion and using an online tool. They also reflected on supporting implementation of the new curriculum in their own schools.

1. Transforming Learning
“Education is not the learning of facts, but the training of
the mind to think.”
-Albert Einstein
Chris Loat, Kevin Lyseng and Lisa Schwartz.
March 13, 2015

2. Activating Strategy
Let’s play Kahoot

3. Acknowledgement
I would like to start by acknowledging the
land we where we gather today. The
unceded territories of the Coast Salish
peoples who have been stewards of this
beautiful place since time immortal.

4. Purpose of the Day
• Look at components of the re-designed
curriculum.
• To use the website and subject specific
discussions to deepen our understanding
of the re-designed curriculum (Ed Camp)
• Time to plan in school teams (What are
we already doing? What next?)

5. Transforming Learning

6. Core Principles for
Learning Environments
Makes learning central
Based on the social nature of learning
Tuned into emotions and sensitive to learner
differences
Challenging
Provides clear expectations and specific
feedback
Promotes connectedness

7. We are Better Together
Transformational change is more
likely to occur, more likely to be
effective and more likely to be scalable
when it is done collaboratively, in
‘communities of practice’ that bring
together educators in a structured,
supported and facilitated environment.

8. 3 PILLARS THAT SUPPORT THE
DEVELOPMENT OF THE EDUCATED CITIZEN IN
BC
DEFINITIONS
Literacy and Numeracy Foundations  grade level expectations for required skills
in reading; writing; and numeracy
 expressed in the Performance Standards
Understanding of rich content  prescribed learning standards for
concepts and content in curriculum (areas
of learning)
 expressed in the curriculum
Core Competencies  broad areas of development: thinking;
communication; personal & social
development
 expressed in the competency profiles

9. The Themes of the B.C
.Curriculum Transformation
Big Ideas
Inquiry-based
Personalized Learning (choice, materials,
product)
Competency Driven (Thinking, Communicating,
Personal and Social)
Competencies woven throughout the curriculum
Teaching and Learning through First People’s
Principles

10. Indigenous Ways of Knowing
First Peoples Principles of
Learning The Aboriginal Perspective
Across the Curriculum
New Curriculum
Framework - Draft

11. Activating Strategy: Chalk
Talk
From the book: Making Thinking Visible: How to
Promote Engagement, Understanding and
Independence for All Learners. Ron Ritchart,
Mark Church, Karin Morrison

12. Activating Strategy: Chalk
Talk
This is a silent activity.
Stand up and tuck in your chairs.
At your table have a silent conversation (read,
respond, elaborate, check, connect & write) a
response to this question:
What do we want the children to be like
when they become adults?
Move with your original group
3 rotations - 3 minutes / CW rotation

13. Core Principles for
Learning Environments
Makes learning central
Based on the social nature of learning
Tuned into emotions and sensitive to learner
differences
Challenging
Provides clear expectations and specific
feedback
Promotes connectedness

14. BC’s Core Competencies
Communication (draft available)
Thinking
Critical thinking (Spring 2015)
Creative Thinking (draft available)
Personal and Social Competence
Positive personal and cultural identity (draft
available)
Personal awareness and responsibility
(development underway)
Social awareness and responsibility
(development underway)

15. Exploring the
Core Competencies
Set of intellectual, personal and social
proficiencies that all students need to
develop in order to engage in deep and
life long learning.
A vehicle for becoming thoughtful, ethical
and active citizens.
The core competencies are the glue that
holds our society together.

16. BC Core Competencies
Characteristics
INCLUSIVE: every student has a profile
CROSS-CURRICULAR: evident in all curricular
areas
STRENGTH-BASED: each competency continuum
emphasis the concept of expanding and growing
STUDENT-CENTERED: based on actual samples
from BC students and grounded in “I” statements
DESCRIPTIVE AND PROGRESSIVE: profiles of
progression from early childhood through adult
expertise

17. 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

18. Let’s look at the Ministry’s
website

19. Take a Break

20. Looking at the Documents
In small table groups, an opportunity
to look at subject specific documents
and the competencies
There will be an opportunity for one
rotation
Use Today’s Meet to provide
feedback

21. Looking Closely, Being
Curious
What do you notice?
What are you wondering?
What could you try this year?

22. The Feedback Process
Document about feedback process on
curriculum website.
Document highlights feedback both
positive and negative for Science, Social
Studies, Mathematics and Language Arts.
Revisions on the above subjects are
underway and revised drafts should be on
website by the summer.
Still seeking feedback about the core
competencies, Physical and Health
Education, Art Education, French
Immersion and F.S.L

23. Curriculum Support in SD 38
C and C Chronicles
Transforming Learning District ProD.
Curriculum Support icon (in school
discussion folders)

24. School Based Planning
What does this mean for our school?
What are we wondering about?
What are we currently doing?
What supports do we need to
continue working towards the goals
of the redesigned curriculum?

25. Kid President

26. Turn and Talk
Think about yourself as a
learner:
What do you need to be
awesome in your work with the
transformed curriculum?