Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning.
This keynote will look at the implications for curriculum development and teacher development of a number of emerging trends in curriculum, which include:
• Authentic learning (e.g. Project Based Learning);
• Inter-disciplinary learning;
• Collaborative learning;
• Local curriculum making and curriculum partnerships;
• Divergent learning (as well as convergent learning);
• Holistic assessment.
As Director for the Research Centre for Learning and Teaching (CfLaT), David Leat has been researching the difficulties in sustaining whole institution curriculum change, which has led to an equal focus on professional learning and organisational/cultural change.
Keynote presentation by David Leech given at the HEA 'Curriculum Challenge: Being a curriculum thinker' event on 7 April 2014.
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning.
This keynote will look at the implications for curriculum development and teacher development of a number of emerging trends in curriculum, which include:
• Authentic learning (e.g. Project Based Learning);
• Inter-disciplinary learning;
• Collaborative learning;
• Local curriculum making and curriculum partnerships;
• Divergent learning (as well as convergent learning);
• Holistic assessment.
As Director for the Research Centre for Learning and Teaching (CfLaT), David Leat has been researching the difficulties in sustaining whole institution curriculum change, which has led to an equal focus on professional learning and organisational/cultural change.
Keynote presentation by David Leech given at the HEA 'Curriculum Challenge: Being a curriculum thinker' event on 7 April 2014.
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Best Practices in the Teaching of ScienceRizaMendoza10
Reported By Ms. Princess Venerao in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Finnish Core Curriculum: New Approach to LearningTiina Sarisalmi
Core Curriculum of Basic Education:
- basic values and principles
- transversal competences
- changes in school culture
- implementation: challenges and possibilities
- October 2016
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Learn more about how educators are using social networking to communicate and collaborate. Get an overview of the latest research and learn about ways educators are using edWeb.net for professional development.
Best Practices in the Teaching of ScienceRizaMendoza10
Reported By Ms. Princess Venerao in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Finnish Core Curriculum: New Approach to LearningTiina Sarisalmi
Core Curriculum of Basic Education:
- basic values and principles
- transversal competences
- changes in school culture
- implementation: challenges and possibilities
- October 2016
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Learn more about how educators are using social networking to communicate and collaborate. Get an overview of the latest research and learn about ways educators are using edWeb.net for professional development.
Shifting Education - Embracing the Transformation #OTRK12Dave Truss
On The Rise K12 - #OTRK12 Spotlight Presentation: David Truss is Vice Principal and Lead Administrator of Coquitlam Open Learning and Inquiry Hub Secondary School, (as well as co-founder of Inquiry Hub). The Inquiry Hub was just recently named the recipient of the Ken Spencer Award for Innovation in Teaching and Learning from the Canadian Education Association. David has been in education for 17 years, with two of those years as a Principal in China, and the rest of his experience in Coquitlam, BC. He has worked in schools from Pre-K to Adult education, and he has an interest in blended learning and the use of technology to create open, connected learning environments. His 'Pair-a-Dimes for Your Thoughts' blog has been his open learning journal for the past 9 years: pairadimes.davidtruss.com
This session focuses on how to revise online lessons so that the learning activities are based on learning theory, and it lays out what tools in Brightspace to use. Kolb’s Experiential Learning cycle will serve as the foundation for many lesson ideas as well as a couple other influential learning scholars.
Slides from my talk at SVA's Design Goes Social: Negotiating the Intersections of Art, Politics, and Community, Thursday, September 19th, 2013 at 7:00 PM; 45-50 30th Street, Long Island City, NY 11101. http://www.sva.edu/special-programs/hablas-diseno/events
The Environment Project: An Example Of Creating Cross Curriculum Digital Mate...VOG
Esta presentación muestra la Comunicación expuesta en INTED 2009
International Technology, Education and Development Conference
9th-11th March 2009
Valencia (Spain)
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Science Literacy and the Communication Piece - David Ngsciencecharter
David Ng, AMBL Director with the Michael Smith Labs at UBC asks us to explore the varied and often surprising nuances of science literacy and effective communication practices.
Engaging the Community in Consultation - NS3sciencecharter
Liz DeMattia, co-founder of the Nanaimo Science and Sustainability Society shares their extensive community engaged process for developing and launching NS3
Engaging the Community in Consultation - Centre for Community Engaged Learningsciencecharter
Jill Porter, Community Development Advisor with the Centre for Community Engaged Learning at UBC shares her experiences working with community partners, staff, faculty and students to identify, scope and implement projects and community engagement activities that enhance student learning and respond to emerging needs in local communities.
Mentoring Connections to Advance STEM Education and Careers - SCWIST/MOFsciencecharter
Cheryl Kristiansen from SCWIST provides an overview of the Make Possible mentorship program, designed to help woman connect, collaborate and lead in a dedicated mentoring network.
Community Partnerships in Teaching and Researchsciencecharter
Kyle Nelson from the Centre for Community Engaged Learning shares his experiences in fostering reciprocal and regenerative partnerships that serve community partners priorities and deepen student engagement and learning.
Welcome and Thank You for attendees, presenters and planning committee of the 2015 BCSOW - Pauline Finn, VP Community Engagement with Science World British Columbia
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
3. The Challenge
We enjoy a strong, stable system, but need a
more nimble and flexible one to meet the needs
of 21st century learners
System designed for an earlier century can’t
always meet the challenges students face – both
now and in the future
World has changed and continues to change,
so the way we educate students needs to
continually adapt
4. The Educated Citizen
• thoughtful, able to learn and to think critically, and
who can communicate information from a broad
knowledge base;
• creative, flexible, self-motivated and who have a
positive self image;
• capable of making independent decisions;
• skilled and who can contribute to society generally,
including the world of work;
• productive, who gain satisfaction through
achievement
and who strive for physical well-being;
• cooperative, principled and respectful of others
regardless of differences;
• aware of the rights and prepared to exercise the
responsibilities of an individual within the family,
the community, Canada, and the world.
5. • Core Competencies are explicit in redesign
• Focus on the important concepts and big ideas inherent
in the discipline
• Emphasize higher order learning and deeper learning
• Integrate and embed First Peoples Principles of
Learning and Aboriginal knowledge and world views
CONCEPT-BASED, COMPETENCY-DRIVEN CURRICULUM…
Guiding principles
6. • Reduce the prescriptive nature of curriculum
• Allow for flexibility and choice for teachers and student
• Enable teachers to be more creative and innovative in
their design of learning experiences
• Align assessment and evaluation with the redesign of
the curriculum
Guiding principles
7. Provincial consultation and extensive research identified these
categories of core competencies that support life-long learning:
• Thinking Competency
o Critical thinking
o Creative thinking
• Communication Competency
(oral, written, visual, digital; includes collaboration and reflection)
• Personal and Social Competency
o Positive personal and cultural identity
o Personal awareness and responsibility (includes self-
regulation)
o Social awareness and responsibility
Core Competencies
8. B.C.’s KDU (KUD) Curriculum Model
o the 3-D curriculum model: Know, Understand, Be
able to Do
o B.C.’s KDU model
o content learning standards = what students will know
o curricular competency learning standards = what
student will be able to do
o big ideas = what students will understand
10. Areas of Learning (K-9):
• English Language Arts
• Mathematics
• Science
• Social Studies
• Arts Education
• Français Langue Seconde Immersion
• Français Langue Premiere
• Physical and Health Education
• Languages (Core French) – underway
• Applied Skills – under discussion
• Career – preparation underway
Status of Curriculum Development
12. Feedback Process
There has been a large volume of feedback
received and website views.
Feedback Methods:
• Curriculum e-form
• SD Focussed reviews, 16 Schools/Districts
• Emails from individuals and organizations
• Competency e-form
13. What were positive features of the
curriculum redesign?
Overall Direction:
Overall, we fully support the new directions taken . . . recognizing
change is needed to prepare students better for a future in a vastly
more complicated and less predictable world. [DF85-AC]
Being more concept-based is in line with educational research. [OF566]
These changes are long overdue. The biggest strength is, by shortening
that enormous list of learning outcomes, we can now focus on thinking
and learning and the big ideas. Now there is some flexibility to help us
better personalize learning and to find ways to use areas of student
interest to facilitate learning. [OF133]
Overall I like the redesigned curriculum format. The essential ideas are
well laid out and explained. The big ideas give the teacher an
opportunity and freedom to work within the concepts and have a
degree of autonomy. [OF599]
14. Curriculum Elements:
The most popular features of the renewed curriculum are
the elements, with big ideas leading in popularity
Respondents appreciated that the renewed curriculum
gives a focus on big ideas and important concepts,
rather than minute details
“Absolutely love the big ideas. The big ideas really allow
for understanding by backwards design. The concepts
and content are also nicely organized and allow for
clear and concrete outcomes that students will
understand.” [OF434]
They inspire me to create unit plans based on each big
idea. [OF141]
15. Every learner leaving our
schools as curious as when they arrive
Judy Halbert and Linda Kaser
16. Science feedback: highlights
Positive feedback included:
the framework
science competencies and big ideas
place-based focus
greater flexibility
opportunities for inquiry and active learning
expanded focus on chemistry
17. Science feedback: Highlights
“The rationale document is the best I've seen in
all my years of science teaching. It actually
sounds like it [was] created with the input of real
scientists, or at least, by those who understand,
respect, and follow the methods of science. The
focus on developing scientifically minded (or
scientifically literate) citizens is the most
worthwhile endeavor that we can embark on in
science education; this rationale document not
only allows science teachers the freedom to
pursue this goal but requires it.” (DF154)
18. Science feedback: Highlights
Suggestions for improvement included:
Greater clarity
I STRONGLY urge a specific focus on environmental literacy through
the entire curriculum and in every grade. The proposed draft either has
removed attention on environmental education or has worded it in
such an embedded way that it is not apparent. (OF189)
Alignment between standards and rationale
and goals
The Rationale speaks to developing citizens with a caring and
responsible disposition, and an understanding of the social, ethical,
and environmental dimensions of issues. Yet going further into the draft
curriculum it is not evident to me how this is to be achieved as the
grade specific draft curriculum lacks alignment with this opening
discourse.” (DF71)
19. Science feedback: Highlights
Suggestions for improvement included:
Effects of proposed changes
I am curious as to why the content of certain curricula by grade has changed so
drastically (I am referring to Science and Social Studies 6 in particular). I am
wondering if there is a significant educational reason that is driving the decision.
(OF37)
We think the scope and sequence in science needs to be addressed, as well
whether some of the abstract topics are within the zone of proximal
development for some of these grades. Please ensure that there is flow from one
year to the next (and to the senior grades). We would like to build on concepts,
rather than just teach isolated snapshots. (OF106)
We feel there has been a shift towards introducing concepts that are too
abstract for our young students at the cost of removing content, which is very
meaningful/concrete/interesting to young students and allows for lots of hands-
on, discovery-based teaching. (DF269)
20. Science K-9 Revision
Commitments
Better represent environmental understanding in
the curriculum
Better align the learning standards with the
rationale and goals that support place-based
knowledge and First Peoples Principles of Learning
Review the effect of proposed changes on multi-
grade classrooms and examine the linkages
between grades
24. Feedback on graduation
curriculum received from the
K-9 posting
Continue with a concept-based and
competency-driven approach
Continue with the same key design
elements -- big ideas, curricular
competencies and concepts/content
A curriculum structure that ensures
continuity with the K-9 draft curricula is
key
25. Assessment
• The Ministry is involved with 3 forms of assessment:
Classroom Assessment support
Provincial Assessments and Examinations
National and International Assessments
• The Ministry is seeking input on all forms of assessment
• Provincial Advisory Groups underway
• Assessment will be revised to align with changing emphases
• Reporting/Communicating Student Learning practices to align with
directions and emerging from practices in the field
26. Next steps for curriculum development:
January – June, 2015
Continue the development of core competencies in
school districts
Post summary of K-9 feedback (February)
Solicit more feedback on FRAL, FRALP, PHE and Arts Ed
(February)
Teams of BC teachers will revise K-9 drafts based on the
feedback received
Teams of BC teachers will begin outlining the curriculum
for the 10-12 years
Explore the redesign of “Applied Skills” curricula
Begin development of Career Education curricula
New material posted - Summer 2015
27. Web Enhancements
Elaborations have been added (see
science)
Grad curriculum prototype posted
Instructional examples
Interactive website
Search capability?
28. Thank you!
Grahame Rainey, BCScTA President
grainey@bcscta.ca
Angie Calleberg, Ministry of Education
angie.calleberg@gov.bc.ca
Editor's Notes
AC
AC
In the social, economic and technological environment of the past, change was more gradual than it is now.
Many of the opportunities and jobs we’re preparing our students for don’t event exist today.
To be truly meaningful for students, education must reflect the times in which we live and recognize the promise of every child.
Before us lies a tremendous opportunity.
We know more now than we’ve ever known about how children learn. It is time to use that knowledge to change what we do so students can realize their full potential.
AC
These attributes of an Educated Citizen—first articulated in the Statement of Education Policy Order (Mandate for the School System) in 1989 (see http://www.bced.gov.bc.ca/legislation/schoollaw/d/oic_1280-89.pdf)—were affirmed in a series of roundtable discussions that former Minister of Education George Abbott held with education partners throughout the province in 2011.