Ethics and Religious Culture

1. Ethics and Religious Culture Session II

2. Agenda • ERC - Review • Competencies • Themes by cycle • Outcomes – What does the learning look like? • Specific Resources • Starter Kit • LES • Translated by MELS – ESD site • English – LEARN • Religious Culture Material - LEARN • Learning and Evaluation Situations • Putting one together

3. Your Questions • What about resources, textbooks? • Do parents know about this new course? • Wouldn’t a one day religion/ethics be a better model? • How is this new program different from the current morals program? • Can there not be very specific content for each grade level to avoid repetition? • Can a teacher opt out of this course? • Can schools still decorate hallways for Christmas and Easter? • How can we teach about other religions if we don’t have the expertise? • How do we evaluate in the form of a percentage?

5. Competency 1: Reflects on ethical questions Key Features • Identifies (Analyzes) a situation from an ethical point of view • Examines several (a variety of) cultural, moral, religious, scientific or social references • Evaluates possible options or actions

6. Competency 1 (ethical questions) Elementary themes Cycle 1 Cycle 2 Cycle 3 • The needs of humans and other living beings • Demands associated with interdependence: humans and other living beings • Interpersonal relations in groups • Demands of belonging to a group • Individuals as members of society • Demands of life in society

7. Competency 1 (ethical questions) Secondary themes Cycle 1 Cycle 2 • Freedom • Autonomy • Social Order • Tolerance • The future of humanity • Justice • The ambivalence of human beings

8. Outcomes (Evaluation)Reflects on ethical questions

9. Outcomes (Evaluation)Reflects on ethical questions

10. Outcomes (Evaluation)Reflects on ethical questions

11. Outcomes (Evaluation)Reflects on ethical questions

12. Competency 2: Demonstrates an understanding of the phenomenon of religion Key Features • Explores (Analyzes) forms of religious expression • Makes connections between forms of religious expression and the social and cultural environment • Considers (Examines) various ways of thinking, being and acting

13. Competency 2 (phenomenon of religion)Elementary themes Cycle 1 Cycle 2 Cycle 3 • Religious practices in the community • Forms of religious expression in the young persons environment • Religions in society and the world • Religious values and norms • Family celebrations • Stories that have touched people

14. Competency 2 (phenomenon of religion) Secondary themes Cycle 1 Cycle 2 • Quebec’s religious heritage • Key elements of religious traditions • Representations of the divine and of mythical and supernatural beings • Religions down through time • Existential questions • Religious experience • Religious references in art and culture

15. Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion

16. Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion

17. Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion

18. Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion

19. Competency 3: Engages in dialogue Key Features • Organizes his/her thinking • Interacts with others • Develops a (substantial) point of view

20. Competency 3 (dialogue) Cycle 1 Cycle 2 Cycle 3 Conversation Discussion Narration Deliberation • Conversation • Discussion • Narration • Deliberation • Interview • Conversation • Discussion • Narration • Deliberation • Interview • Debate

21. Dialogue - Secondary Cycle 1 Cycle 2 • Conversation • Discussion • Narration • Deliberation • Interview • Debate • Panel • Conversation • Discussion • Narration • Deliberation • Interview • Debate • Panel

22. Means for developing a point of view

23. Means for examining a point of view

24. Types of Reasoning – Secondary Cycle 2 • Induction • Deduction • Analogy • Hypothesis

25. Hindrances to dialogue • Hasty generalization • Personal attack • Appeal to the crowd – bandwagon • Appeal to the people • Appeal to prejudice • Appeal to stereotype • Argument from authority

26. Outcomes (Evaluation)Engages in dialogue

27. Outcomes (Evaluation)Engages in dialogue

28. Outcomes (Evaluation)Engages in dialogue

29. Outcomes (Evaluation)Engages in dialogue

30. Evaluation of dialogue - Elementary • Students must be aware of definitions! • What is the chosen form of dialogue? • observation • How well has the student chosen to express his/her point of view? • observation • were there any hindrances used? • Define how you will have students express their means of judgment • self-reflection

31. Evaluation of dialogue - Secondary • Students must be aware of definitions! • What is the chosen form of dialogue? • observation • How has the student chosen to express his/her point of view? • self-reflection • observation • Were there any hindrances used? • observation • Define how you will have students express their means of judgment • self-reflection

32. Evaluation In support of learning For judgment • Development of competency • On-going • Formal and informal • In recognition of competency • End-of-cycle scales • Formal

33. Evaluation tools • Rubrics • Observation • Peer • Self • Tests, quizzes and exams • Learning and Evaluation Situations

34. Learning and Evaluation Situations • A situation that allows the student to exercise competencies in a meaningful context • Involves a set of complex tasks & knowledge-based learning activities • Not a traditional assessment tool! • Opportunities for differentiation • Formative in nature – both learning and evaluation take place

36. Learning & Evaluation Situation Problem to solve Question to answer Issue to ponder Create a product OR OR OR LA LA CT LA CT CT

37. Learning Activities and Complex Tasks • Learning Activities • Target the acquisition and structuring of the knowledge • What is an ethical question • Research on religious practice • Help enrich students’ store of knowledge (factual, procedural and conditional knowledge) • Call on specific aspects of a competency • Complex Tasks • Target the mobilization of resources • Call on competencies as a whole (key features) • Lead to the acquisition of new knowledge

38. LES Template and guidelines - Elementary • Themes, Teaching Guidelines and Related Content • Ethics – pp7-14 • Religious Culture – pp20-25 • Dialogue – pp27-34 • Desired Results – Outcomes and Evaluation Criteria • Ethics – pp5-6 • Religious Culture – pp18-19 • Dialogue – pp35-36 • Competencies and Key Features • Ethics – p2 • Religious Culture – p15 • Dialogue – p26 • Understandings – (Teaching Guidelines) a detailed list of objectives based on material • Essential Questions – an interesting hook • Students Will Know – key knowledge and skills

39. LES Template and guidelines - Elementary(cont.) • Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p27) • Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? • Assessment Tools – rubrics, tests, observation, etc… • Assessment Criteria – define the levels of understanding • Learning Activities – list of how you will present the content and what the students will do

40. LES Template and guidelines - Secondary • Themes, Teaching Guidelines and Related Content • Ethics – pp7-10 • Religious Culture – pp16-20 • Dialogue – pp22-31 • Desired Results – Outcomes and Evaluation Criteria • Ethics – pp5-6 • Religious Culture – pp14-15 • Dialogue – pp32-33 • Competencies and Key Features • Ethics – p2 • Religious Culture – p11 • Dialogue – p21 • Understandings – a detailed list of objectives based on material • Essential Questions – an interesting hook • Students Will Know – key knowledge and skills

41. LES Template and guidelines - Secondary(cont.) • Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p22) • Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? • Assessment Tools – rubrics, tests, observation, etc… • Assessment Criteria – define the levels of understanding • Learning Activities – list of how you will present the content and what the students will do

42. Resources • Spiritual Animators • ESD Website: http://www.swlauriersb.qc.ca/ • Book Lists • Web Sites • LES • LES Template • MELS - ERC site • https://www7.mels.gouv.qc.ca/DC/ECR/ or • http://www.mels.gouv.qc.ca/ • Username: ecrenseignant • Password: ecr0809 • LEARN • http://www.learnquebec.ca/en/?language=en • VoD • The Gazette Digital • Choose Your Voice – Secondary • Moot Court - Secondary

43. Spiritual Community Animators • Develop and implement programs and activities that have a community, humanitarian or spiritual nature. • Mobilize students to engage in community service projects. • Facilitates assemblies or classroom visits that address the character development of students. • Response to crisis situations in times of grief. • Links students to local centres of worship and culture. • Provides resources and speakers on relevant topics.