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CURRICULUM REDESIGN: HELPING BRING INSPIRING EDUCATION TO LIFE

CURRICULUM REDESIGN: HELPING BRING INSPIRING EDUCATION TO LIFE. Curriculum Coordinator meetings – november 2013. INSPIRING EDUCATION: THE JOURNEY BEGINS. E ngaged Thinker. E thical Citizen. E ntrepreneurial Spirit. INSPIRING EDUCATION POLICY SHIFTS . NEW EDUCATION ACT.

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CURRICULUM REDESIGN: HELPING BRING INSPIRING EDUCATION TO LIFE

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  1. CURRICULUM REDESIGN:HELPING BRING INSPIRING EDUCATION TO LIFE Curriculum Coordinator meetings – november2013

  2. INSPIRING EDUCATION: THE JOURNEY BEGINS Engaged Thinker Ethical Citizen Entrepreneurial Spirit

  3. INSPIRING EDUCATION POLICY SHIFTS

  4. NEWEDUCATION ACT http://www.qp.alberta.ca/1266.cfm?page=e00p3.cfm&leg_type=Acts&isbncln=9780779769346

  5. NEWMINISTERIAL ORDER ON STUDENT LEARNING http://education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf

  6. CURRICULUM REDESIGN TIMELINE

  7. COLLABORATIVE CO-DEVELOPMENT Curriculum Development Application

  8. Collaboration and co-developmentPrototyping – One Model

  9. Components anchoringcurriculum development • Draft Guiding Principles for Curriculum Development • Draft Standards for Curriculum Development • Draft Common Construct for Programs of Study • Draft Essence Statements for Subject/Discipline Areas • Draft Literacy and Numeracy Benchmarks • Cross-curricular Competencies (as articulated in M.O.) and Draft Competency Indicators

  10. DRAFT GUIDING PRINCIPLES FOR • CURRICULUM DEVELOPMENT • Guiding principles are overarching beliefs • Provide overall direction for curriculum development • Seven draft guiding principles • Based on current research

  11. DRAFT STANDARDS FOR • CURRICULUM DEVELOPMENT • Draft Standards build on the draft Guiding Principles • Are requirements • Provide “must-do” direction for curriculum developers

  12. Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit • DRAFT COMMON CONSTRUCT FOR • PROGRAMS OF STUDY Common Construct for Programs of Study

  13. Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit • DRAFT ESSENCE STATEMENTS FOR • SUBJECT/DISCIPLINE AREAS • Outline what is unique to a subject/discipline area • Essential characteristics or intrinsic nature of the subject/discipline area

  14. DRAFT LITERACY AND NUMERACY • BENCHMARKS • Literacy and numeracy are foundational to all student learning. • Literacy is more than the ability to read and write, and numeracy is more than the ability to solve number problems. • Students need many ways to discover the world and make sense of it by acquiring, connecting, creating and communicating meaning in a variety of contexts throughout daily life.

  15. LITERACY AND NUMERACY

  16. UNDERSTANDING LITERACY AND NUMERACY • What does it mean to be literate? • What does it mean to be numerate?

  17. MINISTERIAL ORDER (#001/2013) 2.3 All students will employ literacy and numeracy to construct and communicate meaning.

  18. WHY ARE LITERACYAND NUMERACYSO IMPORTANT? Our Alberta students need many ways to discover the world and make sense of it by acquiring, connecting, creating and communicating meaning in a variety of contexts throughout daily life. Curriculum Development Prototyping Guide (August 2013) – page 11 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – page 12

  19. LITERACY AND NUMERACY BENCHMARKS ARE: • Expectations and behaviours at developmentally appropriate age groups • Inclusive • Applied in diverse contexts and for a variety of purposes • The responsibility of all educators • Lifelong processes Curriculum Development Prototyping Guide (August 2013) – page 11 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – page 12

  20. BENCHMARK COMPONENTS Awareness Knowledge and Understanding Strategies • A set of deliberate actions, procedures or processes applied in a learning situation to perform a task requiring literacy or numeracy • Understanding the roles literacy and numeracy play in attaining insight and learning • Identifying oneself as literate and numerate • Essential concepts, skills and social or cultural experiences that are foundational building blocks Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – pages 30 - 37

  21. THE DRAFT LITERACY AND NUMERACY BENCHMARKS Component Benchmark Organizing Element Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31 Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 30 - 37

  22. HOW WILL THE BENCHMARKS BE USED? • Curriculum must provide clear evidence of literacy and numeracy within and across subject/discipline areas. • (Standard 9) Curriculum Development Prototyping Guide (August 2013) – page 16 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – page 20

  23. DEFININGMATHEMATICSANDNUMERACY

  24. THE EVOLUTION OF NUMERACY

  25. How many sheep?

  26. NUMERACY • Generally requires quantitative or spatial information in everyday situations or contexts that have a tendency to be complex or less defined • Understanding develops horizontally • MATHEMATICS • Often requires procedural knowledge and understanding applied to more defined problemsthat are “realistic” • Understanding develops vertically

  27. CONSIDER THE FOLLOWING QUANTITATIVE INFORMATION: Which cell phone plan would work best for you? Curriculum Development Prototyping Guide (August 2013) – pages 29 - 31 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – pages 36 - 37

  28. Numeracyis employed in every aspect of being an engaged thinker and ethical citizen with an entrepreneurial spirit. Higher level Mathematicsis required in post-secondary education as well as in a variety of professions, occupations and research.

  29. DEFININGLANGUAGE ARTSANDLITERACY

  30. LANGUAGE ARTS IS A SUBJECT THAT… • Focuses on the language and its forms and functions. • Explicitly teaches students to develop and apply strategies for comprehending, expressing, composing and responding in a variety of contexts.

  31. WHAT IS LITERACY? • Literacy is interacting with and making meaning of your world. • Literacy is learned, applied and developed through a variety of experiences in and beyond the classroom walls.

  32. WHAT IS THE RELATIONSHIP BETWEEN LANGUAGE ARTS AND LITERACY? • Language Arts is • the study of language learning, • the knowledge, skills and attitudes of how language works. • Literacy is • the ability to acquire, connect, create and communicate meaning in a wide variety of contexts.

  33. The Evolution of Literacy • write a speech • present a report • read a letter • write a resume • talk on the phone • collaborate face to face • teleconferencing • encyclopedia/dictionary • maintain a blog • collaborate virtually in real time (videoconference,Yammer, GoogleDocs, Skype, Twitter) • design an app • create, produce and share video • use e-portfolios (LinkedIn) • instant messaging/texting • Wikipedia + + … Curriculum Development Prototyping Guide (August 2013) – pages 24 - 28 Guide du prototypage pour l’élaboration du curriculum(Aout 2013) – pages 31 - 34

  34. How has your perspective of Literacy and Numeracy changed?

  35. LITERACYANDNUMERACYARE ESSENTIAL FOR DEVELOPING ENGAGED THINKERS AND ETHICAL CITIZENS WITH AN ENTREPRENEURIAL SPIRIT. I want to know what is happening in the environment and how I can take care of it. I want to be confident and take risks in my own business. I want to think critically when I read statistics in the media. As a voter, I want to make informed decisions. I want to be prepared for further education.

  36. BREAK

  37. CROSS-CURRICULAR COMPETENCIES

  38. CROSS-CURRICULARCOMPETENCIES http://www.reuters.com/article/slideshow/idUSBRE96B0IC20130712#a=4 http://www.curling.ca/blog/2013/03/08/extra-end-loss-in-page-1-2-game-sends-canada-to-semifinal-at-world-juniors/ http://www.ctvnews.ca/canada/chris-hadfield-calls-prospect-of-soon-commanding-iss-surreal-1.1177283

  39. WHAT IS A CROSS-CURRICULAR COMPETENCY? • An interrelated set of attitudes, skills and knowledge • Applied in developmentally appropriate contexts for successful living and learning • Applied from K-12 across all • subject/discipline areas

  40. WHY CROSS-CURRICULAR COMPETENCIES? • Growth of the whole child; • a student-centred approach • Enable personalized learning • Support teacher decision making • Provide consistency across subject/discipline areas and in assessing and reporting

  41. CROSS-CURRICULARCOMPETENCIESAS PER THE MINSTERIAL ORDER ON STUDENT LEARNING (#001/2013) • Know how to learn • Think critically • Identify and solve complex problems • Manage information • Innovate

  42. CROSS-CURRICULARCOMPETENCIESAS PER THE MINSTERIAL ORDER ON STUDENT LEARNING (#001/2013) • Create opportunities • Apply multiple literacies • Demonstrate good communication skills and work cooperatively with others • Demonstrate global and cultural understanding • Identify and apply career and life skills

  43. WHAT IS A COMPETENCY INDICATOR? • Competency indicators are expectations (attitudes, skills, knowledge) that describe behaviours (emotions, thoughts and actions) that students demonstrate (ideas, processes, products and values) in their continued growth within a competency.

  44. CROSS-CURRICULAR COMPETENCY INDICATORS MODEL

  45. SAMPLE LEARNING EXPERIENCE Learning Experience: Your community is planning to build a new recreation centre and is looking for residents of the area to share ideas. You have the opportunity to offer your suggestions to the planning committee. Think about the activities you would like to do at the centre. Research what other communities offer at their recreation centres. Considering the needs and interests of your community, select a format that will best communicate your ideas to the planning committee. Use your research to support your ideas.

  46. SHARING LEARNING EXPERIENCES • In your context, what would competency-focused learning experiences look like?

  47. QUOTE FROM THE FIELD We chose to switch our planning approach from project-based learning with competencies as a supporting role to looking first at the competencies that fit best with our program of studies then designing an appropriate project. The results were richer skills, attitude and knowledge development in our students. We are transformed as a learning community. (Cheryl Devin, Teacher, Alberta School)

  48. ONLINE ASSESSMENT

  49. DIGITALLY-BASED ASSESSMENT • Inspiring Action on Education (June 2010) contemplates a future where “provincial assessment could also be made available on-demand.” • Realizing this vision is only possible through digitally-based exam administrations • Digitally-based provincial assessments will enable • Secure delivery of assistive technologies such as text-to-speech • The use of multi-media in provincial assessments • Innovative assessment items • Assessments to be securely delivered across a broad spectrum of devices • Many existing and legacy systems will need to be replaced or enhanced • Ideally, cloud-based infrastructure will be utilized that can easily respond to rapid spikes in demand

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